Sanford College of Education, National University

ITL 522: Design and Process of Teaching

Dr. Reyes Gauna

December 18, 2020

 ​STAGE 1: PLANNING
YOUR TARGET: Standard, Goals & Outcomes

Teacher: Selena Hernandez Grade/Subject: ​ 8th Grade U.S History

TARGET: Unpack Your Standard(s)
Part 1: My Standards, Goals and Outcomes
Academic Standards: ​STATE YOUR STANDARDS

8.12 ​Students analyze the transformation​ of the American economy and the changing
social and political conditions in the United States in response to the Industrial Revolution​.

Big Questions (Questions to Knowledge (Concepts to be Skills (what you will

frame student learn​ing) understood and applied) explicitly teach)
1. How does technological ● Begin with discussing their ● Students will
change affect people, prior knowledge about the learn how to
places, and regions? agricultural revolution ask critical
2. How are economic systems (previous learned lesson) questions when
structured to meet the ● Provide students with a reading an
needs and wants of broad definition of “The assigned text.
different societies? Industrial Revolution:” ● Students will
3. How did the Industrial People shifted from making learn the
Revolution transform the things by hand to making difference
economy, politics, and them with machines. between a
society of the United ● Recognize the patterns of primary and
States? agricultural and industrial secondary
4. How did immigration development source.
change during the ● Understand the federal ● Students will
Industrial Revolution? Indian policy and discuss learn the cause
5. Do you think the Industrial the the wars with American and effect
Revolution impacted Indians relationships
working-class people in a ● Discuss the economic regarding
positive or negative way? growth by learning the historical
academic vocabulary events and its
6. How was the middle class including: ​tariffs, banking, long lasting
affected by the Industrial land grants, and subsidies. effects on
Revolution? ● Discuss the working people and
7. How did factories change conditions that the political/
working life? How did it Industrial Revolution economic
impact children? brought and how it affected structures.
children and the working
class.
 Student Learning Goal​: ​STATE YOUR GOAL FOR STUDENTS TO SHARE
Content Objectives: ​Students will be able to comprehend and explain how the Industrial
Revolution affected and changed each aspect of the United States. Including its politics,
economy, and society. This will be accomplished through the analysis of various
historical events and recognition of patterns and transformations.
Language Objectives/Expectations:
● Students are expected to summarize and explain the purpose of what they read
through oral speech.
● Students must be able to explain and understand the patterns of agricultural and
industrial development and how they relate to climate, use of natural resources,
markets, and trade.
● Students must identify the reasons for the development of federal Indian policy and
the wars with American Indians and their relationship to agricultural development
and industrialization.
Literacy Objectives/Expectations:
● Students are expected to analyze the changes in the economy, society, and politics of
the United States during and after the Industrial revolution.
● Students are expected to read and comprehend the assigned readings and articles.
● Students are expected to explain how the states and the federal government
encouraged business expansion, they will be able to explain this process through
written text and oral speech.
● Students must be able to discuss child labor, working conditions, and laissez-faire
policies toward big business and examine the labor movement, including its leaders
(e.g., Samuel Gompers), its demand for collective bargaining, and its strikes and
protests over labor conditions.
● Students will be expected to examine the location and effects of urbanization,
renewed immigration, and industrialization (e.g., the effects on social fabric of cities,
wealth and economic opportunity, the conservation movement).

​ EARNER​):
Student Social-emotional Goal (L

In my history class, there will be many opportunities where I can integrate social-emotional
learning strategies. SEL is an important contribution to create an inclusive classroom. In the
mornings, I will be sure to greet my students and ask how they’re doing. There will always be
a time set aside to check in with them. During the group work activities, students will be able
to collaborate and learn positive relationship skills. In addition, when we are studying
important figures in class, we can reflect on how a person’s decisions can create an impact on
their surroundings. This will create the competency for social-awareness and responsible
decision making. In addition, if there is space and time into my lessons, I plan on doing
restorative circles where we can focus on expressing how we feel or discuss concerns my
students may have regarding the class.. This will be done on single period days when we are
on track with the lesson plans. By checking in with my students, they will feel valued and
respected and part of the classroom community.

Barriers to learning ​(LEARNER)​: ​(level of literacy; language proficiency levels; funds of

knowledge; attention span)

The barriers to learning that I may face when teaching this unit is the amount of information
we will cover and making sure all my students are keeping up with the agenda. In order to
create a more organized class, I will post the daily agenda on the board. I will also require
students to create a ​Table of Contents, ​in which we will list and organize our worksheets and
classwork into a single portfolio. By doing this, students will learn organization skills and hold
responsibility for their school materials. For my English Learners whose language proficiency
level is still below basic I will create modifications and be sure to check in with them often. In
addition, I will need to make sure that I thoroughly think through how to group my students
when assigning group projects or pair-work activities. I am a big fan of collaborative work so I
will encourage that in my classroom, however I will need to be monitoring groups to make
sure they are on task and completing the work. It is easy for middle schoolers to get off task or
distracted easily if I don’t have good management behavior.

