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LESSON PLAN FORMAT

Jeanne N Asberry 6/7/2016Lesson Title American History-The Florida Railroads Grade 4

NGSSS/ Florida Standards

SS.4.A.4.1-Explain the effects of technological advances on Florida.SS.4.A.6.1-Describe the economic development of Florida’s major industries.LAFS.4.RI.3.9-Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. LAFS.4.RI.2.4Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

Arts Standards TH.4.C.3.2-Create an original scene or monologue based on a historical event or person.

NCSS Social Studies Theme(s)

Time, continuity and change-The lesson will explore a brief history of Florida’s railroad industry.Science, technology, and society-This lesson will also explain how railroads impacted Florida’s economy.

Character Education Enlightenment of individual…become a productive member of society (Duplass, 2011, p.18).

Citizenship Education Civic Engagement (Duplass, 2011, p.36) Multicultural/Global

Education The Content of Global Education (Duplass, 2011, p.50)

Essential Question How did the use of the railroads have an effect on Florida’s economy?

Type of lesson New knowledgeAssessment

Summative (include a tool or data you’ll gather)

N/A

Formative (include specific ways to measure and document progress)

Facilitate and assist students, circulate and observe to ensure students are on task, train shaped graphic organizer, rubric,

Learning Objectives

Objective(s)During the reading of an informational text about the history of Florida’s railroads, students will list five facts correctly on a graphic organizer.

Prior Knowledge SS.3.A.1.1-Analyze primary and secondary sources. LAFS.3.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

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a. Use sentence-level context as a clue to the meaning of a word or phrase.

Complexity

Skill/Concept on Webb’s Depth of Knowledge. Students should not have too much difficulty since they were taught to analyze primary and secondary sources. A secondary source will be used to teach the history of the Florida railroads.

Vocabulary Itinerary, eventually, stagecoach, adviser, architect, purchased, shacks, extended, appreciation, official, operated

Bloom’s Taxonomy Webb’s Depth of Knowledge

Knowledge-What do you already know about trains? What do you think are some of their uses?Comprehension- How did the use of the railroads have an effect on Florida’s economy? Application-Besides the uses stated, do you know of another instance where railroads could be used?Analysis-In 1883 there were no connecting Jacksonville to Florida, what do you think were some of the problems before the railroad?Synthesis-What impact would there have been if Henry Flagler had not built the railroads?Evaluation-Do you think there is a need for railroads today? Why or why not?

Instructional Design Framework Direct Instruction, guided practice, cooperative learning

Differentiation What special characteristics and unique qualities do your students have that you should account for in some way? How will you handle high, medium, and low knowledge and skill levels? (ELL, ESE 504 needs, and document specific IEP requirements)

Varying Exceptionalities-The teacher during the lesson is conducting guided practice. Modeling, step by step instructions, use of a graphic organizer and have them repeat the instructions.

Diverse Learners-Visual-use of graphic organizer and pictures from the book Kinesthetic-simulation of the Tropicana train stops

Cultural-teacher will observe students to identify task orientation and ensure that all students are on task. Teacher will communicate expectations.

English Language Learners –use of book on LED projector, guided practice, and peer pair, graphic organizer

Accelerated Learners- After student completes their graphic organizer, they can begin on this assignment by writing one paragraph. What do you think would happen if the trains did not arrive on time to their destination?

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Who or what would be effected? High Poverty- teacher will speak in formal register,

monitor progress, model asking questions.

Technology LED projector and computer

Materials and Resources

Resources-Book-Henry Flagler, Builder of Florida by Sandra Wallus SammonsBook-Railroads of Southwest Florida by Gregg M. TurnerFlorida Railroad Museum- Pictures of rail cars and history.http://www.frrm.org/Flagler Museum-Florida East Coast Railway-https://flaglermuseum.us/history/florida-east-coast-railwayRole play-Tropicana Backhaul Rail Stops- http://www.transact3pl.com/Tropicana.pdfRubric-http://rubistar.4teachers.org/Materials-Graphic Organizer-https://www.pinterest.com/thebeezyteacher/i-think-i-can-i-think-i-can/Conductor hats-http://www.archives.alabama.gov/activity/conductor_hat_revised.pdfOrangesConstruction paper Printer paperTrain whistle

Approximate Time Frame

20 minutes

Instructional Delivery and FacilitationOpening All aboard the Florida History

Express Line!

