WVSU LESSON PLAN FORMAT

Teacher Candidate: Jessica Blake Date: February 25, 2013 School: Bridgeview Elementary Center Grade/Subject: 4th WV

History Lesson Topic: West Virginia: Beginning the Adventure

INSTRUCTIONAL OBJECTIVES/STUDENT OUTCOMES

Students will demonstrate understanding of our state symbols though identification and description. Through hands-on activities students will make connections with their state today and the history of West Virginia. Upon completion of this lesson students will be able to apply knowledge on our state symbols, key information about our state, and the history of our statehood. Students will be encouraged to pose questions relating to West Virginia.

WV CSO’S

SS.2.WV.1 identify state symbols, celebrations, holidays, famous West Virginians and the governor of the West Virginia state government.

SS.2.WV.3 locate county seat, the state capital city, and bordering states on a map.

SS.4.WV.3 pose, research and answer student-generated questions relating to West Virginia (e.g., primary source documents, magazines, online resources, etc.).

21C.O.3-4.1.LS.2

Student accurately interprets symbols and visuals and can distinguish fact from opinion when presented with visuals through various media; student uses his/her knowledge to construct new knowledge and communicate information.

ACEI STANARDS

1.0 Development, Learning, and Motivation

2.4 Social Studies

3.2 Adaptation to diverse students

3.4 Active engagement in learning

4.0 Assessment

ISTE STANARDS

1 Facilitate and Inspire Student Learning and Creativity

2 Design and Develop Digital Age Learning Experiences and Assessments

MANAGEMENT FRAMEWORK

Overall Time: 50 minute lesson Time Frame:

3 minutes peak of interest. Play the official state song “West Virginia Hills.” Discuss. 5 minutes for a 12 question pretest. 25 minutes to view PowerPoint and to discuss West Virginia: Beginning the Adventure. Students

will be filling in a flip-book during the PowerPoint presentation. 12 minutes for review “I have. Who Has?” 5 minutes reflections/questions

STRATEGIES

Group work Lecture/Discussion Physical activity Picture word Visual Response cards Guided Instruction

DIFFERENTIATED INSTRUCTION/ADAPTATIONS/INTERVENTIONS

Learning Differences: For students who are struggling to complete the lesson I will aid them by giving them a hand-out on key facts, so they are able to complete their flip book at a later time.

Sensory Differences: I will allow extra time and individualized instruction for students with sensory differences. If needed a hand-out on key facts will be given to them.

Attention Differences: I will construct the lesson with steps that will be taken one at a time. The lesson will move quickly from activity to another to keep interest.

Behavioral Differences: I will give reinforcement during the lesson regarding correct behavior and structure.

Motivational Differences: I will create the lesson using various motivational strategies, reaching students with motivational differences.

Ability Differences: I will design the lesson so that students with ability differences will be able to participate in the activity. “I have. Who Has?” cards will be given out with ability differences taken in consideration.

Physical Differences: I will adapt the lesson format for students with physical differences by re-formatting the way “I Have. Who Has?” will be played.

Cultural Differences: I will use examples from real-world cultural situations (in this case WV and the difference between a student’s culture) when creating the lesson.

Communication Differences: Through use of the visuals I will aid students with communication differences. I will assist students with questions or un-known words throughout the lesson.

Enrichment: I will allow students who have completed their work to read/look through the books about West Virginia borrowed from the library in pairs.

Multiple Intelligence (check all that apply):_X_Verbal/Linguistic_X_Spatial___Logical Mathematical_X_Bodily/Kinesthetic_X_Musical

_X_Naturalistic_X_Interpersonal___Intrapersonal___Existential___Others (explain)

PROCEDURES

Introduction/Lesson Set

Play the official song of West Virginia, “West Virginia Hills.” Ask students: “Does anyone know this song?” Introduce West Virginia studies.

Test prior knowledge with a 12 question quiz. Ask students what they know about the state’s symbols and government.

o What is a symbol? Something that stands for something else.

o What is a motto? A short statement used to express a principle or idea.

o What is the difference between primary sources and secondary sources? P- something made or written by someone who was there at that time. S- something written or made by someone who was not there at the time.

o What does the term statehood mean? The status of being a state.

o What is a government? A person or group of people who rule or control

o What is the difference between fact and opinion? F- a true statement O- a belief that has not been proven

Describe the importance of symbols and state pride. Students will turn to page 17 in their West Virginia studies book to view state symbols. Pass out pre-made blue and gold flip-books (flip-books have 12 sections to take notes on during

PowerPoint Presentation).

