DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION ELEMENTARY LESSON PLAN TEMPLATE

(4/30/12)

Teacher Candidate: Aaron Spencer Grade Level: 5th Grade Title: Challenges the Expedition Faced
CONTEXTUAL FACTORS (classroom factors) Contextual Factors:
Mrs. J.'s 5th grade Classroom P.V.E.S. L.C.S.D Nevada 18 Students 10 Boys, 8 Girls 16 Caucasian, 1 Hispanic, 1 Pacific Islander 0 English Language Learner (ELL) students 0 Students with an Individual Education Plan (IEP) 0 Students with physical or learning disabilities 0 Students classified gifted & talented (GATE) 0 Students classified as special needs

Classroom environment: N/A The Classrooms desks are arranged into 4 groups. (2 groups contain 4 students desks, and 2 groups contain 5 desks.) Elmo & Whiteboard

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?) Nevada Social Studies Standards Content Standard H2.0 - Nation Building and Development - Students understand the people, events, ideas, and conflicts that lead to the evolution of nations, empires, distinctive cultures, and political and economic ideas. Grade 5 Benchmark:
H2.5.1 Describe motivations for and expeditions of exploration of the Americas. (SIOP 3) content Content Walk-Away: We will learn how personal journals can teach us about the hardships of the Lewis & Clark Expedition. Language Walk-Away: We will be able to create a journal entry and put into words how it would feel to endure the hardships of the Lewis & Clark Expedition.

ASSESSMENT EVIDENCE (What evidence do I need to show the students have learned the Walk-Away?)
Formative Evidence (checking for understanding throughout

Modifications/Accomodations (ELL, IEP, GATE, etc.)

There are 0 students with ELL, IEP, or

the lesson): Shoulder partner Discussion Mix Pair Share Journal reading/ critical thinking whole group. Popsicle name draw
(SIOP 24 & 25)

GATE needs.
(SIOP 19) N/A

(SIOP 24)Ample speaking opportunities throughout lesson (SIOP 25) Throughout lesson students will be engaged 90-100% of the time.

Content & Language Walk-Away Evidence (Summative): Personal Journal Entry (Students will take what they have learned to role-play being an explorer while enduring hardships.)

ACTIVE LEARNING PLAN

Modifications/Accomodations (ELL, IEP, GATE, etc.). Note: Provide a brief

description for each. Do not simply list SIOP 4,5,12, etc.

Introduction-State Objectives & Walk-Away(s): Show them the objective on the PowerPoint. Have them read the objective with me.
(SIOP 1)Content

Content Walk-Away (SIOP 1) We will learn how personal journals can teach us about the hardships of the Lewis & Clark Expedition. Language Walk-Away (SIOP 2) We will be able to create a journal entry and put into words how it would feel to endure the hardships of the Lewis & Clark Expedition. Activate/Building Background Knowledge In our previous lesson we discussed the impact Lewis and Clark had on the Native Americans they met in their travels. We also discussed how we could show people with differences caring and support. (SIOP 8) Today we are going to read some of the journal entries made during the expedition, and try to imagine the different hardships they had to endure to explore this great nation. First I want to have all of you think for a moment. Have any of you written in a journal or a diary? (SIOP 7) If so why would you do that? If you have not started a journal or diary, ask yourselves- why do people do it? Talk with your shoulder partner about your thoughts.
Formative assessment: Shoulder Partner Share these questions with students around the classroom. Have students share ideas their partners discussed. (SIOP 15,17) Make sure to allow time

(SIOP 2)Language

(SIOP 8)link concepts

(SIOP 7) link to self

for both to share. (SIOP18)

(SIOP 15) variety questions (SIOP 17) group students (SIOP 18)wait time

Modification/accommodations: There are 0 students with ELL, IEP, or GATE needs.

Focus Lesson (I do it) Display vocabulary words: endure, fortitude, cascade, enlisted, smiting Discuss the meaning of these words with the class and remind them to look for the words to be used throughout the journal entries we are to read today. Lewis and Clark knew that their men and women would be experience many wonderful things as well as severe challenges throughout their journey. To ensure that they did not forget even the slightest of details, they kept journals to document their findings and hardships. Lets all get up and discuss with one another the possible challenges this group of brave people may have faced.
Formative Assessment:
(SIOP 16)interaction (SIOP 17) group students (SIOP 26)pace

Mix-pair share: I want you to discuss (SIOP 16, 17) with each peer you talk with a different challenge than your previous classmate. *Allow enough time that all students may have a voice.* (SIOP 26) (As the students talk amongst themselves listen for such ideas as lost animals, injuries, exposure to extreme cold/heat, starvation, getting lost, and ect. When the class sits back down, have students share their thoughts. Any of the aforementioned ideas that are not discussed should be reviewed by teacher.
Modification/accommodations: There are 0 students with ELL, IEP, or GATE needs.

