Preliminary Information

Candidate Name: Date:

Anna Fenton December 11,2019

Subject: Lesson Title:

Social Studies Who am I? Pringles
can man

Grade:
Number of Students: 23     11 male 12 female

0 Students with IEP/504       0 ELL

Structure or Grouping included in this lesson (select all that apply):

Whole group              Small group            One-to-one            Other (Individual

Work)

1) Central Focus/ The rationale The rationale The rationale The rationale
Big Idea. explains the identifies the central identifies either identifies
Provide rationale relationship focus of the lesson the central focus neither the
that shows content between the central and identifies the big of the lesson or central focus of
knowledge. focus of the lesson idea(s) in the broader the big idea(s) in the lesson nor
and the big idea(s) content/discipline. the broader the big idea(s)
in the broader content/discipline, in the broader
content/discipline. but not both. content/discipli
ACEI 1.0 ne.
CAEP 1.1
NJPST 4, 7
InTASC 4, 7

Place this portion of your plan in the box that follows:

In the fourth grade curriculum, students are expected to develop an understanding of exploration and
colonization. Specifically with colonization of the European regions, students will answer questions
regarding specific explorers, their motive for expanding into new territory (specifically North America)
their means of doing so, and how these concepts all tie into one another.
Explorers have done a number of things for a number of reasons, yet there is value in categorizing
their motives for uprooting their lives to do so. During a time that was known as the Age of Exploration
(15th and 17th Century), many countries in Europe sent out explorers to discover new lands, find trade
routes, seek treasure, and gain territory for their country. (Briney, 2019). During this time much of the
world was mapped and many world civilizations came into contact with each other. Essentially, there are
three reasons why explorers choose to leave their homeland and colonize in a new place such as North
America: Gold, Glory, God. The first motive, gold, can be either figurative or literal. Some explorers
colonize in North America for the possibility of mining gold, however sometimes this could just mean
money in general. North America has better employment opportunities and lives more comfortably than
several other regions. With the possibility of wealth, many explorers uproot their lives and make a
mission out of the metaphorical “gold mine” that is the Americas. Gold was the main motive for
explorers, many were seeking to find gold. Secondly, glory, refers to the pride Americans feel when
representing their country or living an honorable life. Many individuals who travel to the North American
Region come to fight for our country in war, or even to escape poor conditions from their countries.
People come to be happy and to prove themselves worthy, especially if they have never felt valued
before. America is known as a place where people are encouraged and accepted and explorers from all
across Europe make their way here to start a better life. Lastly, god, is the motive that represents freedom
to practice religion. Many cultures practice their religion in specific areas of the world at specific times
and are no longer accepted in other places. For example, colonizers who felt they had different religious
beliefs than the culture of their area were not accepted where they were from. They felt judged and
harassed every time they praised their god. In the North American region there is no defined religion,
therefore people could come from anywhere to practice their religion wherever and whenever they
wished. Explorers chose to colonize in the North American region for countless reasons, yet all of them
can fall under these three motives.
The number of explorers that began colonizing in areas such as North America is far too many to
count, however there are several explorers that were so treasured that there is value in educating students
about their endeavors. Explorers that paved the way for other colonizers and are infamous for discovering
new methods and experiences include Christopher Colombus, Hernan Cortes, Francisco Pizarro, Captain
James Cook, and Lewis and Clark, just to name a few.
Christopher Columbus, a premier explorer, is best known for “discovering America”. He began
his journey for glory and gold in 1492, in search of the riches he had heard about in China and the eastern
Asia regions. After sailing for quite some time, Columbus came across a piece of land between Europe
and China, the Americas. There had been people occupying the land, however it was the expedition
Columbus embarked on that led to the colonization of the American region, leading to his fame.
Although Columbus did not succeed in his journey of finding a new route to Asia, he greatly affected
society in terms of the people, plants, animals, diseases etc. (Biography.com).