Body & Transitions

Explain how to use flip-book during the PowerPoint.o On the outer flips students will draw the symbols along with their nameso Under each flip students will take notes on that symbols/key facts

Hand-out Key-Facts paper to those students who will need it. PowerPoint Presentation on West Virginia: Beginning the Adventure (this will include state

symbols, motto, governor, statehood, and key state facts). Upon completion of the PowerPoint/flip-book portion, each student will be given an index card

with “I have. Who Has?” statement on it. Students will be instructed on how to play “I have. Who Has?”

o Each student will stand at their seat. When their card has been used they will sit down.o I will demonstrate how the game is played and we will begin.o The student with the blue card will begin the game by asking the “Who has?” The game

should end with the student who started (they will have the last “I have.”) Collect index cards.

Closure

Summarize the lesson (key points). Ask for student posed questions. Clean-up area.

ASSESSMENT

Diagnostic:Assess prior knowledge and understanding with a short pre-lesson test. When

introducing symbols ask for student’s input. Assess prior knowledge on the state’s government by asking students to tell me anything they know about our current capitol, county, and governor.

Formative:By playing “I have. Who has?” students will be assessed on information that has just

been reviewed through observation. Extra hint will be given by me if needed.

Summative:Students will be given post-test (another version of the pre-test) at a later time by their

teacher. Scoring will be based on the number of correct answers on the test. The pre-test and post-test will be measured to evaluate student learning.

MATERIALS

SmartBoardPencils

Crayons/colored pencilsPowerPoint Presentation

“I have. Who has?” cards (see attached for the list of note cards)Key facts hand-out (see attached)

Pre-test (see attached)Post-test (see attached)

Pre-made Flip-booksBooks: “The West

Virginia Adventure,” by Elisabeth Evan Wray( Chapter 1), “It’s My State: West Virginia,” by Rick Petreycik, “West Virginia Facts and Symbols,” by Kathy Feeney, “West Virginia,” by Ann Heinrichs, “West Virginia: A Guide to American States,” and “When I Was Young in the Mountains,” by Cynthia Rylant.

EXTENDED ACTIVITES

If a student finishes early: If students finish early I will check their work for neatness and accuracy. If the work is

complete they may read/look through the books about West Virginia borrowed from the library in pairs.

If the lesson finishes early:If the lesson finishes early I will begin to read “When I Was Young in the Mountains,” by

Cynthia Rylant aloud to the class.

If technology fails/not accessible:If technology fails or is not available I will use images out of the book and write the key

facts on the board for students to copy into their flip-books.

POST-TEACHING

The lesson went extremely well for being my first lesson. Introducing West Virginia with a song was good choice; the students were curious and had never heard the state’s official song before. Going over key vocabulary prior to the lesson was essential for student understanding. Terms like symbol and motto was known by some, but not by all. Statehood was a new term for the class. Introducing the note taking flip-book was a way to keep students focused on the information gathered during the lesson. I would have liked a little more time, so students could draw their symbols during the lesson (some, but not all were able to do so; their teacher said after they finish their math test they would be able to return to drawing the symbols on their flip-books).

I had a hard time explaining how to play “I have. Who Has?” to the students. I could tell I had them confused at the beginning, but I was able to demonstrate what to do and I could tell they understood the demonstration better. Students were engaged and paying full attention while playing “I have. Who Has?” This was a great tool to use as a formative assessment. The student with the West Virginia motto in Latin was scared to say the motto aloud because it is too difficult for her to pronounce. Next time when I discuss the Latin motto during the lesson, I would have my class say it aloud a few times until students were more comfortable with repeating it.

I need to find a way to keep the side stories students have to a minimum. I had a few students to raise their hand and tell me a “story” about the topic we were on instead of asking a question. I did not want to be rude and I wasn’t sure how to limit the story, so my lesson was interpreted with a few student stories. My cooperating teacher said I could have used a flap on the flip book for a personal story relating to the topic; this would be something I could incorporate the next time I do this lesson to limit student stories, at least until the end of the lesson.

Prior to my lesson on Monday students were given a pre-test; the average score of the classes’ pre-test was a 52%. Friday, students were given the exact same test, just in a different numerical order and letter choices were also in another order; the test average went up to an 88%. I feel that the students learned the material that my lesson covered. I feel accomplished that I was able to increase scores in all areas of the content covered. Below is a graph representing the material covered on the pre and post- tests along with the classes’ percentage score of correct answers on each question.

