2.+Five+Day+Unit+Plan

LIVING LARGE Westward Expansion in Early America  5th grade

**Day 1 - The Louisiana Purchase** Bailey Swager

What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || * The student will learn the causes of the Louisiana Purchase.
 * =Learning Objectives =
 * The student will know why people wished to expand West.
 * The student will learn about Thomas Jefferson and his contribution to the Louisiana Purchase.
 * The student will learn about the geographical territory of the Louisiana Purchase and which states now exist in America as a result. ||
 * **NCSS Theme/ **
 * NGSSS- Next Generation **
 * Sunshine State Standards **List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education [|http://flstandards.org]. // || <span style="font-family: Times,serif; font-size: 11pt;">NCSS Theme:
 * <span style="font-family: Times,serif; font-size: 11pt;">II. Time, Continuity, and Change

<span style="font-family: Times,serif; font-size: 11pt;">NGSSS
 * SS.5.A.6.1 Describe the causes and effects of the Louisiana Purchase.
 * [[file:///C:/Users/Bail/Documents/School/Spring%202012/SSE%203012/Unit%20Plan%20Template.doc|LACC.5.RI.2.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a //grade 5 topic or subject area//.]] ||
 * **<span style="font-family: Times,serif;">Assessment **
 * <span style="font-family: Times,serif; font-size: 9pt;">How will student learning be assessed? Authentic/Alternative assessments?
 * <span style="font-family: Times,serif; font-size: 9pt;">Does your assessment align with your objectives, standards and procedures?
 * <span style="font-family: Times,serif; font-size: 9pt;">Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || //<span style="font-family: Times,serif; font-size: 10pt;">Be sure to include Pre/Post assessment for your entire unit plan and on-going/ alternative assessment for individual, daily lesson plans! //

<span style="font-family: Times,serif;">Unit Pre-Assessment: <span style="font-family: Times,serif;">- What do you know about the Louisiana Purchase/ Lewis and Clark expedition/ Sacagawea? <span style="font-family: Times,serif;">- Why do you think people wanted to move and expand out west? <span style="font-family: Times,serif;">- What are possible hardships that the settlers may have faced during their long journey across America?
 * <span style="font-family: Times,serif;">Students will complete a formative assessment by using a KWL chart to fill in what they know about Westward Expansion in early America. Prompt questions:
 * <span style="font-family: Times,serif;">Students will complete the W portion of their KWL chart telling what they would like to learn about Westward Expansion in early America. In this part of the chart they should also include any questions they may have.

<span style="font-family: Times,serif;">Unit Post-Assessment:
 * <span style="font-family: Times,serif;">Will be given in the form of a test at the end of the unit.

//<span style="font-family: Times,serif;">On-going //<span style="font-family: Times,serif;"> Assessment: Student Activities & Procedures
 * <span style="font-family: Times,serif;">Students will complete the L portion of their KWL chart that explains what they’ve learned each day about Westward Expansion in early America. ||
 * //Design for Instruction//


 * <span style="font-family: Times,serif; font-size: 9pt;">What best practice strategies will be implemented?
 * <span style="font-family: Times,serif; font-size: 9pt;">How will you communicate student expectations?
 * <span style="font-family: Times,serif; font-size: 9pt;">What products will be developed and created by students?
 * <span style="font-family: Times,serif; font-size: 9pt;">Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.

Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || * ** 1. **** Unit Pre-Assessment: ** Students will first fill out the K portion of their KWL chart to explain what information they already know about the Louisiana Purchase. (Prompt questions can be found in the above “Assessment” section of this lesson plan.)

- Activity:
 * ** Anticipatory Set: **


 * 1) First, give full instructions and then have students get out of their seats and move to the taped off portion of the room (that you’ve already prepared).
 * 2) Ask the students, “Is there enough room for all of you to stay there for the rest of the day and be comfortable?” Tell them to think about their answer for 1 minute and then when you tell them, discuss their answer quietly with their shoulder buddy. ** [EL strategy] **
 * 3) Have the students then return to their seats.
 * 4) Hold a class discussion by asking students to raise their hands and give their answer and opinion about the activity.
 * 5) Show youtube video “The Louisiana Purchase in a Nutshell” ** [EL strategy] **


 * Pass out the reading worksheet and have students work with their desk partner and read “The Wild West” and answer the question. **[EL strategy]**


 * ** On-Going Assessment: ** Without referring to their worksheet, students will write what they’ve learned today about Westward Expansion so far.