Common Misconceptions ​(​LEARNER & TARGET​): ​(Subject-matter specific;

Related to academic standard; Knowledge gaps; Student confusion; multiple meanings;
cultural differences; misunderstand)

A common misconception that my students may have is feeling pressured to learn and
memorize all the key events and vocabulary. I will be clear to communicate with my students
when discussing what my standards and expectations are. When learning about the Industrial
Revolution, in order to avoid confusion with building connections; I will show maps and
graphs so students have a clear picture and be able to make those connections. Many of these
concepts are large and I will need to break this unit down into various lessons to accomplish
the standards.

Part 2: My Class

My Classroom Composite: (​TEACHER & LEARNER​) ​Whole group (Broad needs of

students; observable patterns & trends; language and literacy subgroups;
digital/technology fluency; emotional regulation)
My future classroom will be made up of 30 students or so. It will be made up of diverse
students with different learning needs and abilities. I will have my classroom structured so
that the tables are in groups of 4. I will assign each table a number. This will allow for a more
organized transition if we need to move students into different groups. My students will be
either 7 or 8th grade energetic middle schoolers who will probably easily build friendships
and get along well. I will need to take the time into transitioning into account when creating
my lessons.

Accommodations/Adaptations/Intervention (Teacher, Learner, Instruction,

Management)

Focus Student #1: Special Needs
(IEP Goals;504;SST)
I will have an open communication
and relationship with the Special
Education coordinator/ teacher and
their case manager (if they are
assigned to one). I will begin by
differentiating instruction and making
accommodations by the
recommendations I will receive and by
looking over their IEP goals and 504
plans. I will provide this student with
assistive technology tools and
resources to stay on task. For ex:
text-to-speech audio, text
magnification, and provide sensory
toys to focus.
Focus Student #2: English Language learner
(ELL); Standard English learner(SEL);
I will support this student by understanding what
their native language is first. By providing visuals,
videos, and representations in both language; the
student will have a better comprehension of the
content. I will focus on emphasizing and repeating
the academic vocabulary by creating a reference list
with its translation. This will allow the student to
be exposed to the academic vocabulary and begin
practice using it. When assigning classwork, I will
modify their worksheets by providing sentence
starters. This will be a good way to teach the
student how sentences are structured. I will
encourage this student to use an online translator to
better keep up with the class and ask questions as
needed. Pairing the English Learner with a student
who also speaks the same native language will also
support them in feeling part of the classroom and
not feel isolated. Having a buddy in class is a good
support system for students learning a new
language.

(TEACHER, LEARNER, TARGET, ASSESSMENT, INSTRUCTION,

MANAGEMENT),
Multiple Means of How will the content be presented/shared in multiple
Representation (modeling ways to highlight critical features, represent different
& practice) formats, media types and cultural diversity? How will
you monitor and assess understanding of
representation?
 During my class lessons I will be sure to offer multiple
means of representation, as it will support all of my visual
and hearing learners. I will provide educational videos that
will support the content we are learning, as well as audio
books for the students who need it. By working with
primary and secondary sources we will also be using art,
news articles, statues, and old artifacts to support our
learning and having the opportunity to learn the content with
different forms of representation. When discussing the
deplorable work conditions I can show real photographs
(primary source) as an introduction to encourage class
discussion and begin questioning their work conditions.

Multiple Means of How will students engage in the process of new learning?
Engagement How will the content become accessible, meaningful, and
relevant to the learner? How will you monitor and assess
this process?

During my class lessons, I will implement multiple means

of engagement as I do not plan on teaching on the board and
have my students in their desks taking notes all period. ​The
learning activities that I plan on teaching to my future World
History or U.S History classes will come from ​Historia​, a
paper based simulation game that incorporates a world
cultures curriculum aligned to state standards. By using
these lessons, I will keep my classes engaged since it is a
game based learning that teaches history through
experience. The lessons will require students to do research,
learn how to interact with other students, and make
decisions on their own. The challenging tasks will require
students to do research, practice critical thinking, come up
with creative problem solving, and learn how to work as a
team. The applications of concepts or skills to purposefully
advance the specific content will be provided by graphic
organizers, maps, and videos. I will monitor student group
work by walking around and checking in with the different
groups and offer suggestions and support.