DATA-BASED DECISION MAKING

Fruit

Counties

Capito

lMotto

Stateh

oodSea

l

Flower Bird

Animal

Governor

Insect

Tree

0%

20%

40%

60%

80%

100%

120%

West Virginia: Beginning the Adventure

Pre-testPost-test

Class pre-centage of correct an-swers

According the data collected my lesson was effective in teaching the introduction to West Virginia. Next time I may spend a little more time on the counties, motto, and governor because those are the area with the least amount of increase in prior knowledge. Overall, I am pleased with the outcome of student achievement.

Name_______________________________________ Date________________________

West Virginia: Beginning the Adventure (Pre-Test)

1. What is West Virginia’s state fruit?a. Grandmother’s Red Appleb. Cherryc. Green Grapesd. Golden Delicious Apple

2. How many counties does West Virginia have?a. 45b. 55c. 56d. 52

3. What is the meaning of our state’s motto?a. “Mountaineers are always free.”b. “Wild and wonderful West Virginia.”c. “Mountaineers live and roam free.”d. “Among my friends in West Virginia hills.”

4. What year did West Virginia become a state?a. 1860b. 1875c. 1863d. 1853

5. What is on our state seal that stands for the kind of work most people did when West Virginia became a state?

a. A farmer and a minerb. A teacher and a minerc. A mountaineer and farmerd. A doctor and a farmer

6. What is West Virginia’s state flower?a. Roseb. Rhododendronc. Lillyd. Hibiscus

7. What is West Virginia’s state bird?a. Blue Jayb. Robinc. Cardinal d. Finch

8. What is West Virginia’s state animal?a. Black Bearb. Rabbitc. Red-tail Squirreld. White-tail Deer

9. Who is West Virginia’s current Governor?a. Joe Manchin b. Earl Ray Tomblinc. Robert C. Byrdd. Jay Rockefeller

10. What is West Virginia’s state insect?a. Stink Bugb. Lady Bugc. Bumble Beed. Monarch Butterfly

11. What is West Virginia’s state tree?a. Sugar Mapleb. Dogwoodc. Pined. Oak

12. Where is West Virginia’s capitol located?a. Wheelingb. Beckleyc. Charlestond. Huntington

Name_______________________________________ Date________________________

West Virginia: Beginning the Adventure (Post-Test)

1. What year did West Virginia become a state?a. 1863b. 1875c. 1853d. 1860

2. What is West Virginia’s state flower?a. Hibiscusb. Lillyc. Rhododendrond. Rose

3. What is West Virginia’s state animal?a. Red-tail Squirrel b. Black Bearc. Rabbitd. White-tail Deer

4. What is West Virginia’s state insect?a. Lady Bugb. Stink Bugc. Bumble Beed. Monarch Butterfly

5. Where is West Virginia’s capitol located?a. Beckleyb. Charlestonc. Wheelingd. Huntington

6. What is West Virginia’s state tree?a. Oakb. Pinec. Dogwoodd. Sugar Maple

7. Who is West Virginia’s current Governor?a. Earl Ray Tomblin

b. Robert C. Byrdc. Joe Manchind. Jay Rockefeller

8. What is West Virginia’s state bird?a. Finchb. Robinc. Blue Jayd. Cardinal

9. How many counties does West Virginia have?a. 56b. 52c. 55d. 45

10. What is West Virginia’s state fruit?a. Grandmother’s Red Appleb. Cherryc. Green Grapesd. Golden Delicious Apple

11. What is the meaning of our state’s motto?a. “Mountaineers are always free.”b. “Wild and wonderful West Virginia.”c. “Mountaineers live and roam free.”d. “Among my friends in West Virginia hills.”

12. What is on our state seal that stands for the kind of work most people did when West Virginia became a state?

a. A doctor and a farmerb. A farmer and a minerc. A mountaineer and farmerd. A teacher and a miner

WV Key Facts

(Supplementary to PowerPoint: WV: Beginning the Adventure)

STATE FRUIT: Golden Delicious Apple was adopted by the legislature in 1972, but was not the official state fruit in 1995. The apples are yellow and are used to make applesauce and apple juice. This apple was first grown in Clay County.

STATE ANIMAL: Black Bear became WV’s official state animal in 1954; it is the only species of bear in the state. Although you would think the bear is black because of its name, it is actually a dark brown. Most of WV’s bears live in the eastern mountain region. They eat nuts, berries, fruits, acorns, and roots.

