Date: 4/26/02

Date: 4/30/02

Grade: 10th

Teacher Name: P. Gilbert

Subject: Resource

1. Topic-

The Western Expansion of the United States 1860-1900

2. South Carolina Frameworks: Standards for Seventh Grade Language Arts and Social Studies

Language Arts Standards Addressed

Reading:

· The student will read and use strategies to understand information from varied sources.
(1) Summarize and paraphrase what is read
(2) Organize and synthesize information for use in written and oral presentations
(3) Compare and contrast information from different selections

· The student will expand a rich vocabulary through reading experiences with varied meaningful texts.

· The student will assimilate and synthesize information from various sources and convey it clearly to others.

Speaking:

· The student will plan and deliver oral presentations.

Writing:

· The student will develop narrative, expository, persuasive, and technical writings.
(1) Elaborate the central idea in an organized manner.
(2) Choose vocabulary and information that will cause a reader to perceive images and tone.
(3) Edit final copies to ensure correct use of elements, such as homonyms, pronouns-antecedent agreement, subject-verb agreement, and verb tense consistency.
(4) Edit final copies to ensure correct spelling, capitalization, punctuation, and format.
(5) Use available technology.

· The student will assimilate and synthesize information from various sources and convey it clearly to others.

Research:

· The student will apply knowledge of resources and conduct research in preparing written and oral presentations.

· Use print and electronic sources to locate books and articles

· The student will assimilate and synthesize information from various sources and convey it clearly to others.

Social Studies:

· Recognize the relationships among the various parts of a nation's cultural life.

· Learn about the values and beliefs of a people.

3. Goals/ Objectives/Material/Evaluation

Goals	Objectives: The student will be able	Material	Evaluation
The student will be able to identify aspects of everyday life in a pioneer home during the late 1800s thru the early 1900s.	To explain how the settlers worked together to overcome the hardships of the move towards the west.	TV w/ computer connections White board, markers Copies of KWL grid	Students will write a fictional account of life in a prairie town. (See rubric for narrative writing.)
	To maintain a literature journal showing his/her daily reading and response to that reading.	Printed copies of Chapter 1, book – Between the Iron and the Pine	Students will complete literature journal for each chapter and answer 10 to 15 questions at the end of each chapter.
	To explore the American Memory site and complete the Web Quest Activity in a small cooperative learning group.	Computers with Internet access. Microsoft Word software and Microsoft Publisher software Printer access.	Students will create a newspaper ‘Extra’ edition. (See rubric in Web Quest)
	To design a quilt square showing his/her interests and write a description of the story line.	Computers with Microsoft Paint software and printer.	Completed quilt square and narrative. (See rubric for narrative writing.)

4. Processes

Day 1: Introduction to Unit
Power Point Presentation
Interactive Vocabulary Activity

Day 2 & 3: Pre-reading: Directed Reading Activity
Reading Chapter 1, Book – Between the Iron and the Pine
Writing Activities: Literature Journal Writing

Day 4: Web Quest - Introduction to WebQuest
Assignment to groups
Class work on WebQuest

A. Day One – Introduction to Unit

1. Power Point Presentation focusing on time period
2. Know, Want to Know, Learned Activity
3. Hot Potato Cloze Activity for Vocabulary assigned for homework

Day One - Development – KWL Activity

1. Bring Granny Maggie’s quilt to class.

2. Discuss what students know about quilting, pioneers, life on the prairie to assess prior knowledge.
3. Demonstrate how bits of clothing and scraps of cloth are sewn together to form a beautiful and useful quilt.
4. Develop analogy between how the nation was formed from little groups of people who came together to form a strong United States.
5. Discuss pioneer spirit. Pioneers brought a strength and daring spirit to cross unknown terrain to the new lands to build new and better lives for their families from little more than they could carry on a wagon or two and what they could scrounge from the resources they found there.

Day One - Practice-

1. Have students complete the KWL activity sheet as the teacher writes the information on the white board. Keep activity sheet in notebook for future use.
2. Discuss the new vocabulary words and talk about how they may relate to the reading.

Day One - Independent Practice-

1. Have students complete Interactive Close Vocabulary Activity, either in class, media center, or at home if Internet access is available in the home.

Day Two – Directed Reading Activities

Day Two - Development –

1. Review Day 1, Power Point Presentation Quilt Demonstration and Vocabulary Activity

2. Introduce book – Between the Iron and the Pine. Discuss connections between the book and the time period. Explain how to find future chapters on the Web in the American Memory Collection.

3. Give each student a copy of the Chapter 1.

Day Two - Practice-

1. Have students read the first two sections in Chapter 1 from the copies.

2. Teacher will model the steps in keeping the literature journal. Students will maintain a reading journal listing the new characters introduced in each chapter, location of action within the chapter, 2 – 3 important events featured in the chapter and student’s personal response to the reading. Students will complete copies of journal entry page with outline provided.

Day Two - Independent Practice-

1. Students will complete the final section of chapter 1 and write in their journal.

2. Discuss the 3^rd section and assess whether other students have the necessary information written in their journals.

3. Assign next Close Interactive Vocabulary Activity and chapter to be read on line before the next week.

Day Three - Day Three – Directed Reading Activities

Day Three - Development –

1. Review Vocabulary Activity for Chapter 2

2. Have students discuss reading for Chapter 2

3. Have students discuss journal entries

Day Three - Independent Practice-

1. Assign next Close Interactive Vocabulary Activity and chapter to be read on line before the next week.

2. Assign next chapter to be read and journal entries to be completed by following week.

Day Three - Evaluation -

Students will answer 80% of weekly quiz of 10-15 questions regarding the chapter’s reading.

This day’s instructions will be repeated each week until book is completed with review consisting of the vocabulary words, reading of the book chapter, discussion of reading material and quiz covering important aspect of the chapter.

Day Four – Introduction to WebQuest

Day Four - Development –

1. Review Power Point Presentation

2. Review book Between the Iron and the Pine

3. Explain concept of WebQuests; build enthusiasm for use of technology for project.

Day Four - Process

1. Assign students to group.

2. Explain location for on bookmarks WebQuest.

Day Four - Independent Practice-

1. Allow students to review WebQuest assignment.

2. Circulate room observing progress on assignment.

3. Be in area to answer questions on process.

4. Allow 2 class periods each week for work on project.

Day Four - Evaluation –

See rubric within WebQuest

Accommodations for Unit (Differentiated Instruction)-

1. Students with lower reading abilities will be paired with a reading buddy with help with reading unfamiliar words.
2. Students with lower writing abilities will be allowed to write their entries using the word processing with grammar and word check
3.Students with lower comprehension abilities will receive a copy of notes to complete as they read.

4. Students with lower technical abilities will be paired with a student with higher technical abilities.

Closure-

1. The class will complete the KWL activity sheet which was begun during the introduction of unit.
2. Students will discuss what they learned and what there is still to be learned on their lists and will suggest ideas for future topics from these lists.

3. Students will write a fictional narrative of life during this period in history and post it to the Folklore Blog.

Teacher Reflection-

Teacher will reflect upon success of lesson each day and upon completion of the unit to develop differences in teaching strategies for future lessons.

Home Page WebQuest Unit Overview

Top of Page Power Point Interactive Vocabulary Activity