Multiple means of What principles of choice for the product of learning

Expression (practice & will you accept? How will you provide a space for
assessment) communication, creativity, critical thinking, and
collaboration (4 C’s)?
Which measures will you use to assess products of
learning?
 ​Since my lessons will require students to do their own
research, work on group projects, or even reenact historical
scenes, my students will be constantly moving throughout
the classroom. They will be able to express their learning by
choosing how they want to present the information. For our
final semester projects I will provide students with different
choices and allow them to pick the one they feel they best
connect with. The options will vary from: creating a
portfolio, an oral presentation, a powerpoint, or writing an
essay. Whichever they choose, students will be required to
follow a similar format in covering specific details in their
projects. By providing multiple means of expressions,
students will feel they have a sense of autonomy and in a
way, will feel obligated to complete the work since they
chose it in the first place. In addition, the 4 C’s will be
required in the final semester project rubric. The rubric will
ensure students focus on creativity, critical thinking, and
collaboration. They will then practice their communication
skills when presenting it to the class.

Managing the Classroom How will you manage the classroom/setting so students
Environment transition successfully through instructional stages, and
student groupings? How will you create an optimal
learning environment (space, time, pacing, interactions,
expectations, assessment)?

In my class, the classroom behavior and expectations will be

clear and addressed on the first day of school. I will create a
classroom behavior agreement with my students as I plan to
ask them for their input and opinions. By having this social
agreement, students will most likely follow through since
they knew they were part of creating the “classroom rules.”
In addition to asking for their input, there will also be clear
consequences for those who do not follow through or
constantly disrespect others' learnings or my teaching. First,
a warning, then a phone call home, lastly a referral to the
principal’s office (depending on the severity of the student’s
actions). However, I am a big fan of positive reinforcement,
so I will also be giving out raffle tickets throughout the
week when students have outstanding behavior or do
something kind to support the class or their peers. Students
with raffle tickets will be entered for a prize drawing. At the
end of the week, during the last 5 minutes of class, I will use
this time to pick 2-3 winners and give them a choice on
picking their reward (candy, pencils, stickers, fun erasers,
etc). By having raffle tickets and rewards, students will be
 motivated to behave and follow the class rules.

In order to allow time for transitioning from whole group

instruction to small group activities, I will set a timer on the
board. This timer will consist of 4 minutes or so, depending
on what the class activities will be. During this time my
students are expected to grab their required materials, get
organized, take a stretch break if they need to, and move
their desks or move seats in order to begin the next class
activity. For the students who are ready for further
instructions and waiting patiently when the timer goes off, I
will give them a raffle ticket. By having this routine and
emphasizing my classroom expectations, I will create an
optimal learning environment.

STAGE 2: TEACHING
DAILY AGENDA: WHAT WILL YOU USE TO MANAGE DAILY INSTRUCTION
What is my learning map sequence for Day 1, Day 2, Day 3…?

1. During my first day of the lesson plan, I will focus on introducing key terms in relation
to the factory workers. I will introduce the essential questions and provide the learning
objectives to my classes. For my first lesson, I will have students experience first-hand
what the workers in the Industrial Revolution experienced, by having my students form
an assembly line and create toy soldiers. We will discuss the working conditions and
identify the skilled and unskilled labor, as well as discuss the difference between
African American labor and White labor.
2. On the second day of the unit, I will change focus and ask my students how they think
the Industrial Revolution helped shape the American attitude on consumerism. We will
discuss how advertising affected Americans' view on mass production and analyze
primary sources. These primary sources will be advertisements from the 1910’s to the
1920’s. After analyzing and discussing, students will be asked to organize and create
their own advertisement campaign on the mass-produced commodity of their choice.
This will require grouping students and providing enough time for them to develop
their ideas and present their advertisement. At the end, we will discuss how
consumerism impacted specific groups of Americans.
3. Lastly, on Day 3, after we have examined the transformation of work and consumer
patterns; I will shift my focus to considering the impacts of these changes on specific
groups of Americans. I will focus on the Great Migration and we will discuss how
domestic migration patterns and the cultural and social changes have resulted from
human movement.
 What materials will I use for Day 1, Day 2, HAT MATERIALS WILL I USE FOR
DAY 1, DAY 2, DAY 3?

1. Computer and powerpoint presentation

2. Youtube
3. Art supplies: markers, sharpies, poster board.
4. Ample supply of scrap paper for toy soldier assembly.
5. Photocopies of advertising campaigns and sample ads.
6. Photographs of Factory workers during the Industrial Revolution (primary and
secondary sources)

HOW WILL I ASSESS STUDENT LEARNING ON DAY 1, DAY 2, DAY 3? WHAT

EVIDENCE WILL I COLLECT OVER THE COURSE OF YOUR UNIT OF STUDY?