STATE INSECT: Monarch Butterfly has dark orange-colored wings with black lines and a black border speckled with white dots. The monarch was named the state’s butterfly in 1995. (also known as the milkweed butterfly)

STATE FISH: Brook Trout became WV’s state fish in 1973 because this is the only trout species native to West Virginia. Many fishers catch brook trout in West Virginia’s fresh waters each year.

STATE FLOWER: Rhododendron became the official state flower in 1903. It is sometimes called the great laurel. Rhododendrons grow best in the mountain foothills. They are flowering shrubs that sometimes grow as tall as trees; they normally bloom from May into July.

STATE BIRD: Cardinal became the state bird in 1949. The male cardinal is bright red with a black throat. It lives throughout the middle and eastern United States. Cardinals are songbirds and members of the sparrow and finch families. They eat seeds, grains, fruits, and insects.

STATE TREE: Sugar Maple was named West Virginia’s official state tree in 1949, voted on by West Virginian schoolchildren. Sugar maples can grow as tall as 100 feet. The wood from sugar maple has a red-brown shine and carpenters use the wood to build furniture, cabinets, and floors. People also make syrup and sugar from the sap in the tree. Leaves are green during the summer and turn orange, red, or yellow in the fall.

STATE SEAL: West Virginia adopted its state seal in 1863. The seal represents West Virginia’s government (making state government papers official). A farmer and a miner are in the middle of the seal, which stands for the kind of work most people did when West Virginia became a state. The date WV became a state also appears on the rock of the seal. Ivy that grows near the rock represents stability. The two rifles and the Cap of Liberty (shows that the state’s freedom was won by force of arms) honor the heroes who fought to make West Virginia a new state.

DATE OF STATEHOOD: June 20, 1863 (President Abraham Lincoln proclaimed West Virginia a state.) West Virginia was the 35th state to join the United States.

MOTTO: “Montani Semper Liberi” is our state’s motto in latin and can be found on the state seal. The latin phrase means “Mountaineers are always free.” A mountaineer is a person who lives in the mountains.

STATE FLAG: West Virginia’s current state flag was adopted in 1929. The flag has a white background with a dark blue border. West Virginia’s state seal appears in the center of the flag. The flag stands for all West Virginians. It shows that no matter how different we are from each other, we are united in our love of our state and our freedom. The state flag is flown over government buildings below the United States flag.

STATE CAPITOL: The state capitol is located at the heart of WV, Charleston. This is where government officials meet to make West Virginia laws. The building has a gold-leaf dome with more than 300 rooms inside.

GOVENOR: Earl Ray Tomblin

COUNTIES: West Virginia has 55 counties including the county we are in, Kanawha. There are five states that border WV: Pennsylvania, Ohio, Virginia, Kentucky, and Maryland.

NICKNAME: The Mountain State (known) Your book mentions another one: Switzerland of America.

COLORS/SONG: Blue and Gold. West Virginia has three official state songs; “West Virginia, My Home Sweet Home” was selected in 1947, “West Virginia Hills” became an official song in 1961 (this is the song your book recognizes on pg. 16), and “This Is My West Virginia” was added as a state song in 1963.

West Virginia: Beginning the Adventure

“I have. Who has?”

I have Kanawha.Who has the state fruit?

I have Golden Delicious AppleWho has a symbol with a farmer and a miner used to mark important government papers?

I have the state seal.Who has the state animal?

I have Black Bear.Who has the governor of WV?

I have Earl Ray Tomblin.Who has the state insect?

I have Monarch Butterfly.Who has the state colors?

I have Blue and Gold.Who has the number of counties?

I have 55.Who has the state song?

I have “West Virginia Hills.”Who has the nickname of the state?

I have Mountain State.Who has the state tree?

I have Sugar Maple.Who has the state motto in latin?

I have Montani semper liberiWho has the meaning of the latin motto?

I have “Mountaineers are always free.”Who has the state fish?

I have Brook Trout.Who has our capitol’s location?

I have Charleston.Who has the date WV became a state?

I have June 20, 1863.Who has the ranking of statehood?

I have 35.Who has the state flower?

I have Rhododendron.Who has a person who lives in the mountains?

I have mountaineer.Who has the state bird?

I have Cardinal.Who has the symbol that shows we are united in our love of our state and freedom?

I have the state flag.Who has the states that border WV?

I have Pennsylvania, Maryland, Virginia, Kentucky, and Ohio.Who has the county we live in?