 * ** Exceptionalities: **

- Perhaps I can have the students work together with per-arranged specific partners. I can make sure EL students are paired with fluent English speaking students and SLD students are working with advanced/gifted students. - The interactive classroom activity should allow all students to have a better understanding of what is being discussed in that day’s lesson. - Showing the video in class will accommodate to visual learners. || [] <span style="font-family: Times,serif;">Discussion Notes: For homework, students will complete a worksheet activity that has them cut out a map of the entire piece of land that was purchase during the Louisiana Purchase and paste it to a modern map of America. The students should then determine and list the fourteen states that were created by the purchase.
 * ==Resources/Materials== || * KWL chart worksheet
 * Small taped off portion of the room
 * Video:
 * Reading worksheet: []
 * Homework worksheet: [] ||

<span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; font-size: 24px; text-align: left;">** Day 2 - Lewis and Clark ** <span style="color: #a4c66c; display: block; font-family: 'Comic Sans MS',cursive; font-size: 14pt; text-align: left;">Daniela Robertson = =

<span style="font-family: Times,serif; font-size: 9pt;">What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || * <span style="font-family: Times,serif; font-size: 10pt;">The student will work together with a group to complete the webquest. <span style="font-family: Times,serif; font-size: 11pt;">NCSS Theme- Time, Continuity and Change || <span style="font-family: Times,serif;">- What do you know about the Louisiana Purchase/ Lewis and Clark expedition/ Sacagawea? <span style="font-family: Times,serif;">- Why do you think people wanted to move and expand out west? <span style="font-family: Times,serif;">- What are possible hardships that the settlers may have faced during their long journey across America? <span style="font-family: Times,serif;">Unit Post-Assessment: Assessment in the form of a test will be given at the end of the unit. (attached with unit plan)
 * =<span style="font-family: Times,serif;">Learning Objectives =
 * <span style="font-family: Times,serif; font-size: 10pt;">The student will pick a role and fulfill the requirements of the role.
 * <span style="font-family: Times,serif; font-size: 10pt;">The student will learn about the expedition of Lewis and Clark.
 * <span style="font-family: Times,serif; font-size: 10pt;">The student will study maps and learn about the points on the map.
 * <span style="font-family: Times,serif; font-size: 10pt;">The student will record encounters experienced on trip. ||
 * **<span style="font-family: Times,serif;">NCSS Theme/ **
 * <span style="font-family: Times,serif;">NGSSS- Next Generation **
 * <span style="font-family: Times,serif;">Sunshine State Standards **<span style="font-family: Times,serif; font-size: 10pt;">List each standard. Cutting and pasting from the website is allowed. //<span style="font-family: Times,serif; font-size: 9pt;">These can be downloaded from the Florida Dept of Education [|http://flstandards.org]. // || __<span style="font-family: Times,serif; font-size: 11pt;">SS.5.A.6.2 __<span style="font-family: Times,serif; font-size: 11pt;">: Identify roles and contributions of significant people during the period of westward expansion.
 * **<span style="font-family: Times,serif;">Assessment **
 * <span style="font-family: Times,serif; font-size: 9pt;">How will student learning be assessed? Authentic/Alternative assessments?
 * <span style="font-family: Times,serif; font-size: 9pt;">Does your assessment align with your objectives, standards and procedures?
 * <span style="font-family: Times,serif; font-size: 9pt;">Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || <span style="font-family: Times,serif;">Unit Pre-Assessment:Students will complete a formative assessment by using a KWL chart to fill in what they know about Westward Expansion in early America. Prompt questions:

//<span style="font-family: Times,serif;">On-going //<span style="font-family: Times,serif;"> Assessment: <span style="background-color: white; font-family: Times,serif;"> Students will complete the W portion of their KWL chart telling what they would like to learn about Westward Expansion in early America. In this part of the chart they should also include any questions they may have. Also students will complete the report/reflection at the end of the lesson. || Student Activities & Procedures
 * //Design for Instruction//


 * <span style="font-family: Times,serif; font-size: 9pt;">What best practice strategies will be implemented?
 * <span style="font-family: Times,serif; font-size: 9pt;">How will you communicate student expectations?
 * <span style="font-family: Times,serif; font-size: 9pt;">What products will be developed and created by students?
 * <span style="font-family: Times,serif; font-size: 9pt;">Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.

Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || # Review from previous day’s lesson. Ask students what they remember and probe questions about the Louisiana Purchase and what that entailed. Also review the previous night’s homework. [|http://www1.bellevuepublicschools.org/curriculum/k6web/fourthgrade/nebraskastudies/lewisandclark/LCQuest.htm#Resources:] || <span style="font-family: Times,serif;">Discussion Notes: Students could create Powerpoint presentations as an extension to the webquest and present to the class if time permitted. Also if more time was permitted students could have follow up lessons which could include mapmaking or watching the PBS documentary on Lewis and Clark. <span style="font-family: Times,serif;"> <span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; font-size: 24px; text-align: left;">** Day 3 - Struggles of the Journey ** <span style="color: #a4c66c; display: block; font-family: 'Comic Sans MS',cursive; font-size: 14pt; text-align: left;">Sierra Hanna
 * 1) Ask students if they have wanted to become an explorer. Ask what explorers do. State that today’s lesson is going to involve exploring the land of the Louisiana Purchase by finding information on the people who explored the newly found land, Lewis and Clark.
 * 2) Give brief information about Lewis and Clark and let students know that they will be broken into groups and assigned roles to go on an exploration of their own online with a webquest. (Would want to put ESOL or students with exceptionalities in groups that will help them better understand the task at hand. Also would want to put them with students they are comfortable with so that they are open to learning.)
 * 3) Once students are in groups and have distributed the roles, I would send them off to designated areas with computers (or in a computer lab) and hand each of the handouts to each group which explaining to the class as a whole what each handout means.
 * 4) Explain to the groups that they will fill out these handouts with the resources on this webquest and at the end of the webquest they will each write down what was there favorite thing that they learned from the webquest and how they think it would have been to be a part of the expedition with Lewis and Clark.
 * 5) Once all the guidelines for the activity have been stated allow students to get started and work with their groups. The teacher will be walking around the groups to help with any issues and to make sure the groups are working well together. (Since the webquest is interactive it will hopefully help the ESOL students learn more than just having direct instruction on the topic.)
 * 6) Allow the students 40 minutes to work through the webquest as a group and then instruct the students to work on their report/reflection for the last 10-15 minutes and inform them that the reports and the worksheets will be collected for a grade.
 * 7) Once students have completed their reports, the teacher will collect them and start to wrap up the lesson.
 * 8) Wrap up lesson by asking how it felt to be an explorer and asking students how they would have felt had they been Lewis and Clark. Tell students that for homework to fill in the learned portion of the KWL with what they learned from today’s lesson. Thank students for their hard work. ||
 * ==Resources/Materials== || // Computers, Webquest online, worksheets for Journalist, Mapmaker/Geographer, and Bioligist/Anthropologist (Enough for each group to have one), Internet Access, Paper for Reports on findings. //

<span style="font-family: Times,serif; font-size: 9pt;">What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || * <span style="font-family: Times,serif; font-size: 10pt;">Learn about the pioneer experience on the Oregon Trail. <span style="font-family: Times,serif; font-size: 11pt;">Identify roles and contributions of significant people during the period of westward expansion. || <span style="font-family: Times,serif;">Unit Pre-Assessment: Students will complete a formative assessment by using a KWL chart to fill in what they know about Westward Expansion in early America. <span style="font-family: Times,serif;">-What do you know about the Louisiana Purchase/ Lewis and Clark expedition/ Sacagawea? <span style="font-family: Times,serif;">-Why do you think people wanted to move and expand out west? <span style="font-family: Times,serif;">-What are possible hardships that the settlers may have faced during their long journey across America?
 * =<span style="font-family: Times,serif;">Learning Objectives =
 * <span style="font-family: Times,serif; font-size: 10pt;">Comared and contrasted modern day travel experiences with those of the 19th century.
 * <span style="font-family: Times,serif; font-size: 10pt;">Synthesized historical data through a creative writing.
 * <span style="font-family: Times,serif; font-size: 10pt;">The student will be able to identify the characteristics of a pioneer. ||
 * **<span style="font-family: Times,serif;">NCSS Theme/ **
 * <span style="font-family: Times,serif;">NGSSS- Next Generation **
 * <span style="font-family: Times,serif;">Sunshine State Standards **<span style="font-family: Times,serif; font-size: 10pt;">List each standard. Cutting and pasting from the website is allowed. //<span style="font-family: Times,serif; font-size: 9pt;">These can be downloaded from the Florida Dept of Education //[|//http://flstandards.org//]//<span style="font-family: Times,serif; font-size: 9pt;">. // || * <span style="font-family: Times,serif; font-size: 11pt;">NCSS Theme- Time, Continuity and change.
 * <span style="font-family: Times,serif; font-size: 11pt;">SS.5.A.6.2
 * **<span style="font-family: Times,serif;">Assessment **
 * <span style="font-family: Times,serif; font-size: 9pt;">How will student learning be assessed? Authentic/Alternative assessments?
 * <span style="font-family: Times,serif; font-size: 9pt;">Does your assessment align with your objectives, standards and procedures?
 * <span style="font-family: Times,serif; font-size: 9pt;">Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || //<span style="font-family: Times,serif; font-size: 10pt;">Be sure to include Pre/Post assessment for your entire unit plan and on-going/ alternative assessment for individual, daily lesson plans! //

