Ideal+Lesson

Chris Manda Ideal Lesson

Students will develop a working knowledge of the everyday life of a member of Lewis and Clark’s expedition. The students will develop an understanding the everyday issues and activities that someone would have to go to for them ultimate goal of arriving at a location for a new start.
 * Goal: **

Individual students will be able to identify issues that arise during the trip and work through the problems while gaining conventional knowledge of the expedition. They will be able to prove conventional and unconventional means of advancement through a series of test and challenges with an 85% accuracy rate. Students will keep a journal of the trip daily and combine the journal articles into a magazine article for their final assessment.
 * Objective: **

Students and the instructor will be traveling through the last section of Lewis and Clark’s journey down the Clearwater River to the Columbia River and to the Pacific Ocean. Throughout the journey students will be taking daily journal records that will be accompanied with photographs and short videos that will be included in the final article for assessment. At different stops along the trip the students will need to exhibit knowledge of the surrounding area and the resources that the people of the original expedition used for survival. Students will need to show basic fishing skills as well as gathering of edible food along the trail that the original explorers took. They will have stops where the participants will read the exact journal entries from that location and discuss the changes that have occurred since the time of Lewis and Clark, and the people of that expedition. Throughout the trip students will be challenged to show their previous knowledge of the expedition as well as the land that expedition traveled through. The students will be challenged throughout the trip to reach person goals set before leaving as well as goals set by the instructor. The final assessment will be due 1-2 weeks after arriving home from the trip. Students will take all the journal entries and experiences from the trip and write a story for a magazine. Once all the stories are received, graded and possibly edited the instructor will combine them and send the finished product to the students, parents, funders of the trip and the school or schools the students attend regularly. They will be graded by their individual magazine article as well as how their article completes the magazine as a whole **. **
 * Body of lesson: **

http://www.nationalgeographic.com/lewisandclark/journey_leg_13.html
 * Resource: **

http://www.media-awareness.ca/english/resources/educational/lessons/secondary/newspapers_magazines/magazine_production.cfm http://www.scholastic.com/teachers/top-teaching/2011/05/power-student-made-magazine
 * Culminating Magazine Article Rubric **
 * Teacher Name: **Mr. Manda**
 * Student Name:
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Articles - Purpose || 90-100% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic. || 85-89% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic. || 75-84% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic. || Less than 75% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic. ||
 * Layout - Headlines & Captions || All articles have headlines that capture the reader\'s attention and accurately describe the content. All articles have a byline. All graphics have captions that adequately describe the people and action in the graphic. || All articles have headlines that accurately describe the content. All articles have a byline. All graphics have captions. || Most articles have headlines that accurately describe the content. All articles have a byline. Most graphics have captions. || Articles are missing bylines OR many articles do not have adequate headlines OR many graphics do not have captions. ||
 * Articles - Interest || The articles contain facts, figures, and/or word choices that make the articles exceptionally interesting to readers. || The articles contain facts, figures, and/or word choices that make the articles interesting to readers. || The article contains some facts or figures but is marginally interesting to read. || The article does not contain facts or figures that might make it interesting to read. ||
 * Articles - Supporting Details || The details in the articles are clear, effective, and vivid 80-100% of the time. || The details in the articles are clear and pertinent 90-100% of the time. || The details in the articles are clear and pertinent 75-89% of the time. || The details in more than 25% of the articles are neither clear nor pertinent. ||
 * Requirements || All of the required content was present. || Almost all the required content was present. || At least 75% of the required content was present. || Less than 75% of the required content was present. ||
 * Spelling and Proofreading || No spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper. || No more than a couple of spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper. || No more than 3 spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper. || Several spelling or grammar errors remain in the final copy of the newspaper. ||
 * Requirements || All of the required content was present. || Almost all the required content was present. || At least 75% of the required content was present. || Less than 75% of the required content was present. ||
 * Spelling and Proofreading || No spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper. || No more than a couple of spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper. || No more than 3 spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper. || Several spelling or grammar errors remain in the final copy of the newspaper. ||