Direct Instruction Lesson Plan Template

Name: Kelsie Wall Central Focus/Big Idea of the Lesson:

Grade Level/Subject: Fifth Grade (5th) Social Studies People came to and from America for
social, political, and economic reasoning
by participating in a long, rough journey.
Essential Standard/Common Core Objective:
5.G.1 Understand how human activity has and continues to shape the United States.
Date taught:
March 22, 2018
5.G.1.4 Exemplify migration within or immigration to the United States in order to
push and pull factors (why people left/why people came).
Daily Lesson Objective:
Students will be able to analyze primary source documents to identify push and pull factors causing migration and
immigration during Trail of Tears. Students are expected to earn 8 out 10 points of 80% for mastery.
21st Century Skills: (Go to this link for more info about these skills: Academic Language Demand
http://www.p21.org/storage/documents/P21_Framework_Definitions.pdf)
Collaboration, Communication, Critical-thinking, Global Awareness Language Function: Analyze

Vocabulary: migration, immigration,

route, push factor, pull factor

Discourse: Turn and talk; small group

discussion

Syntax: anchor chart; exit ticket

Prior Knowledge:
Student have background knowledge based on the concept of shortcuts before the teacher demonstration. Students
should also have background knowledge of Westward Expansion topics or content areas. The students should be able to
discuss the relationships between European explorers, Indian groups, and other groups of people based on historical
events. The students should also be able to determine social, political, and economic aspects within a particular time
period or the battles/wars through the development of the nation during the Reconstruction.

Activity Description of Activities and Setting Time

Engage with a Quick Write by asking the students the following questions: “What is a
1. Focus and shortcut? When is a time you took a shortcut? What was the result?” Then ask the 4
Review students to participate in a “turn and talk” to share ideas and thoughts. Allow two to Minutes
three students to share their Quick Writes.
2. Statement of “Today you will analyze historical inquiries to identify the push and pull factors
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Objective causing migration and immigration during the Trail of Tears. “
Minutes
for Student

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 Teacher will introduce background information and a brief discussion based on the
topic Trail of Tears by showing a short video, which can be accessed at the following
link: https://www.youtube.com/watch?v=j-Eejpp-8SU. The teacher may also ask the
students their background knowledge of the topic. “Has anyone ever heard of the
Trail of Tears, which occurred during the West Ward Expansion?” The student(s) will
provide their answer(s) to help the teacher transition into explaining the event.
Teacher continues, “The Trail of Tears is when the United States government were
forcing the Native Americans out of their homeland and moving them towards the
west, which is now known as Oklahoma. The Native Americans were marched
hundreds of miles at gunpoint to reservations. Many Native Americans had multiple
perspectives, some of them wanted to fight, some knew they wouldn’t win if they
tried to fight, and some didn’t care. This was caused by the Indian Removal Act of
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3. Teacher Input 1830.” After presenting the video and asking critical thinking questions based on the
Minutes
video, the teacher will begin by creating an anchor chart of vocabulary words and
provide definitions (pull factors, push factors, migration, immigration, etc.). The
teacher will also present a PowerPoint slide of push and pull factors that cause
migration/immigration based on social, political, and economic reasons and the
definitions to push factor and pull factor.

Start the historical inquiry by asking the following questions:

"Why would people choose to move from their home country?" Is it always a choice
or are some forced to move?” “What are push and pull factors that led to migration
or immigration? Why would people choose to move from their home country? What
are some social, political, or economic factors that caused migration to America?

4. Guided Practice To begin the guided practice, the teacher will gather the students and review what a 5
primary document is compared to a secondary document using examples. Teacher Minutes
will ask the students the following questions, “What is a primary source document?
What is a secondary source document? How are they similar and different?”
Students will provide their thoughts and answers. “A primary source document is s
an artifact, a document, diary, manuscript, autobiography, a recording, or any other
source of information that was created at that moment. A secondary source
document is information is one that was created later by someone who did not
experience first-hand or participate in the events.”
The teacher will then use the following primary source documents to explore and
answer the following questions:
http://georgiainfo.galileo.usg.edu/topics/history/article/antebellum-era-1801-
1860/gen-winfield-scotts-address-to-the-cherokee-nation.

The questions that the students will be answering is the following:

● What is a push factor and a pull factor throughout the document?
● Was it related to a social, political, or economic factor? If so, what was it?
● What was the purpose of this primary source document?
● Who was affected in this primary source document? How did you determine

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 your answer?