<span style="font-family: Times,serif;">Unit Post-Assessment: Quiz with questions from each lesson.

//<span style="font-family: Times,serif;">On-going //<span style="font-family: Times,serif;"> Assessment: Students will complete the L portion of their KWL chart that explains what they’ve learned each day about Westward Expansion in Early America. || Student Activities & Procedures
 * //Design for Instruction//


 * <span style="font-family: Times,serif; font-size: 9pt;">What best practice strategies will be implemented?
 * <span style="font-family: Times,serif; font-size: 9pt;">How will you communicate student expectations?
 * <span style="font-family: Times,serif; font-size: 9pt;">What products will be developed and created by students?
 * <span style="font-family: Times,serif; font-size: 9pt;">Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.

Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || * Review from the previous days learning. Ask review questions about Lewis and Clark and what they accomplished. <span style="font-family: Times,serif; font-size: 130%;">Discussion Notes: Send home a sheet of paper with the Oregon Trail website and the game website, and encourage parents to learn with their student. I would give extra credit to students who bring in a picture from this time and describe what the picture is about.
 * 1) 1. Show pictures from this time period to give the students a feel for the clothing, transportation, and setting. Ask what each photo tells about the experience of pioneers. Ask what hardships they might have faced? Students will discuss answers in groups.
 * 2) 2. Introduce all of the following information on the white board for students to think about.
 * 3) // 3. // Go to the Oregan Trail website, click on Jumping off to access information about the following topics. (These will all be helpful for ESOL students because there will be group discussion after each question, and pictures on the whiteboard to give them a visual)
 * 4) // 4. // How do they get supplies? The Supplies tab tells the amount of food a family would need in order to survive on the trail.
 * 5) // 5. // There are a lot of people traveling to the same place at the same time. Congestion describes the traffic jams that delayed the start of pioneers journeys. Show the congestion video.
 * 6) // 6. // They had to relocate, and they didn’t have u-hauls back then. Overpacking recounts how emigrants would have to throw things off their wagons when they realized it was weighing down their wagon.
 * 7) // 7. // How do they pull their wagon? The power tab explains why emigrants chose mules or oxen to pull their wagons.
 * 8) // 8. // What if you get sick along the way? The hardships tab describes the physical risks of the journey, such as fatigue, accidents, storms, disease, and dangerous river crossings.
 * 9) // 9. // There were also dangerous animals along the way. Buffalo describes the encounters with herds of buffalo.
 * 10) // 10. // After all this information is introduced, students will get in groups and search through the book “Fantastic Facts about the Oregon Trail.”
 * 11) // 11. // We will visit the Trail Archive section of the Oregon Trail website, and access diaries, and letters to hear about the experience first hand.
 * 12) // 12. // Each student will write a story about the experiences of a 19th century family traveling on the Oregon Trail.
 * 13) // 13. // If there is free time during the week, the students can access the Westward Trail game to act like real pioneers. ||
 * ==Resources/Materials== || * “Fantastic Facts about the Oregon Trail”
 * T he Oregon Trail website
 * [|//http://www.america101.us/trail/Oregontrail.html//]
 * Westward Trail game
 * // [] // ||

<span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; font-size: 24px; text-align: left;">** Day 4 - Hardships of Native Americans and Slaves ** <span style="color: #a4c66c; display: block; font-family: 'Comic Sans MS',cursive; font-size: 14pt; text-align: left;">Lindsay Selmer