Continuing, Hernan Cortes heard of the great fame and fortune Columbus came across as he
journeyed to the new land, that he launched an exploration nearly identical to Columbus, however he
went towards the New World searching through Cuba, Mexico, and several small islands in the area.
Cortes and his accomplices reached Mexico in February 1519. (History.com). Cortes was quite successful
in his journey and acquired both glory and gold as anticipated.
Another explorer was Francsico Pizarro. Pizarro accompanied the explorer Vasco Nunez de
Balboa and acted as captain of the expedition. Pizarro embarked on this journey in 1524. Pizarro was
successful in his expedition because it led to the discovery of the Pacific. Pizarro was out searching for
gold and wanted some adventure in his life.
To continue, Captain James Cook rose through the rankings quickly during his lifetime. The
British government decided to set sail to observe when Venus would pass the sun. However, they secretly
were searching for the fabled southern continent (BBC, 2014). Captain James Cook was selected as
commander on this expedition in 1758. They sailed along Australia's east coast, which was never seen
before by the Europeans. Cook claimed this discovery for Britain and named it “New South Wales”. This
one expedition for Cook was not enough and he did not stop there. His second voyage included looking
for the southern continent. They were not successful and were forced back because of the cold. Cook
tried a third time, however, this time he was searching for the North-West passage, also known as the link
between the Atlantic and Pacific oceans. Again, Cook was not successful so he set out to explore Hawaii.
Cook tried to take leadership there, but ended up passing away. Cook was on the search for glory, as he
wanted all of these discoveries to be named after Britain.
Finally, the last explorer to be mentioned is Lewis and Clark. Lewis and Clark were set out to
explore the Louisiana Purchase and the Pacific Northwest. Lewis was Thomas Jefferson’s secretary and
was asked to go on this expedition. Lewis then brought along Clark who was his military superior during
government battles (Buckley, 2019). This expedition lasted from 1804-1806 and included 8,000 miles of
travel. President Jefferson wanted them to pay specific attention to latitude and longitude, plants, animals,
soil and climate. Lewis was able to identify many animals and plants on this journey. On this journey
they faced many hardships such as boils, tick bites and more, although only suffered on causality. After
many stops along the way they finally reached the Pacfic Ocean. Lewis and Clark were not the first to
explore this area, however their discoveries led to greater knowledge of geography and science regarding
the West. Lewis and Clark were rewarded with a lot of gold due to the success of their expedition.
All of these explorers traveled by ships to reach the land that they were setting out to explore.
However, some of the earlier ways of travel could have been by foot or by horse. These different ways of
traveling can bring about different hardships for the explorers. For example, traveling by foot will be
much slower than traveling by boat. Traveling by horse and/or foot would be more efficient for shorter
distances. If you have a long expedition, such as Lewis and Clark, then traveling by ship would be much
easier. However, no matter which way they traveled, all explorers faced one common enemy: weather.
Weather can play a big role in how the expedition goes. It can be the result of the travel being twice as
long, or making them turn around and head back which is what happened to Captain James Cook during
his second expedition. Ways of travel definitely advanced with the time and the explorers had to adapt to
that time change.
The age of Exploration ended in the early 17th century, because technological advancements
allowed travel across the sea (Briney, 2019). The Age of Exploration led to huge contributions and
knowledge to geography. Geographical advancements was considered the largest advancement of this
age. By having all of these explorers traveling to multiple different locations, a lot of new land was
discovered and named. Maps were also created by some of the explorers, which included the routes they
took to get there, and the new land they had discovered. A lot of animals and food that are important to
today's society, such as corn and turkeys, were also discovered.

Using this big idea for this lesson will allow students to understand everything in history is apart
of something larger. There are concepts in this big idea that show students how valuable it is to learn
about those who have come before you. The Age of Exploration is something that allows students to see
what life was like before history happened. This project will reinforce everything the students should be
picking up throughout the unit as a whole.