Student Flip-book Samples

Double click the following to view student work samples.

Pre-Test Samples

Post-Test Samples

Jessica Blake School: Bridgeview Elementary Center Principal: Mrs. Strader Teacher: Mrs. Giesey Grade/Content: 4th WV History February 25, 2013

Planning

Through the use of careful planning I was able to deliver a good first lesson with confidence. When I planned my lesson I took into consideration the “included” students in the classroom. I wanted to develop a lesson that would allow all students to participate and learn. The class had just received their West Virginia history books the second day I was in the classroom. I developed a lesson to introduce West Virginia history and chapter one in the textbook. My lesson however was not a boring textbook lesson.

Parts of the planning process that enhanced student learning and smooth transitions were 1) already having the flip-books pre-made (due to time restraints) and 2) developing a PowerPoint presentation as a way to introduce the state. I used the official song of West Virginia as a way to gain student interest at the beginning of the lesson, there was a slight pause with technology (computer and sound) that caused my lesson to start a different way than planned. Next time I will invest in a CD with the song I need on it, instead of saving the song to a file. Eventually the sound worked and students were able to hear the song, but I don’t think it had the same effect that it would have had, if the music would have played from the start.

Student ResponseStudents were eager to answer questions posed about the state. They were interested

in the flip-book note-taking exercise, because none of them had experience an activity like this one before. Before introducing a new topic about the state I would ask for student’s to tell me what they may already know about the symbol. This engaged students to play an active role in the lesson. All students were excited to participate. “What President proclaimed West Virginia a state? Think about the date we became a state and what was happening at that time.” All of my students were quiet and thinking (I loved watching the thought process take place). Then one student responded, “George Washington.” I told them to think about the period when we were in the Civil War. Then another student said, “President Abraham Lincoln,” and the whole class then agreed. They were exactly right and the connection they made to the time period would help them understand why West Virginia became a state by a force of arms. Mrs. Giesey asked if that was why the statue “Lincoln Walks at Midnight,” is at our state capitol (which it is) and this piece tied into the lesson because we are able to discuss Lincoln’s contemplation of making West Virginia a state.

When the formative assessment part of the lesson began students were intrigued to receive a note card with a “I have, and a Who has?” No one is the class had ever played “I have. Who has?” Students were being assessed while having fun in an engaging activity. When the last person finished there I have, students asked if we could “play” again. Learning can be fun!

StrategiesThe flip-book note taking strategy work for this lesson, because it gave the students an

artifact to keep after the lesson was over. The visuals, through the use of PowerPoint, was another strategy that worked for this lesson because the lesson involved symbols that students should see along with bulleted information, giving students key information to take notes on. Introducing the lesson with music did not have the effect that I thought it would have on the students, whether it was due to the malfunction or not, in the future I may change the way I introduce West Virginia history. The “I have. Who has?” activity was a hit with the students and I will use that strategy again; I would however make a few example cards, (not about the topic we were discussing) so I could better explain how the activity works.

AssessmentPrior to my lesson on Monday students were given a pre-test; the average score of the

classes’ pre-test was a 52%. Friday, students were given the exact same test, just in a different numerical order and letter choices were also in another order; the test average went up to an 88%. I feel that the students learned the material that my lesson covered. I feel accomplished that I was able to increase scores in all areas of the content covered. According the data collected my lesson was effective in teaching the introduction to West Virginia. Next time I may spend a little more time on the counties, motto, and governor because those are the area with the least amount of increase in prior knowledge. Overall, I am pleased with the outcome of student achievement.

I learned that by actively involving my students in the lesson enhances the overall learning experience. I enjoyed my student’s enthusiasm. I also feel that normally “boring” subjects, like history, can be and should be taught by thinking outside the box and the textbook for that matter. It was not necessary for students to open their books for my lesson. Although reading is important and should be integrated in all subject areas, students cannot learn history just by simply reading the chapter and answering the questions at the end, they will not retain the information because that is boring and they will lose interest. I believe the way I taught my lesson is a good way to give students a change of pace and appreciate the kind of things we can learn from our state’s history.

One thing I need to work on is keeping the side stories students have to a minimum. I had a few students to raise their hand and tell me a “story” about the topic we were on instead of asking a question. I did not want to be rude and I wasn’t sure how to limit the story, so my lesson was interpreted with a few student stories. My cooperating teacher said I could have used a flap on the flip book for a personal story relating to the topic; this would be something I could incorporate the next time I do this lesson to limit student stories, at least until the end of the lesson.