<span style="font-family: Times,serif; font-size: 9pt;">What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || //<span style="font-family: Times,serif; font-size: 10pt;">Depending on the topic, 4-5 objectives are ample. All should begin with: // <span style="font-family: Times,serif; font-size: 10pt;">The students will be able to identify who created the Indian Removal Act of 1830 and why this person wanted this Act enforced. The student will be able to explain the Indian Removal Act of 1830. The students will be able to explain thoroughly the Trail of Tears. The students will be able to explain the effects of the Indian Removal Act of 1830 on the Indians. The students will be able to demonstrate the Indian Removal Act of 1830 and the Trail of Tears by expressing themselves by recreating the Trail of Tears. <span style="font-family: Times,serif; font-size: 10pt;">The NCSS themes that will be covered in class are Power, Authority, and Government and People, Places, and Environment. || <span style="font-family: Times,serif;">Lesson Plan Pre-Assessment: Questions:
 * =<span style="font-family: Times,serif;">Learning Objectives =
 * **<span style="font-family: Times,serif;">NCSS Theme/ **
 * <span style="font-family: Times,serif;">NGSSS- Next Generation **
 * <span style="font-family: Times,serif;">Sunshine State Standards **<span style="font-family: Times,serif; font-size: 10pt;">List each standard. Cutting and pasting from the website is allowed. //<span style="font-family: Times,serif; font-size: 9pt;">These can be downloaded from the Florida Dept of Education [|http://flstandards.org]. // || * <span style="font-family: Times,serif; font-size: 11pt;">SS.5.A.6.6
 * <span style="font-family: Times,serif; font-size: 11pt;">Explain how westward expansion affected Native Americans.
 * <span style="font-family: Times,serif; font-size: 11pt;">Independent
 * <span style="font-family: Times,serif; font-size: 11pt;">» SS.5.A.6.In.f: Identify that westward expansion forced Native Americans to leave their homes and caused thousands to die.
 * <span style="font-family: Times,serif; font-size: 11pt;"> More Information »
 * <span style="font-family: Times,serif; font-size: 11pt;">Supported
 * <span style="font-family: Times,serif; font-size: 11pt;">» SS.5.A.6.Su.f: Recognize that many Native Americans died or lost their homes due to westward expansion.
 * <span style="font-family: Times,serif; font-size: 11pt;"> More Information »
 * <span style="font-family: Times,serif; font-size: 11pt;">Participatory
 * <span style="font-family: Times,serif; font-size: 11pt;">» SS.5.A.6.Pa.f: Recognize that different groups wanted the same land. ||
 * **<span style="font-family: Times,serif;">Assessment **
 * <span style="font-family: Times,serif; font-size: 9pt;">How will student learning be assessed? Authentic/Alternative assessments?
 * <span style="font-family: Times,serif; font-size: 9pt;">Does your assessment align with your objectives, standards and procedures?
 * <span style="font-family: Times,serif; font-size: 9pt;">Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || //<span style="font-family: Times,serif; font-size: 10pt;">Be sure to include Pre/Post assessment for your entire unit plan and on-going/ alternative assessment for individual, daily lesson plans! //
 * 1) <span style="font-family: Times,serif;">Why did President Jackson want to remove the Indians from the South?
 * 2) <span style="font-family: Times,serif;">What Act did the Indians sign to exchange their land in the East for land in the West?
 * 3) <span style="font-family: Times,serif;">What is the Trail of Tears?
 * 4) <span style="font-family: Times,serif;">Approximately how many Indians died in the Trail of Tears?
 * 5) <span style="font-family: Times,serif;">In what year was the Indian Removal Act passed?
 * 6) <span style="font-family: Times,serif;">Why was the Trail of Tears so devastating for the Cherokee Indians?

<span style="font-family: Times,serif;">Lesson Plan Post-Assessment: At the end of the lesson plan I will have the students write a reflection on what they learned about the Indian Removal Act of 1830 and the Trail of Tears. The students will explain the effects these events had on the Indians. The students should be able to answer the questions from the pre-assessment in the reflection.

//<span style="font-family: Times,serif;">Lesson Plan On-going //<span style="font-family: Times,serif;"> Assessment: During the lesson plan we will have pause moments. These pause moments will allow the students to answer questions from the pre-assessment (6 pause moments). Each pause moment will bring a reward. The reward will help the students during the reenactment of the Trail of Tears. Therefore, when a student answers the question correctly they will have a choice of an item that can help them during their journey out west.

