ENMU LESSON PLAN: SEDLong Format

Name: Adam Marinovich

Title: New Mexico History land VocabularyNM Standards and Benchmarks:II. B.3, 4—Describe land formationsII. B.3, 4—Discuss the Glacial Period, Identify and mapII: D.3—Evaluate water as a scarce resource

Objective(s):Students will create a timeline of events. Students will record his or her knowledge using pictures and connect his or her own experiences with the material. Students will organize and interpret information using charts and pictures. Students will illustrate and identify the contributions of major events and time periods relevant to the world.

Materials needed:Pen or pencil. Multiple sheets of white paper. New Mexico History Textbook.

Anticipatory Set :I will show a video that will appeal to the students that is relative to the content. The class will then be asked to contribute to a class discussion of what they already know about the era, individuals, or places. I will then inform the class of the importance of major events and people that have shaped New Mexico into the place they live today.Modeled Practice:I will ask the class to watch as I write on the board and demonstrate their assignment. I will go through the book find the first vocabulary word of the chapter we are on and write it on the board. I will then read the paragraph and write a definition of the word. I will then draw pictures that are relevant to the picture that will enable me to remember the definition. The entire time I am explaining my steps and what I am doing to the class.Guided Practice:I will ask the class to turn to the chapter we are beginning to work in and find any bolded vocabulary word. I will then write the word that they discovered. I will then ask the class if anyone will read the paragraph the vocabulary word is in so we can formulate a definition about the word. I will then write the agreed definition and then ask the class for a picture relevant to the vocabulary word by looking through the book or pictures related to New Mexico.Independent Practice:The students will be released to work on their own. I will walk around to see if the students are demonstrating the concepts they have learned or if there is still confusion. If the students have demonstrated the skills necessary to understand the vocabulary, then I will allow students to work in groups of 2 or 3.Application/Evaluation:I will ask the class orally to explain their pictures that they have drawn for their events. I will also have students create a timeline of the events recorded for their vocabulary to assess information learned and if organization and critical thinking was used to analyze graphs multiple dates. I will ask students the importance of certain events, people, or places that have impacted New Mexico.Differentiated Instruction:In any case that the information is overwhelming for a student I will reduce the amount of vocabulary to only the most important dates, events, places, and people. I will only require a definition that the student can use to identify the vocabulary as well as pictures to help connect information. In any case that a student needs a greater challenge I will have the student create a timeline that possesses all events, people, dates, and places of the era we are studying.