Name:

Kendrick Wilson

Date: 5/2/16-5/6/16

Lesson: Erie Canal WebQuest

Rationale: Why are you teaching this lesson?

How does this lesson contribute to your
students growth?

Objective: What new knowledge and/or skills(s)
will your students learn? Every student will be
able to . . .

Standards
Addressed:

Academic Language: What academic language

will students learn and USE in this lesson?

Unit: The Erie Canal

The Erie Canal is an important piece of local NYS history that affected the
ancestors of all of our students. The construction of the Erie Canal had several
positive affects on the people during the early 1800s and has impacted our
lives today.
Students will analyze textual and visual information to understand the
importance of the Erie Canal.

Students will be able to synthesize ideas from multiple sources to write a
journal entry in the perspective of an American citizen from the past.

Social Studies
4.6b In order to connect the Great Lakes with the Atlantic Ocean, the Erie Canal
was built. Existing towns expanded and new towns grew along the canal. New
York City became the busiest port in the country.
Students will examine the physical features of New York State and
determine where it might be easiest to build a canal, and form a
hypothesis about the best location. Students will compare their
hypothesis with the actual location of the Erie Canal.
Students will examine how the development of the canal affected the
Haudenosaunee nations.
Students will locate and name at least five towns and four cities along
the canal, and identify major products shipped using the canal.

English Language Arts & Literacy
RI. 4. 9.
Integrate information from two texts on the same topic in order to
write or speak about the subject knowledgeably.

RI. 4. 3.
Explain events, procedures, ideas, or concepts in a historical, scientific,
or technical text, including what happened and why, based on specific
information in the text.

W. 4. 3b. Write narratives to develop real or imagined experiences or events
using effective technique, descriptive details, and clear event sequences.
b. Use dialogue and description to develop experiences and events or show the
responses of characters to situations.

Canal
Locks
Perspective
Ancestor
Stationary
Propel
Locomotives
Barges
Provisions
Artificial
Excavation
Terrain

Materials:

Anticipatory
Set: How will you get ALL students focused on
the days lesson? How will you connect new
learning to prior knowledge and experience?

(the before phase)

Instructional Input: What information will be

provided? How will ALL students access and
engage in processing this information? How will
you engage all students in learning and applying
the noted academic language? Describe all
activities and pertinent questions. Include active
participation strategies, modeling, transitions,
guided practice, and independent practice.

(the during phase)

BULLET THE COMPONENTS OF THE LESSON IN
THE ORDER YOU WILL BE ADDRESSING THEM.

Rugged
Uproot
Charismatic
Feasible
Jeeringly
Impact
KWL Anchor Chart
Markers
New York Studies Weekly newspaper week 22, The Erie Canal
Highlighters
Guiding questions worksheet
Pencils
Computers
Rubric

Ask students to go to www.wilsoneriecanal.weebly.com

Introduce the WebQuest. Remind students we will take a field trip to the canal
on Thursday. Ask students to follow along on the WebQuest as you introduce
and explain its layout and their job (the task).

Before break, we learned about the Industrial Revolution. Discuss in pairs what
you remember about the Industrial Revolution. How did industry and new
inventions affect the lives of citizens in New York State?

What were some positive and negative affects of the Industrial Revolution?
(Think of children, earth day)

How did improvements in transportation improve daily life, trade, farming,
resources/goods etc.?

This WebQuest will guide you through one specific transportation system that
greatly affected many aspects of New York life in the early 1800s and after, the
Erie Canal. Turn to the person next to you, and discuss what you know about
the Erie Canal. What do you want to learn? What are you curious about?

Share what you know and want to learn with the class to create a class KWL
chart.

1. Discuss the task with students.
2. Take them to the process and explain how they should follow the
WebQuest.
3. Hand out the guiding questions worksheet and explain or model how
they should answer the questions as they go.
4. Pair up students with appropriate shoulder partners that will be a good
learning partner for them.
5. Explain that they are not expected to get it all done today, but they will
only have one more class period to complete this WebQuest.
6. Ask students to get started
7. On the second day, remind students of the task, explain grading rubric.
8. Display and explain self-assessment checklist for the journal entry.
9. Model how to demonstrate that they completed the self-assessment
on their journal entry.

Closure: How will ALL your students summarize

their learning from the lesson?

(the after phase)

Assessment:
FormativeWhat informal checks for
understanding will you use? How will you assess
student learning during the lesson?
Summativewhat formal check for
understanding will you use at the end of student
learning? THIS WILL NOT HAPPEN EVERY DAY.





Differentiation/Accommodations/Modifications:
How will you work to meet the individual
learning needs of your students? What
accommodations and modifications will you
make for your students with IEPs and 504 plans?
What differentiation strategies will you use for
students without formal accommodation plans,
but who still need modifications?

Reflection:

Now that you have learned about the Erie Canal and how its construction
affected New York State and America as a whole, share your journal entry with
your partner. Find a new partner and share again.

Return to your seat. Quick write: Write down one thing you learned about the
Erie Canal.

After, the WebQuest and the field trip, return to the KWL chart to share things
students learned about the Erie Canal and add them to the "learned" section of
the class KWL chart.

Remind students that we will visit the canal on Thursday.

The teacher will informally assess the information students retained from the
WebQuest on the guiding questions worksheet.

The teacher will roam the room to listen to student discussion, answer
questions, and prompt deeper thinking.

The teacher will assess the students knowledge and understanding of the
impact of the canal on different people of the time through the creative
journal-writing piece.
Students will read the text in pairs, which will be strategically formed so that
students are working with a peer that will help them succeed, thrive, and
understand the material.

Students with fine motor difficulties will have copies of the worksheet that has
more space for responses.

Some students can record their answers on one worksheet to save writing time.

Inclusion students will work in a large group with the special education teacher
to save time and further guide students through the WebQuest.