2) The plan provides The plan provides a The plan provides The plan does
References/Suppo accurate and complete list of inaccurate and not list
rting Research complete list of references for all incomplete list of references.
Cite resources used references for all cited work.  Citations references for
to research and cited work. have some cited work.
support the inaccuracies.
instructional
planning.

ACEI 1.0
CAEP 1.2
NJPST 9
InTASC 9

Place this portion of your plan in the box that follows:

Ballesteros-Gaibrois, Manuel. "Francisco Pizarro." Britannica, 6 Aug. 2019,

www.britannica.com/biography/Francisco-Pizarro. Accessed 20 Oct. 2019.

Briney, Amanda. "A Brief History of the Age of Exploration." ThoughtCo., 24 Jan.
2019, www.thoughtco.com/age-of-exploration-1435006. Accessed 20 Oct. 2019.

Buckley, Jay H. "Lewis and Clark Expedition." Britannica, 26 July 2019,

www.britannica.com/event/Lewis-and-Clark-Expedition. Accessed 20 Oct. 2019.

"Captain Cook's Voyages of Discovery." State Liberty, www.sl.nsw.gov.au/stories/

captain-cooks-voyages-discovery. Accessed 20 Oct. 2019.
"Christopher Columbus Biography." Biography, 28 Aug. 2019, www.biography.com/
explorer/christopher-columbus. Accessed 20 Oct. 2019.

"Captain James Cook." BBC, 2014, www.bbc.co.uk/history/historic_figures/

cook_captain_james.shtml. Accessed 20 Oct. 2019.

"Francisco Pizarro." Biography, 18 July 2019, www.biography.com/explorer/

francisco-pizarro. Accessed 20 Oct. 2019.

"Hernan Cortes." History, 9 Oct. 2019, www.history.com/topics/exploration/

hernan-cortes. Accessed 20 Oct. 2019.

3) The full NJSLS The NJSLS is/are The NJSLS is/are The NJSLS are
Curriculum/Conte is/are listed and partially listed and not accurately either not
nt Standards aligned with the aligned with the presented or is/are accurately
NJ Student central focus and central focus and misaligned with presented or
Learning Standards learning targets/ learning targets/ the central focus missing.
(NJSLS) align with objectives. objectives. and learning
central focus and target/objective(s)
learning .
objective(s).

ACEI 2.1-2.7
CAEP 1.1, 1.4
NJPST4
InTASC 4

National Social Studies Standards

Students develop an understanding of:
● Their historical roots and are able to locate themselves in time
● How reading about and reconstructing the past allows them to develop historical perspective.
● Places, regions, and interactions of environment and society
● The factors that contribute to who they are; to what they think, feel and believe; to what they
decide and do; and how they perceive themselves around the world.

4) Learning The objective(s) The objective(s) are The objective(s) The objective(s)
Target(s)/Objectiv include a clear generally appropriate, are listed but are missing
es: description of what but not necessarily unrelated to from the lesson
List appropriate, learners will be observable. standards or plan.
observable, and able to do at the inappropriate.
measurable end of the lesson.
objective(s) Objective(s) are
describing what appropriate,
learners are observable, and
expected to be able measurable.
to do at the end of
the lesson.

ACEI 3.1
CAEP 1.1
NJPST 4, 7
InTASC 4, 7

Place this portion of your plan in the box that follows:

● Students will demonstrate their understanding of the Age of Exploration by accurately

researching, illustrating, and embodying an explorer in this time period.
● Students will research a given an explorer / voyage and record detailed and measurable notes on
given handout
● Students will work as a group to collaborate on components of a unit project
● Students will create a script to present to the class, each embodying components of their assigned
explorer on their voyage, which they will create based on research
● Students will create a display of their given explorer using a Pringles can and various art supplies.
● Students will participate in a guessing game by applying information from throughout the unit to
make an educated guess on an explorer when presented with information.

