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Lesson Plan – Nicole Hoffmann

Title: Guided Reading – Wagon Train Adventure
Subject/Grade Level/ Date(s): ELA & Social Studies / 4th / February 22th 2016
Time Requirements: 15 minutes
Materials List:

Harcourt Book - Wagon Train Adventure
Board / Marker

Type of Lesson: Whole Group, Small Group, Independent
Connection to Standards:
CC/ AZCCRS:

ELA:
Refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text. (4.RL.1)
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. (4.RI.3)
Integrate information from two texts on the same topic in order to write or speak about the subject
knowledgeably. (4.RI.9)
Instructional Objective:
Students will be able to describe connections between Sarah, Plain and Tall and Wagon
Train Adventure.
Students will be able to answer comprehension questions about Wagon Train Adventure.
Active Instructional Plan:

Anticipatory Set: The students will come to the carpet with their Harcourt books and I will sit in
front of them. I will tell them I will first ask them about the story Sarah, Plain and Tall which they will
have already read the day before with me. I will ask them what made the story different than what
is expected in our time. Then I would have students go through the pictures of Wagon Train
Adventure and tell me what they think that this article is going to be about. I will keep notes of the
students’ answers on the board. Then I will ask the students why they believe we are reading this
story after we are reading Sarah, Plain and Tall. Answers should include ideas about the Oregon
Trail and prairie life. I will then ask them if they know any information about the Oregon Trail and
write it down on the board.
Modeling: At this time, I will break the class into groups. The other groups will work in centers
based on the readings. I will have one group come to my table and work with me. First, I will read
the first page of the story. This way they get an idea of the fluency for the lesson. I will stop and
ask them some of the questions listed below. I will make sure to ask what they think the story is
going to be about and how this text is different from Sarah, Plain and Tall. I want them to talk about
how this is an informational text versus a fiction text.
Guided Practice: During this time, I will have the students read quietly to a partner. The partners
will switch off reading after every other paragraph. I will listen to each group taking notes on
mistakes and corrections the students are making. I will also help them when they are struggling to
come up with words or need redirecting. As the students read I will have them do the “STP”

method. (STOP – at the end of the page. THINK– What did I read? PARAPHRASE – Retell in your
own words.) I will have each pair stop and we will come together as a group at the end of each
page. I will have each student be responsible for one page throughout the reading which they will
paraphrase for the whole group. I will also ask comprehension questions listed below at each
page. I will also ask them vocabulary questions throughout.
Questions: When the students are reading and done reading I will ask pairs to answer questions.
These questions will include, “Please tell me what you just read.” “Why do you think that the author
starts the story with a personal anecdote?” “Why do you think we read this article after reading
Sarah, Plain and Tall?” “What is important about this article and what was one of your favorite
facts?” “What differences are there in the way the two stories are presented?” “What does each
story/article tell us about life on the prairie?” “Why do you think these people left their homes to
travel across the country and risk death?” “What is different about traveling back then and now?” I
will take notes on these questions on a white board for all of the students to see.
Closure: To close the activity I will ask the students what was similar about these two stories. I will
have the board displayed of all the answers they gave when I asked them questions during the
reading. I will ask that each student come up with their own answer. An example can include the
setting or lifestyle of the people. If students are struggling to come up with an answer I can ask
them to further explain another student’s answer or to give some differences between the two texts.

Assessment/Evaluation:.
I will assess the students during the lesson by asking them comprehension questions throughout their
reading and lesson. I will also be listening to any mistakes student may possibly make and give them clues
to fix the mistakes. Their final answer during the closure will give me the most information if students were
able to make the objective.

Modifications/Differentiation:



Students who need extra intervention strategies may work with me one-on-one and receive extra
time while reading the passage.
Groups of students who struggle with fluency, I would have them read through the story out loud,
individually, and time them as they read. After three minutes I would stop them and have them
mark off where they were able to read to. I would do this multiple times.
I could also read the entire story to them beforehand so students get an idea of the pacing and
vocabulary.
Students who have trouble writing in the extension will be given a graphic organizer where they can
fill in information in both columns about traveling during these different times and see their answers
side by side.

Extension:
I will have the students reread the story silently. I will have them highlight important information. This
information may be important either because they believe it is or because we went over it during our
question period. After this I will hand each student a piece of paper. I will ask them to write about a time
they traveled far away and how they traveled to this place. I will ask them what types of items did they
bring and help them on their trip. Then I will ask them to compare their traveling experience and how it
differs from those who had to travel on the Oregon Trail. I also would ask them to include what types of
items they would bring if they went on the Oregon Trail during that time period and why they may be useful.

Name:_____________________

Date:_____________

Traveling the Oregon Trail vs. Now
Oregon Trail

Now

Items You Can Bring:

________________________
________________________
________________________
________________________

________________________
________________________
________________________
________________________

Ways to Travel:

________________________
________________________
________________________
________________________

________________________
________________________
________________________
________________________

Risks:

________________________
________________________
________________________
________________________

________________________
________________________
________________________
________________________

Time It Takes to Get
to Location:

________________________
________________________
________________________
________________________

________________________
________________________
________________________
________________________

When Can You
Travel?:

________________________
________________________
________________________
________________________

________________________
________________________
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