Place EQ on the board with itinerary.

1. Reading of book-2. Turn and talk of their

vocabulary words3. Tropicana train simulation

Prior knowledge questions:Bloom’s Knowledge question: What do you already know about trains? What do you think they are used for?

Students are seated quietly waiting for lesson to begin and all eyes are on the teacher.

Student responses:“Trains take you places”“People ride trains”“They can be used to move food”

Development The lesson will show differentiation Possible barriers- Some

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with the following strategies: Varying Exceptionalities-

The teacher during the lesson is conducting guided practice. Modeling, step by step instructions, use of a graphic organizer and have them repeat the instructions.

Diverse Learners-Visual-use of graphic organizer and pictures from the book Kinesthetic-simulation of the Tropicana train stops

Cultural-teacher will observe students to identify task orientation and ensure that all students are on task. Teacher will communicate expectations.

English Language Learners –use of book on LED projector, guided practice, and peer pair, graphic organizer

Accelerated Learners- After student completes their graphic organizer, they can begin on this assignment by writing one paragraph. What do you think would happen if the trains did not arrive on time to their destination? Who or what would be effected?

High Poverty- teacher will speak in formal register, monitor progress, model asking questions.

Timeline is being projected: The teacher reads the timeline on Henry Flagler (Henry Flagler, Builder of Florida by Sandra Wallus Sammons). As the teacher reads the

students may be field dependent having very little exposure to trains and/or may have limited knowledge of trains.

Students are following along with the teacher as she reads the timeline.

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timeline the following question is asked and students can complete the graphic organizer:

Analysis-In 1883 there were no trains connecting Jacksonville to Florida, what do you think were some of the problems before the railroad?The teacher then performs an image walk with the book (Railroads of Southwest Florida by Gregg M. Turner)After the reading of timeline and image walk the following questions are asked:Application-Besides the uses stated, do you know of another instance where railroads could be used?Synthesis-What impact would there have been if Henry Flagler had not built the railroads?

Evaluation-Do you think there is a need for railroads today? Why or why not?

Please make sure you have five facts from the reading and image walk on your I Now Know graphic organizer as this is how you will be graded.

Transition- I would like to quickly discuss some vocabulary words within the timeline that we just read. You and a partner will be presented with two words and you will perform a “turn and talk.” After, each group will discuss the

Student responses:“People could not move their crops”“Very few visitors”“Rural towns would stay rural”

Student responses:“Coal”“Ships”“Natural gas”“Oil barrels”

Student responses:“Florida’s economy from Jacksonville to Miami would not be there.”“Miami would not be the city it is today”“Farmers could not transport crops”

Student responses:Answers and justifications will vary.

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definitions with the class. You will be given five minutes. Once you have a definition, write it on the board (Teacher facilitates and circulates).Vocabulary words are:

eventually stagecoach adviser architect purchased shacks extended appreciation official operated

Transition: Turn to your partner and tell them thank you for sharing your word skills with me. Everyone please stand inside the horseshoe. We will now begin our railroad simulation. (Engineer hats are already assembled and colored, route information cards and routes are hung on tables within the horseshoe).Please place your engineer hats on and I need 2-3 people each to stand near each section marked by three routes. NJ to Bradenton, Cincinnati to Bradenton, and City of Industry, CA to Bradenton. Oh! You all will be transporting oranges to Bradenton as part of Tropicana. Can someone tell me why we are doing this? Pick up your route cards and oranges and let us begin. Time is money. (Teacher will play train whistle sound)

Teacher quickly models and guides students in the simulation.

Students responses:“in the end”“type of covered wagon”“helps people make a decision”“one who designs buildings”“to buy”“roughly built hut or cabin”“made larger”“grateful for something”“approved by authority”“to put or keep working”

Student responses:“Railroads carry crops like oranges”

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Closing the Lesson Essential Question: Bloom’s Comprehension-How did the use of the railroads have an effect on Florida’s economy? Exit tickets out the door.