Guided Instruction (We do it) Give each student a journal passage from the book Lewis & Clark Voyage of Discovery: The Story Behind the Scenery By: Dan Murphy. (SIOP 4, 20)
(SIOP 4) supplementary materials (SIOP 20)hands on

(See appendix 1-9)

Every student takes a turn reading about one of the experiences and then the class discusses how it would feel to be there experiencing the situation with the explorers (SIOP 22)
Formative Assessment: Whole group discussion concerning excerpt readings; look for students to be able to show empathy and imagination as the discussions continue. Modification/accommodations: There are 0 students with ELL, IEP, or GATE needs.
(SIOP 14)scaffold (SIOP 21)activities language (SIOP 22)integrate language

Collaborative/Cooperative (You do it together) Now I want each of you to partner up with another student. (SIOP 14,21)You are to each decide on one of the trials that the expedition faced. Later you will be writing about that situation, as if you had witnessed it yourself.

Bounce ideas of how to express your thoughts with the strongest expression. I want to see powerful words and description used. Takes notes on suggestions your shoulder buddy shared with you. You will be able to use those notes later. You may also think of ideas to draw what happened to help make your story even more powerful.
Summative Assessment: Students work with partners to help one another find powerful ways to describe an event. Modification/accommodations: There are 0 students with ELL, IEP, or GATE needs.

Independent (You do it alone) (SIOP 11)Now I want each of you to write a journal entry (SIOP 6, 30) on one of the hardships or events that you felt impacted you the most. You may draw the even first and then add words to the journal page later, or vice versa. Whichever way helps you tell the story best. If you struggle, think of the advice your partner shared with you. You may use the notes you took when talking with your shoulder buddy. (SIOP 10)
Summative Assessment: Share rubric with students of what you expect in the journal entry. Show the journal entry you wrote along with the sketch accompanying it (SIOP 12) for students to reference. For students who struggle with writing, allow them to just focus on drawing about the experience. (SIOP 5, 13) Modification/accommodations: There are 0 students with ELL, IEP, or GATE needs.

(SIOP 11)explain tasks (SIOP 6)authentic activities (SIOP 30)assessment

(SIOP 12) variety teaching techniques (SIOP 5) content for all levels (SIOP 13)student strategies

Comprehensible review of content and vocabulary Restate Success learning in Objective/ Walkaway. Bring slide up with objective again. Have the class read it chorally. Discuss each vocabulary word. (Make sure the class understands significance each of the definitions of new words) (SIOP 9, 27)
Formative Assessment: Have names on popsicles and draw to decide which student will answer a question. Review and ask students what different vocabulary words mean. Modification/accommodations: There are 0 students with ELL, IEP, or GATE needs.

(SIOP 9)vocabulary (SIOP 27) review vocab

(SIOP 27) review vocab (SIOP 23)support content (SIOP 28)review content

Summarization After having reviewed the vocabulary words meanings (SIOP 27) and objective goals, read some of the journal entries that students volunteered. Model reading with proper emotion (SIOP 23)Discuss with the whole class how reading the journal with strong emotion can make it easier to imagine what is taking place. (SIOP 28)
Formative Assessment: Have the students choose a partner they feel comfortable with and take turns reading their journal entry with emotion and proper voice. This will bring excitement to writing and strengthen the students reading abilities. After they are finished, compliment them on being such strong readers and writers (SIOP 29). Modification/accommodations: There are 0 students with ELL, IEP, or GATE needs.

(SIOP 29)feedback

NOTES TO TEACHER
What do I need to remember to do? Allow ELL students option of only drawing if their writing level is low. Allow think time during discussions Give sufficient wait time for students to all participate in group settings Look for students to model good voice when reading their stories. Materials to have ready? PowerPoint with objectives, vocab, and questions prepared. Popsicles with students names Journal paper Journal entries from Lewis and Clark Approximate time needed for lesson? 45 Minutes