5) Academic The plan richly The plan describes The plan The plan does
Language and describes anticipated use and describes limited not describe the
Supports - anticipated use and application of use and use and
Teacher and student application of vocabulary, syntax, application of application of
discourse uses the vocabulary, syntax, and representations vocabulary, vocabulary,
vocabulary, syntax, and representations specific to the content syntax, and syntax, and
and representations specific to the area to support representations representations
specific to the content area to student learning. The specific to the specific to the
content area to support student lesson provides content area to content area to
support student learning. opportunities for support student support student
learning. The lesson classroom discourse. learning although learning and
provides multiple the lesson has few provides no
opportunities for opportunities for opportunity for
classroom classroom classroom
 discourse. discourse. discourse.

ACEI 2.1-2.7
CAEP 1.1
NJPST 4, 5, 7
InTASC 4, 5, 7

Place this portion of your plan in the box that follows:

The vocabulary used in this project should not be anything that they are unfamiliar with. They do
however, have access to books and scholarly journals on their chrome books where they can use context
to define words that may be challenging to comprehend. Nearly every childrens research book has a
glossary or highlighted sections to further explain concepts mentioned throughout. Any words that they
may come across are most likely tier two words that, once learned, will promote growth in more subjects
than social studies alone. These are words that are useful in everyday language, therefore will be valuable
to review during this lesson.
The syntax in this lesson will be demonstrated in the notes students produce in their blank handout
about their explorer. The notes they take on this sheet are their final copies and are meant to be
researched and understood, therefore it will display students’ understanding of certain concepts in finding
the most important information within a thought and transferring it to paper. The ability for students to
write what they are thinking shows early indicators of proper syntax in more complex sentences.
In terms of discourse, the students are engaging in discussions with their groups about their explorer
and the research they have found. In the beginning and end there are classwide discussions and in the
middle there are small group conferences to break up individual research. This gives students the
opportunity to express their opinions and offer the results they witnessed during their individual time
researching. This also gives students the chance to use vocabulary words they may have acquired while
researching and demonstrate their understanding of how these words apply to the unit. It is vital that
students have the opportunity to express themselves and what they learned from their personal research
and this lesson provides the ability to do so.
There are also multiple means of representation in this lesson, students look at books, fill out
structured notes in their handout, hands-on creations, and make connections to one another through
discussion. Having different visual supports help students to visualize how small parts come together to
build a bigger picture. Representation is a large part of this lesson and as teachers we need to
acknowledge the concepts that make students relate to the material given.
In all, due to the vocabulary, syntax, discourse, and representations, the language function in this
lesson should be beneficial to all types of students. Learning new ways to communicate knowledge
discovered through research will allow students to advance their language in more areas than social
studies alone. Social studies gives the opportunity for students to display what they have found on their
own, which is something that can be applied in all subject areas. The language function is used in their
writing, with one another, and with the teacher. Communicating information obtained with proper
vocabulary and prior knowledge is the most accurate way to promote growth in students individually and
in the class as a whole.

6) Materials- The plan lists all The plan includes The plan lists The plan does
materials that appropriate materials materials that are not list
connect to the that connect to the not materials.  
learning learning targets/ developmentally
targets/objectives. objectives. The appropriate, nor
ACEI 2.1-2.7 The materials are materials are will they engage
CAEP 1.1 developmentally developmentally learners.
NJPST 5 appropriate, and appropriate or they
InTASC 5 will engage will engage learners
learners. but not both. The list
may be incomplete.

Place this portion of your plan in the box that follows:

● Books about explorers (mentioned in resources)
● Explorer handout (shown below)
● Chrome books with bookmarked websites about given explorers
● Empty Pringles cans
● Markers, crayons, etc
● Construction paper and other arts/crafts materials (whatever the students may need to complete
displays)
● Ipads for posting presentations

