Lesson Plan

Teacher Candidate’s Name: Patrick Del Vecchio

Tentative Date: 6/20/2019
Lesson Title: Andrew Jackson Virtual Field Trip
Context:
 Grade Level/Subject: 8th Grade United States History
 Disability Categories represented: Autism, Specific Learning Disability, Other Health Impairment
 Type of classroom (continuum of placements): Inclusion
 Describe UDL integration (into anticipatory, procedure, guided practice, and assessment)
 Collaborative methods used to enhance the lesson (e.g., families, community resources, school resources): During the
thematic unit the students will create a survey on what qualities or characteristics make a “good” president. The students
will be required to survey at least five adults over the age of eighteen.

Central Focus: The students will compare and contrast life during Andrew Jackson’s presidency from different perspectives such as
common people, the wealthy, Northerners, Southerners, and Native Americans.

Essential Questions: What humanistic characteristics make for a “good” president?

NJCCCS Standards:

6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and
present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable
students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local,
national, and global communities.

6.1.8.A.4.a: Explain the changes in America’s relationships with other nations by analyzing policies, treaties, tariffs, and
agreements.

6.1.8.B.4.a: Assess the impact of the Louisiana Purchase and western exploration on the expansion and economic development of
the United States.

6.1.8.B.4.b: Map territorial expansion and settlement, as well as the locations of conflicts with and resettlement of Native
Americans.

6.1.8.C.4.a: Analyze the debates involving the National Bank, uniform currency, and tariffs, and determine the extent to which each
of these economic tools met the economic challenges facing the new nation.

Learning Goals: Students will be able to compare and contrast the various perspectives of the people who were living in the United
States during Andrew Jackson’s presidency.

Academic Language:
Examine the learning goals to complete the chart below. Plan supports for at least 2 identified demands.
Identified Language Demands Planned Language Supports
Vocabulary (put identified words here in parenthesis) Democracy, Diplomatic, Tariffs, Destiny,
Language Function Analyze, Cause and effect, Compare and Contrast
Syntax Virtual Field Trip
Discourse Reading descriptions, articles, passages, websites, and
watching videos.

Procedure:
Examine the learning goals, essential questions, and NJCCCS Standards to complete the chart below.
Anticipatory Set The teacher will begin class promptly as the students know what to expect from Assessment
2 minutes yesterdays class. It is important to begin promptly. Instruct the students to take their seat The teacher will
and listen for instruction use formative
assessments
while circulating
the room and
monitoring the
student’s
participation
and level of
focus. The
hyperdoc will be
collected and
used as a
summative
assessment for
this portion of
the virtual field
trip.
Guided Practice The teacher will explain that this portion of the virtual field trip requires a partner. If the
5 minutes students cannot find a partner to work with in less than thirty seconds, pull the sticks
randomly to choose partners. Collaborating with a partner will create meaningful
conversation, discussion, and possibly some disagreement. The social skills that are
practiced and utilized during a collaborative activity is beneficial, especially as they are
moving into high school in September.

Independent Partners should be sitting together and they should begin working on the hyperdoc. Tell
Practice the students that the directions are on Part 2 of the virtual field. Directions are also
(collaborative) printed on the hyperdoc itself. The hyperdoc uses the 8 th grade issued textbook for Tinton
38 minutes Falls Middle School and provides the students with links to a digital copy. The hyperdoc
includes numerous events that took place during Andrew Jackson’s presidency. The
students will have to consider life from various perspectives in regards to the event. This
will not only create a more rounded opinion on Jackson, but it will also promote a sense
 of cultural awareness. The students will create a quote in reaction to an event as if they
were a common person, wealthy person, a Northerner, Southerner, and Native American.
Each link provided will lead the student to the necessary sections in the text to find the
answers. During this activity, the teacher should be walking around the room monitoring
conversations and student work. The teacher will use this time to informally assess the
students and their understanding of directions, material, and objective of the activity.
The hyperdoc will be turned in online to the Google Classroom and the teacher will grade
using a rubric. Partners will receive the same score.
Closure Have the students pack up with 3 minutes left in the period. Tell the student tomorrow is
3 minutes the last day of the virtual field trip. Use the remaining time to discuss the virtual field
trip.

Accommodations:
Include adaptive and assistive tech/software/web-supported learning with specific skill areas.
Identified Support for …… Specific Characteristic(s) Planned Accommodation(s)
(ELL, advanced student, struggling student, (Strength/Need) These are the changes to “how” the
student with IEP or 504). student learns the content. The student
Put one student per box below. achieves the learning goal of the lesson.
Student 1 Checks for Understanding The teacher has broken down the
questions into three sections. The student
will raise their hand after each section of
questions is completed. The teacher will
ask the students questions to check for
his or her understanding of the material.
Student 2 Repeated Directions The teacher will automatically repeat the
directions two or three times regardless if
the student asks. It will become a norm
for the teacher in the classroom.
Student 3 Preferential Seating The teacher will make sure that student is
seated near the teacher or in close
proximity where the teacher is easily
accessible. This not only reduces anxiety
for the student, but it does not cause any
distractions for the other students.

Modifications for Students with Disabilities:

None may be needed so just state that in the “planned modifications” section.
Identified Support for …… Specific Characteristic(s) Planned Modification(s)
(see list above and include ONLY those (Strength/Need) These are changes to “what” the student learns. The
with disabilities) learning goal is changed to meet the learner’s strengths
Put one student per box below. or needs.
Autism Stimulating Behavior Self-monitoring chart. Timer will ring every three
minutes. If behaviors are controlled, student will
receive a sticker
Specific Learning Disability Reading Fluency Close Reading strategies: highlighting informational
text and vocabulary.
Other Health Impairment Organization Skills Breaking Down activity into smaller steps.

Materials / Use of Instructional Technology:

 Teacher Materials
- Promethean Board
- Computer
- Hyperlinks
- Social Studies Textbook
- Instructions for Webquest
- Rubric for grading
 Student Materials (Include Adapted Materials for Differentiated Instruction)
- Chromebook
- Lined Paper
- Writing Utensil
 Technology
- Promethean Board
- Computer
- Chromebook
 Reference List (of sources cited under the “Procedures” section).
Hall, E., T., Meyer, A., & Rose H., D. (2012). Universal design for learning in the classroom: Practical applications. The Guilford Press,
50-88.
Roblyer D. M. (2016). Integrating educational technology into teaching. Pearson Education, 7, 170-231.

Homework / Assignment for Next Class:

Students will continue on their virtual field trip.