I will assess student learning through formative and summative assessments. The formative
assessments will be exit tickets where I will ask simple and straightforward questions
regarding the content we discussed in class. This will allow me to assess my instruction and
see if my students actually understand the material. The exit ticket slips will assess a student's
comprehension of the academic vocabulary and concepts discussed on that day. Summative
assessments will be in the form of group projects and will always have a writing component to
it. For example: the advertisement campaign the students will create on Day 3 and present to
the class, will be graded as a summative assessment. The evidence I will collect beside their
assessments, will also be their engagement and efforts towards classroom activities and
classwork. Collecting daily homework will also give me an idea if my students are on track
with the unit.

STAGE 3: ASSESSING/REFLECTING
WHAT EVIDENCE OF STUDENT LEARNING HAVE I COLLECTED ON DAY 1,
DAY 2, DAY 3 FOR CONTENT AREA LEARNING, LANGUAGE EXPRESSION
AND LITERACY USE?
The evidence for student learning will be based on class discussions, group presentations, and
the exit slips at the end of the class. Unfortunately, I did not get the opportunity to teach live
students so I did not collect the evidence I would have liked. However, from my own teaching
experience,​ examining student work or performance directly is how I collect student learning.
By evaluating exams, papers, performances, and making observations I will determine if
students reached the learning goals and objectives.

HOW WILL I ANALYZE THIS EVIDENCE OF STUDENT LEARNING?

1. In order for the group activities to function, time management and classroom behavior
will be important to set since the beginning of the academic school year.
 2. The essential questions at the beginning of the lesson will create class discussion where
students can share their prior knowledge.
3. I will monitor groups to ensure they are focused, yet give them the freedom to make
their own choices when designing their projects.

WHAT INSTRUCTIONAL DECISIONS CAN I MAKE AS A RESULT OF MY

ANALYSIS OF THIS STUDENT LEARNING EVIDENCE?
The group projects have proven to be essential in student learning. By experiencing and
analyzing primary sources, students are far more engaged than just reading about the Industrial
Revolution. By finding fun ways to engage my students and create group work, students are
gaining important skills that will benefit them. In addition, I will adjust groups and change
them to ensure everyone’s learning is supported. I will also modify instruction for the English
Learners and students with disabilities.

STAGE 4: REFLECTING ABOUT TEACHING & LEARNING

My Personal Reflection:

What new information did I get about my students in relation to their learning
preferences?
Based on my lesson, I learned that students enjoy doing hands-on activities where they are not
required to sit and listen to a lecture. They also enjoy working with their groups to maintain
their engagement and problem solve as a team.

How will I use this information to plan my future instruction?

I will use this information to create similar lessons where I will try and limit my time lecturing.
I will take advantage of instruction time to provide students with opportunities to work on their
collaborative assignments. By having lessons where students have opportunities to
demonstrate their comprehension in various ways, I will be implementing UDL guidelines and
differentiating instruction.

How effective were my practices? What will I keep, what will I improve and what will I
discard?

For the most part, I believe my practices were effective and engaging. I will keep going over
key terms and have students either copy my definition, create their own, or draw a picture, to
better support their understanding of the academic vocabulary. By giving them options on how
they want to fill in their vocabulary sheet, they will feel they have a sense of autonomy while
still being required to take the key terms seriously. I will improve on discussing and learning
their prior knowledge. By doing so, I will save time on reviewing what they already know and
really get them engaged in the lesson. There is nothing I will discard, since I believe
everything I planned had an important focus.

What new understanding do I have about my own teaching practices?

The new understanding that I obtained from this lesson is that there is a lot of multi-tasking
that is taking place. Besides teaching the lesson, there are many things I had to set up. For
example: I had to set up all the materials ready at the student’s desks and provide the
instructions on a laminate folder (to reuse). By having everything ready before students enter
the classroom, students will have more time working on their class projects and there will be
more time for class discussion. This was a good way for me to really get an idea of all the
organizational skills and planning I will need to do, aside from just planning the instruction.
Also, something that came up while I was teaching my lesson, was that when I was showing
my class the youtube video; I realized I wasn’t presenting the correct tab. Whether we will be
teaching in-person or through distance learning, checking the technology and making sure the
links work will be important to ensure things go smoothly. From my own experience, there
have been times where technology has been a game changer and has steered teachers into
different directions. If a lesson plan is based solely on a specific video or movie; the teacher
needs to make sure they check everything works before the bell rings. Also, having a textbook
or journal as a backup on the concept/ chapter will be useful for emergencies.

What have I learned about myself as a teacher?

I have learned many things about myself as a teacher. The first is that I truly and deeply care
about how my students are doing. Getting to greet my students at the door and individually
makes me feel ready to begin the day. I also learned that I need to constantly check in with my
students to make sure they are understanding the material and/ or instructions. Sometimes I am
too busy thinking about what my next steps will be, that I forget to check for understanding. I
have learned the importance of time management and organizational skills. I have learned that
I enjoy being in the classroom and discussing historical events and their consequences with my
students.