7) Technology The plan fully The plan either The plan lists the The plan does
Describe how explains how explains how use of technology not consider the
technology was technology will be technology will be but it may not be use of
considered for accessed and accessed and utilized used appropriately technology.
promoting learner utilized to facilitate to facilitate digital to enhance or
engagement. digital learning, as learning or how track student
well as how technology will be learning.
technology will used to track student
subsequently be performance data,
ACEI 3.1-3.5 used to track leaving out one of the
CAEP 1.5 student two items.
NJPST 8 performance data.
InTASC 8
Place this portion of your plan in the box that follows:
● Once completed their illustrations / display, students will be able to present their model to the
class in character. This can all be recorded by the teacher or other students for later reference.
Once completed with the presentations, students will be given the opportunity to post pictures and
videos of their project presentations on Seesaw. See saw is an application where students can use
their profiles to post content for their parents to see. This acts as a social media page / blog to
show parents what students work on throughout the day. Students can use ipads and chrome
books to publish their work. Given the opportunity, students will be eager to represent themselves
on a device and a platform that differs from their every day activity in school.

8) Prior The plan explicitly The plan explicitly The plan does not The plan does
Knowledge identifies necessary identifies necessary explicitly identify not identify
Identify the knowledge, skills, knowledge, skills, prior knowledge necessary
knowledge, skills, and/or academic and/or academic but it is knowledge,
and/or academic language language to prepare incorporated skills, and/or
language necessary (addressed learners for this through it. academic
to prepare learners throughout the lesson. language
for this lesson. lesson) to prepare necessary to
learners for this prepare learners
ACEI 3.1-3.5 lesson. for this lesson.
CAEP 1.1
NJPST 7
InTASC 7

Place this portion of your plan in the box that follows:

● This project will act as a wrap up activity for the unit, showing what the students have already
learned. By this point in the unit, students will have developed and have been informally assessed
on their knowledge of European explorers during the Age of Exploration. Students have been
researching their respective voyager during class time for a seven days, taking adequate time to
prepare their presentations. Students also have been assessed on their knowledge of key explorers,
what constitutes a successful exploration, and the three reasons why people explore and colonize.
With this background knowledge, students will be prepared to take on the role of an explorer
during this time.

9) Student The plan indicates The plan indicates The plan may The plan is
Development, relevance of content concepts indicate content loosely related
engagement, and content concepts through pedagogy concepts, but the to content
content through pedagogy appropriate for pedagogy is concepts, and
description appropriate for content as well as inappropriate for the plan for
Indicate relevance content as well as student development the content and/or pedagogy is
of content concepts student and engagement. student missing and/or
through pedagogy development and development. inappropriate
appropriate for engagement. for the content
content as well as and/or student
student development.
development and
engagement

ACEI 1.0, 3.4

CAEP 1.1
NJPST 5
InTASC 5

Place this portion of your plan in the box that follows:

● This lesson combines research, collaboration, and creativity in a way that will get students excited
to learn about their explorer.
● This lesson provides students with the ability to work both independently and in small groups.
This allows students to interact with others while also accomplishing individual goals
● Children respond well to multiple entry points-by displaying similar concepts in different
mediums- writing a script, creating a display, and acting out students can excel in ways that they
normally would not be given the opportunity to.

10) Classroom The plan details The plan details The plan provides The plan does
Learning and justifies differentiation of insufficient and/or not make
Environment and differentiation of instruction and/or inappropriate provisions for
Differentiation instruction and/or assessment variations variation(s) and instructional
Creates a classroom assessment to support a range a differentiation to differentiation
environment that variation(s) to learners. No rationale support a range of or assessment
promotes learning support a range a for variation(s) or learners. No variations to
for diverse learners. learners. The plan differentiation is collaboration or support a range
promotes diversity provided. The plan cross-disciplinary of learners.
ACEI 3.2, 3.4 through cross- promotes diversity methods are
CAEP 1.1, 1.4 disciplinary through either cross- incorporated in
NJPST 3, 6 methods and disciplinary methods the plan.
InTASC 3, 6 collaboration. or collaboration.

Place this portion of your plan in the box that follows:

● Students will be seated on the carpet for the first half of this lesson, watching the teacher and
looking at the display presented on the projector
 ● Once split into groups, students will have the freedom to go anywhere in the room to work on
their projects
● The classroom has flexible seating. This includes chairs, carpet space, cushions, floor desks, etc.
where the students can spread out and complete their assigned work.
● Students will switch from the carpet to free choice of seating to ensure they are consistently
engaged and comfortable in the classroom.