<span style="font-family: Times,serif;">Unit Pre-Assessment:

<span style="font-family: Times,serif;">Students will complete a formative assessment by using a KWL chart to fill in what they know about Westward Expansion in early America. Prompt questions: <span style="font-family: Times,serif;">- What do you know about the Louisiana Purchase/ Lewis and Clark expedition/ Sacagawea?

<span style="font-family: Times,serif;">- Why do you think people wanted to move and expand out west?

<span style="font-family: Times,serif;">- What are possible hardships that the settlers may have faced during their long journey across America?

<span style="font-family: Times,serif;">Students will complete the W portion of their KWL chart telling what they would like to learn about Westward Expansion in early America. In this part of the chart they should also include any questions they may have.

<span style="font-family: Times,serif;">Unit Post-Assessment:

<span style="font-family: Times,serif;">On-going Assessment:

<span style="font-family: Times,serif;">Students will complete the L portion of their KWL chart that explains what they’ve learned each day about Westward Expansion in early America. || Student Activities & Procedures
 * //Design for Instruction//


 * <span style="font-family: Times,serif; font-size: 9pt;">What best practice strategies will be implemented?
 * <span style="font-family: Times,serif; font-size: 9pt;">How will you communicate student expectations?
 * <span style="font-family: Times,serif; font-size: 9pt;">What products will be developed and created by students?
 * <span style="font-family: Times,serif; font-size: 9pt;">Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.

Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || The lesson will start off with the pre-assessment questions. After the pre-assessment questions the students will watch a short video on the IWB about the Indian Removal Act and Trail of Tears. ACCOMODATION: There will be captions with the video for students with hearing impairments. ACCOMODATION: The students will also be given a fun fact sheet about the Indian Removal Act and Trail of Tears so the students can have a reference guide after watching the movie. After viewing this video the students will then reenact the Trail of Tears. Each student will be assigned a roll and given props. The student who assigned to be President Andrew Jackson will describe the Indian Removal Act of 1830 and then will make an announcement that the Cherokee Indians will need to move West of the Mississippi River to present-day Oklahoma. The reason for the Indian Removal Act was due to the growing population of the Southern United States and the eagerness for land to raise cotton. The students will then be given a bag full of resources. This bag will contain items that represent the hardships of the Trail of Tears: food, clothes, disease, horses, and wagons. There will be different stations that are numbers in order set-up around the classroom. Students will travel from station to station. Each station will have a FUN FACT CARD. This card will reveal information about the Trail of Tears. Also at each station there will be a sign of what the student must take out of their resource bag. Also, students picked at random will not finish the journey. This will be due to disease. These students will write in their reflection how they felt about not finishing their journey and what their life was like while on the Trail of Tears. This will represent the loss and struggles the Indians faced during their long and torturous journey. There will be six stations and after each station there will be a pause moment. During each pause moment the students will be asked a question from the pre-assessment. When the student answers the question correctly they will have the opportunity to add a resource to their resource bag whether it is food, clothing, horses, or a wagon. The students will complete each of the six stations. After completion of the Trail of Tears the students will reflect on their journey from beginning to end and the resources they started with and the resources they ended with. Based on the resources the students ended with the students will write a reflection on how they can build a new life using what they have and what the land can provide with natural resources. ACCOMODATION: For ESE students they will have the opportunity to draw their reflection and how they can build from what they ended their journey with and what natural resources are around that can help.

// In your lesson be sure to label (ESOL; ESE) appropriate activities and modifications made for ESOL and ESE students. // || // Resource bag: Food, clothes, horses, diseases, wagons. (Each bag will have plastic food, a piece of clothing, a plastic horse, and plastic wagon, and a little brown box that represents disease. This is done so that the students are able to recognize that their bag is getting lighter and lighter throughout their travels.) // ||
 * ==Resources/Materials== || // [] //

<span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; font-size: 24px; text-align: left;">** Day 5 - The Importance of Westward Expansion ** <span style="color: #a4c66c; display: block; font-family: 'Comic Sans MS',cursive; font-size: 14pt; text-align: left;">Lindsay Selmer