Student’s hand in graphic organizer and exit ticketStudent responses will vary.

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Analysis

One of the standards of the Common Core curriculum is to have students college and

career-ready. This statement implies that students can comprehend non-narrative texts. Not only

must they comprehend these texts, but also be able to write and read to enhance their knowledge

of various informational topics. In fact, it has been predicted that in the future 80-90% of student

reading will be expository (Moss, 2013). According to Moss (2013), there are ten essentials for

teaching informational texts. 1) Terminology varies in regards to informational texts. Some will

use expository texts, others might use nonfiction to refer to narrative and expository. Then there

are people who exclude narrative texts and others who include multimedia. 2) Students should

learn a variety of text types. Moss (2013) noted in her article, Ten Essentials for Teaching

Informational Texts, that students in preschool through third grade rarely hear informational text

read aloud at home or school. Second graders only received one minute per day of informational

text while third and fourth grade averaged 16 minutes per day. 3) The student’s reading

comprehension and thought processes are different when reading a narrative versus an

informational text (Moss, 2013). 4) Students should be taught other content integrated with

informational text. Due to No Child Left Behind and the focus being on math and reading, other

content areas were left behind. Out of 800 third grade classrooms, only 5% of time was devoted

to social studies in California. 5)Literacy assessment must include informational text. 6) There

should be explicit instruction in academic language. 7) As stated before, writing informational

text is important with the use of the academic language. 8) Students need to be able to discern

the truth from text. 9) Teachers should use trade books to offer the in-depth knowledge necessary

for students to comprehend informational topics. The textbook is not enough. 10) Teacher

familiarity with all types of informational text increases student success (Moss, 2013).

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Reference

Moss, B. (2013). Ten essentials for teaching informational texts. California Reader, 46 (3), 9-21.

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I Now Know…Five Facts About Florida Railroad History

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CATEGORY 4 3 2 1Content/Facts

Time Use

Student Name: ________________________________________

Student listed five facts with accuracy and correctness.

Student listed four facts with accuracy and correctness.

Students listed one to two facts with accuracy and correctness.

Student was unable to list any facts that were accurate or correct.

Classroom time was used to work on the organizer. Conversations were not disruptive and focused on the work.

Classroom time was used to work on the organizer the majority of the time. Conversations were not disruptive and focused on the work.

Classroom time was used to work on the organizer the majority of the time, but conversations often were disruptive or did not focus on the work.

Student did not use classroom time to work on the organizer and/or was highly disruptive.

Date Created: Jun 04, 2016 08:23 am (CDT)

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Route 1-Jersey City, NJ to Bradenton1213 miles180-250 cars per week2.5-3 days average transit timeFive departures per week Monday-Friday

Route 2-Cincinnati, OH to Bradenton1100 milesAverage 54 cars per week3-4 day transit timeMonday through Saturday departures

Route 3-City of Industry, CA to Bradenton2500 milesAverage 35 cars per weekTen days average train transit timeCurrently five departures weekly

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Exit TicketHow did the use of the railroads have an effect on Florida’s economy?

Exit TicketHow did the use of the railroads have an effect on Florida’s economy?

Exit TicketHow did the use of the railroads have an effect on Florida’s economy?

Exit TicketHow did the use of the railroads have an effect on Florida’s economy?

Exit TicketHow did the use of the railroads have an effect on Florida’s economy?

Exit TicketHow did the use of the railroads have an effect on Florida’s economy?

Exit TicketHow did the use of the railroads have an effect on Florida’s economy?

Exit TicketHow did the use of the railroads have an effect on Florida’s economy?

Exit TicketHow did the use of the railroads have an effect on Florida’s economy?

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Vocabulary Sheet

Oh Dear! Would you look at the time? You will have five minutes to write down a definition to your two vocabulary words during a turn and talk. Choose a time keeper and begin.

eventually

stagecoach

adviser

architect

purchased

shacks

extended

appreciation

official

operated

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