Planning and Instruction

11) Lesson The plan includes a The plan includes a The plan includes The plan
Beginning detailed description brief description of a description of includes
How will the lesson of the lesson start the lesson start and the lesson start minimal and/or
start and engage and indicates how indicates how and minimally no description
learners? learners will be learners will be indicates how of the lesson
engaged through engaged through learners will be start and
ACEI 3.1-3.5 questions, action, questions, action, and engaged. minimal and/or
CAEP 1.1 and content. content. no indication of
NJPST 1, 2, 3, 7, 8 how learners
InTASC 1, 2, 3, 7, will be engaged.
8

Place this portion of your plan in the box that follows:

● Students will be asked to come to the carpet with nothing but their bodies
● The teacher will do a retelling around the room by asking, “What do we know about explorers?”
“Who are some explorers we have learned about?”
● The teacher will explain to students that for the next few days we are going to explore all we have
learned about the Age of Exploration by doing a group project.

12) Lesson Body The plan includes a The plan includes a The plan provides The plan does
Instructional detailed outline of well developed an incomplete not include an
strategies outlined how content is outline of how outline of how outline of how
to facilitate student addressed (with a content is addressed content is the content is
learning specific link to (with a general link to addressed (with addressed.
research), how research), how no or inaccurate
learners are learners are organized link to research),
organized and and working, how learners are
working, questions questions used, and organized and
used, anticipated differentiated working,
 misconceptions, activities for diverse questions used,
ACEI 3.1-3.5 and differentiated learners. response to
CAEP 1.1 activities for struggling
NJPST 1, 2, 7, 8 diverse learners. learners, and
InTASC 1, 2, 7, 8 planned
extensions for
those finished
early.

Place this portion of your plan in the box that follows:

● Students will be informed that they are doing a project to end the unit about explorers
● The teacher will explain that if we want to understand the explorers, we need to put ourselves in
their shoes.
● The teacher will explain to students how to conduct research
○ Teacher will provide examples of resources to use, how to put things into your own words,
how to collect information from more than one source, and how to combine and filter
important information with peers
● Teacher will choose an explorer, Christopher Columbus, and begin to take the role of the
explorer. The teacher will pull up a photo of one of the ships he sailed on. Teacher will say things
such as “I chose to sail across the Atlantic in search of new land…” and show students what it is
like to embody a character.
○ By teaching the students what it is like to take on a role, the teacher is engaging and
representing theater concepts in a social studies classroom
● Teacher will explain to students that this is what they will be doing:
○ Students will create a “Pringles Can Person” to represent their given explorer
○ Students will create a script of events to discuss and topics to elaborate on
○ Students will present to the class what they have created
● Students will be instructed to break off into groups of two or three students and assigned an
explorer they have learned about (but don’t tell the other groups who their explorer is)
● Students will begin doing extensive, more detailed research about the given explorer throughout
each class period for 7 days
○ This will be started on a Monday, presentations will be on the Friday immediately
following.
○ 2 days of research, 2 day of scripting, 2 days of creating display, 1 day of rehearsal for
presentation
● Each day the teacher will check in and conference with each group to see their progress

13) Lesson The plan includes a The plan includes a The plan includes The plan does
End/Closure detailed description general description of a brief description not include a
How will the lesson of how the lesson how the lesson will of how the lesson lesson
end to promote will be concluded be concluded with will conclude with conclusion.
student learning with reference to either a reference to no reference to
and application? future content and future content and future content
skills as well as to skills or their own and/or skill and
ACEI 3.1-3.5 their own learner learner context. their own learner
CAEP 1.1 context. context.
NJPST 7, 8
InTASC 7, 8

Place this portion of your plan in the box that follows:

● This lesson / project will conclude with the presentations on the seventh day.
● Students will take turns reciting lines that their Pringles person might do or say. They will then
say, “Who am I?” The rest of the class will attempt to guess who their explorer is.
○ All explorers assigned are ones that have been discussed in class at least briefly.
● Once presentations are complete, students and teacher will have a class discussion about why the
assignment was useful and important
● Students will acknowledge positive components of each groups presentation
● Students will consider the lives of each explorer and what they learned from each group in their
future research in social studies class.
● Students will then be given the opportunity to post their creations on Seesaw for their parents to
view.