<span style="font-family: Times,serif; font-size: 9pt;">What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || <span style="font-family: Times,serif; font-size: 10pt;">The students will be able to explain the importance of Westward Expansion based on the information covered during the week. The students will be able to create a storyline of events that are a part of the Westward Expansion Movement. The students will be able to create a storyline that has pictures with narration. || <span style="font-family: Times,serif;">Pre-Assessment: The students will be asked to name events that took place during the Westward Expansion Movement.
 * =<span style="font-family: Times,serif;">Learning Objectives =
 * **<span style="font-family: Times,serif;">NCSS Theme/ **
 * <span style="font-family: Times,serif;">NGSSS- Next Generation **
 * <span style="font-family: Times,serif;">Sunshine State Standards **<span style="font-family: Times,serif; font-size: 10pt;">List each standard. Cutting and pasting from the website is allowed. //<span style="font-family: Times,serif; font-size: 9pt;">These can be downloaded from the Florida Dept of Education [|http://flstandards.org]. // || * <span style="font-family: Times,serif; font-size: 11pt;">SS.5.A.6.4: Explain the importance of the explorations west of the Mississippi River.
 * <span style="font-family: Times,serif; font-size: 11pt;">Independent
 * <span style="font-family: Times,serif; font-size: 11pt;">» SS.5.A.6.In.d: Identify contributions of explorers who went west of the Mississippi River, such as creating the first accurate map of the area, including its rivers and mountains.
 * <span style="font-family: Times,serif; font-size: 11pt;">Supported
 * <span style="font-family: Times,serif; font-size: 11pt;">» SS.5.A.6.Su.d: Recognize that Lewis and Clark led an expedition during the westward expansion.
 * <span style="font-family: Times,serif; font-size: 11pt;">Participatory
 * <span style="font-family: Times,serif; font-size: 11pt;">» SS.5.A.6.Pa.d: Recognize that people explore new lands. ||
 * **<span style="font-family: Times,serif;">Assessment **
 * <span style="font-family: Times,serif; font-size: 9pt;">How will student learning be assessed? Authentic/Alternative assessments?
 * <span style="font-family: Times,serif; font-size: 9pt;">Does your assessment align with your objectives, standards and procedures?
 * <span style="font-family: Times,serif; font-size: 9pt;">Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || //<span style="font-family: Times,serif; font-size: 10pt;">Be sure to include Pre/Post assessment for your entire unit plan and on-going/ alternative assessment for individual, daily lesson plans! //

<span style="font-family: Times,serif;">Post-Assessment: The students will be assessed on their storyline. The students must retain 100% of the information covered about the Westward Expansion Movement.

<span style="font-family: Times,serif;">Unit Pre-Assessment:Students will complete a formative assessment by using a KWL chart to fill in what they know about Westward Expansion in early America. Prompt questions: <span style="font-family: Times,serif;">- What do you know about the Louisiana Purchase/ Lewis and Clark expedition/ Sacagawea? <span style="font-family: Times,serif;">- Why do you think people wanted to move and expand out west? <span style="font-family: Times,serif;">- What are possible hardships that the settlers may have faced during their long journey across America? <span style="font-family: Times,serif;">Unit Post-Assessment: Assessment in the form of a test will be given at the end of the unit. (attached with unit plan)

//<span style="font-family: Times,serif;">On-going //<span style="font-family: Times,serif;"> Assessment: <span style="background-color: white; font-family: Times,serif;"> Students will complete the W portion of their KWL chart telling what they would like to learn about Westward Expansion in early America. In this part of the chart they should also include any questions they may have. Also students will complete the report/reflection at the end of the lesson. || Student Activities & Procedures
 * //Design for Instruction//


 * <span style="font-family: Times,serif; font-size: 9pt;">What best practice strategies will be implemented?
 * <span style="font-family: Times,serif; font-size: 9pt;">How will you communicate student expectations?
 * <span style="font-family: Times,serif; font-size: 9pt;">What products will be developed and created by students?
 * <span style="font-family: Times,serif; font-size: 9pt;">Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.

Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || The students will have an opportunity to reflect on events that happened during the Westward Expansion. The students will create a storyline in chronological order of the Westward Expansion. The storyline should include a picture(s) and a brief description about what the picture depicts. The students should be able to complete the storyline with 100% accuracy. Students with exceptionalities will have the opportunity to use the application Paint on the computer. This application allows students to draw and write. Students will have crayons, colored pencils, markers, and paint to create their storyline. ||
 * ==Resources/Materials== || // Students will be able to use their KWL chart to conduct their storyline. The students will need colored pencils, markers, crayons, paint, and construction paper to create their storyline. // ||