Teacher will pass out the primary source document to prepare for independent
practice section of the lesson plan.
Teacher will have the students return to their seats. Students will read and explore
the primary source document and identify three push factors and/or pull factors with
textual evidence. The primary source document can be located at the following link,
students will be using the third document out of the four documents:
5. Independent http://library.mtsu.edu/tps/lessonplans&ideas/TrailofTearsPrimarySourcePacket.pdf. 10
Practice Students will be given access to the primary source document, which the students Minutes
will underline their textual evidence based on push and pull factors and identify
whether or not the evidence is a push factor or pull factor. The teacher will collect
the students’ work based on the three push and pull factors that they identified with
textual evidence as part of the assessment.
Rubric:

Beginner Developing Mastery

Textual Evidence Student did not Student did provide Student provided
provide textual textual evidence textual evidence
evidence based on based on the push based on the push
the push and pull and pull factor(s) and pull factor(s)
factor(s) connected connected to connected to
to migration and/or migration and/or migration and/or
6. Assessment immigration (0 immigration, but it immigration (5
Methods of Points) wasn’t accurate Points)
all and/or didn’t
objectives/skills: correspond (3 Points)

Push and/or Pull Student did not Student provided one Student provided
Factor(s) Connection to provide a detailed or two detailed and three detailed and
Migration/Immigration and accurate accurate description accurate
description of a of a push and pull description of push
push and pull factors connected to and/or pull factors
factor(s) connected migration and/or connected to
to migration and/or immigration (3 Points) migration and/or
immigration (0 immigration (5
Points) Points)
Before you go, post what you know! - Exit Ticket
Teacher will give each student a post-it, which the students must respond to the
questions or statements. 5
7. Closure
● In one sentence describe the Trail of Tears in your own words. Minutes
● Explain the difference between a push factor and pull factors as related to
migration and/or immigration?
8. Assessment About ten out of the sixteen students met the objective and/or mastered the content due to
Results of all active participation during the lesson. Also, the students asked questions about the content that
allowed them to comprehend the information better. About six out of sixteen students are still
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 either developing or beginners and/or did not meet the objective due to the students being
classified as an English as a Second Language (ESL), absences, lack of time, and behavioral issues.
objectives/skills:
The students who are classified as ESL struggled with reading the primary source document,
which the students were provided with modifications and accommodations.
Targeted Students Student/Small Group Modifications/Accommodations:
Modifications/Accommodations:
Struggling readers:
English Language Learners: Students who are struggling and need extra help will work
Students who are classified as English Language and/or read along with a more proficient reader. The struggling
Learners will work together in groups or with a readers will also be given variety of resources based on the
partner. Students will also receive pictures to topic of the lesson that best fits their academic needs. This
match vocabulary, examples, and may include a shortened video clip, shortened primary source
events/participants based on the topic of the document, and other resources.
lesson. Students will receive translated vocabulary
words into the learners’ home language. Early finishers:
Students who finish early and need extra material to work on will
Autism Spectrum: create their own primary source document based on what they
Learners with autism will be given specific believe was the push or pull factor that caused the Trail of Tears.
directions, given fewer and more clear choices
to decrease chances of being overwhelmed, and
given repeated instruction to check for
understanding. Students with autism will also
be able to work with a partner and use
materials and/or resources that relieves stress.
For example, the students will be able to have a
stress ball during lesson.
Materials/Technology:
Materials needed for this lesson plan is an anchor chart, markers, post-it notes, primary source documents - see
attached documents, Smart Board, PowerPoint slides, computer and/or laptop, pencil or pen, and paper.

Trail of Tears Primary Source Packet:

http://library.mtsu.edu/tps/lessonplans&ideas/TrailofTearsPrimarySourcePacket.pdf
Trail of Tears for Kids Documentary:
https://www.youtube.com/watch?v=j-Eejpp-8SU

References:
Perspectives on the Trail of Tears:
https://www.gilderlehrman.org/content/perspectives-trail-tears
Trail of Tears for Kids:
https://www.ducksters.com/history/native_americans/trail_of_tears.php
Reflection on lesson:
During my lesson I thought that the participation of the class and the excitement went well. I believe that it went well
because I was a new face that they were not used to seeing during a lesson and I allowed more student involvement
than usual. I also believe that the questions I asked the students allowed them to use their critical thinking skills. I also
noticed that I transited between introducing the content, vocabulary, and other parts of the lesson by building
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connections.

There are some issues that I will need to work on and change, which is classroom management and being nervous which
caused a loss in my train of thought. I will change these issues with more practice and help from my clinical teacher. After
the lesson, I looked for advise on ways to improve. Due to this being the first Social Studies lesson I have ever taught,
there were many surprises to me. One of the main surprises was how difficult it is to teach a lesson and control your
students simultaneously. I have never been in a situation where I had to juggle so much information and responsibility at
the same time, which was very overwhelming.

From my clinical experience, I learned that teaching includes patience and flexibility based on personal and professional
growth. As a future educator, it is important to realize that every lesson, activity, or other tasks might not be perfect but
there is always room to grow. I also learned and recognized my style of teaching and routines or classroom management
that I want to include in my future classroom. I learned that all students learn in various ways, so it is our duty to
accommodate for each student. All students should have equal access to academic opportunities, which teachers need
to recognize so that achievement and opportunity gaps gradually decrease.

If I could teach this lesson again, I would do a few aspects differently in the future. First, I would provide more student
involvement during the introduction of the topic, activities, and other tasks. The students listened to me discuss the
topic, which didn’t allow them the chance to build a connection with the content. Second, I would provide the students
more time to complete the activity and the independent practice. Students weren’t allowed to provide their full
academic potential due to lack of time. Lastly, I would organize the classroom structure and materials before presenting
the lesson to the class. Students had to gather at the meeting space and return back to their seats more than once, so
finding a way to organize the structure would allow the lesson to transition and run smoother. Also, I would provide a
primary source document that wasn’t difficulty for majority of the students.