Assessment

14) Assessment The plan The candidate The candidate The candidate
How will you know thoroughly generally describes minimally does not
objective(s) were describes and and includes all forms describes some describe any
met? How will you includes all of student learning student learning appropriate
analyze data? How measures of measures appropriate measures (such as examples of
will you provide progress to the lesson (such as formative, student learning
information? appropriate to the formative, summative, measures (such
lesson (such as summative, individual, group, as formative,
formative, individual, group, and and alternate). summative,
summative, alternate). The plan The plan individual,
individual, group, generally describes minimally group, and
and alternate feedback to be used describes how alternate).  The
assessments) and with students to feedback will be plan does not
reflects individual acknowledge their used with students describe how
student needs. The success, need, and to acknowledge feedback will be
ACEI 4.0 plan specifically progress.   their success, used with
CAEP 1.1 describes the need, and learners to
NJPST 6 feedback to be used progress. acknowledge
InTASC 6 with students to their success,
acknowledge need, and
success, need, and progress.  
progress.

Place this portion of your plan in the box that follows:

● The teacher will conference in each individual day as a formative assessment to ensure students
are working towards the goal of a presentation on the seventh day of this lesson. This will
especially take place during the research phase where the teacher can see what the individual
students are researching and how it will contribute to the project as a whole group.
● The completed handout will display students research results and allow the teacher to see how
accurate their sources and information are at the end of the unit.
● Students who are watching groups present will participate by raising their hands and guessing the
explorer that group is referring to. Students’ answers and guesses will represent what they do, and
do not know about explorers presented during the unit
● The final presentation and products (illustration and script) will act as a summative assessment for
the unit and will display student’s current knowledge of exploration through the lens of a
particular explorer.

15) Reflection The lesson The lesson reflection The lesson The lesson
After the lesson, a reflection provides provides general reflection merely reflection is
reflection provides detailed insight insight about summarizes the underdeveloped
detailed insight about effectiveness effectiveness of lesson plan and and fails to
about teaching, of teaching related teaching related to lacks insight make any
student learning, to student learning student learning and about connection
and re-teaching. and options for re- options for re- effectiveness of among teaching
teaching.   teaching. teaching related to effectiveness,
student learning student
ACEI 5.1 and options for re- learning, and
CAEP 1.1, 1.2 teaching. options for re-
NJPST 9 teaching.
InTASC 9

Place this portion of your plan in the box that follows:

● This lesson will be an adequate assignment to end the unit. The students will learn on the first
day, absorbing the concept of research in a social studies classroom, then seeing how to embody
characters. Students often learn by doing, therefore when students act like an explorer they
researched, they will retain more than just facts about the explorer, but thoughts, feelings, and
actions. By this point, the teacher should have an understanding of how well the students
understand the content. If the teacher feels they are not ready, she should adapt accordingly and
insert more effective lessons in between. With that being said, this lesson should be the last in the
unit. However, if needed, the students can be given more time to perfect their presentations.
Students should not feel rushed, therefore if the teacher sees struggle for time, she will adapt the
plan accordingly. Also, if presentations are not coming along with detailed information and
valuable research, students will participate in a lesson in between research days to reinforce how
to conduct valuable research. This will allow students to truly grasp the concept before going
through with something they may be unsure of. All these things will be implemented based on the
students’ understanding of the content. If executed properly, this lesson will show students what it
was like to be an explorer and how there are multiple ways to express themselves through
research, collaboration, and creativity.