1. Are the lesson objectives clear and directly tied to the children's literature book?
- Not yet, but Andrew this is an amazing lesson. You can easily add an objective that includes Esperanza Rising. You objectives focus on standards, which is good. You just need to tie in the book. You have the content so it should be easy for you.
What will the students know or be able to do as a result of completing this lesson?
-Exactly what the standard asks. Awesome job!
Are students assessed on their achievement of the stated objectives?
-I see that you have assessments on the Dust Bowl and Great Migration page, but you are lacking evidence of assessments for social studies skills. You have great content and just need assessments to go along with them.
Do the activities in the lesson support the accomplishment of the stated objectives?
-Yes, but I just don't think your objectives fully meet the content that you have posted. You have so much content with very vague objectives.
Do the objectives align with the MN State Standards that are addressed through this lesson? (If no lesson standards are stated, remind them this is necessary. The standards should be clearly stated and numbered as in the state documents.)
- Yes

2. Does the lesson material appear to be age appropriate and accurate?
- Yes
For instance, does it fit with what you know about the topic being studied?
It is not OK to be creative in terms of lesson content. The content needs to be about what really exists or what has really happened--at least from one verifiable point of view, and ideally from multiple perspectives.
Does the content appear substantive?
-yes

3. Does the material use best practices for social studies content pedagogy? Yes, you have included so many things.
Citizen Action - Specific lesson
Primary Source Analysis - Many great primary source documents. I particularly like the Fargo Flood one (i live in Fargo-gearing up again this year)
Cooperative Learning - Yes
Essential Questions - Many great discussion questions that have attributes of the essential questions.

4. Are the materials easy to understand, nicely designed, well-written?
-I felt like it was very well laid out. It's basically like you are holding their hand while they are teaching. Well done!
By all means, make marks anywhere you see a clear grammatical or spelling issue - or just correct them and make your corrections in another color so they can see and check what you've done.
Are links provided back to the book's title page from every other page in their materials?
- You have great links and all the appropriate information in the right spots.
- I would love to teach this lesson.
- I did not notice any grammatical issues.

5. Does the lesson plan afford the students ways to improve both their literacy skills and their content knowledge in social studies?
-absolutely. In more ways than one.
Do you recognize literacy strategies that we read about or discussed in the activities they've included?
-One thing I would say is that you should say something about pre-teaching the vocabulary. I saw that you have a link to it, but you could highlight it's importance more.
Can you point out a pre-reading, during-reading, and/or post-reading activity in their lessons?
-pre-reading: Andrew provides a wealth of background knowledge for the students in his first lesson
-during-reading: Andrew provides many in reading activities as well as discussions
-post-reading: Andrew has a post reading activity that uses a journal entry to connect the book to the student on a personal level.
Will learners want to read and learn more about this topic as a result of what they've done here?
-Andrew's lesson made me want to learn more. I imagine it will be great for students!

Andrew, The text at the top is hard to read online. I would suggest making more white space, perhaps smaller font in that section, and perhaps fewer words. ; ) You might want to just make a separate page for it, so they can easily get to the heart of your lesson materials. Siri