Elementary and Early Childhood Education Lesson Plan Template

Name: Katherine Farmer Date: N/A

Course: ECE 4403 Lesson Plan #: 4
Subject Area(s): ELA integrated Social Studies Grade Level/Time Frame: 4th grade (30-45 min)

Step 1: Identify Learning Context (3) The classroom is very well organized and very colorful. There are 20 individual desks
Learners organized 2 rows of 3 in the front and 2 groups of desks behind forming the letter “C”
(Classroom shapes. This allows for teacher to access the students easily while students are still able
Context) to form 2-3-person groups for activities. There is a kidney table next to the teacher’s
desk that is utilized for small groups. There are 5 desktops and 20 laptops. Around the
walls of the room are centers; in the math center there is a shelving unit with 25
cubbies filled with different manipulatives, and in the literacy center, there are word
work and vocabulary stations with activities that are changed out monthly. There is a
shelving unit by the door with 6 morning tubs filled with indoor games like dominoes,
3D shapes, puzzles, building units, and magnets. There is also a DocCam and a
Promethean Board. There is 1 wobble chair and 1 red stool with wheels.

Learner Description (1) Number of students in class:

• Number of males: 10
• Number of females: 10
Learning Needs Number of Supports, Accommodations,
Students Modifications
Students w/ IEPs or 1 • Graphic organizer
504 plans • Dictate answer; teacher will write it
with highlighter an have him trace
over it.
• Has a buddy helper

Students w/ EIPs 7 • Link background knowledge to

learning
• Focus on vocabulary and
comprehension

English learners 1 • Promote classroom interaction

• Increase comprehensible input and
language output.
• Focus on academic language.
• Focus on literacy and vocabulary of
different content areas.

Gifted 1 • Stimulate use of higher-order

thinking
• Stimulate use of learning strategies

Students with gaps in 11 • Link background knowledge to

academic knowledge learning
• Focus on vocabulary and
comprehension

Other learning needs RTI - 7 • Link background knowledge to

learning
• Progress monitoring
• Small group morning work
o Practice and re-teach

1
 Personal Assets, Cultural,
Assets, Community Assets
(also referred to as Funds of
Knowledge) (5)
Step 2: Identify Georgia Standard (s) of
Curricular Excellence, WIDA Standard(s),
Priorities etc. (1)
Prior Academic Knowledge
and Prerequisite Skills (5)
Central Focus, Overarching
Goal, Big Idea, or Essential
Question(s) (5)
Learning Objective(s) or
Learning Target(s) (5)
Potential Misconceptions
and/or Developmental
Approximations (2)
• Personal: How will you use students’ interests, knowledge, everyday
experiences, family backgrounds, etc. to support learning?
o Students have traveled long distances before with family and
friends-even though it wasn’t as treacherous as the Trail of Tears.
o Some students might have known or familiar family members who
are immigrants or migrants.
• Cultural: How will you use students’ traditions, languages and dialects,
worldviews, literature, art, music, dance, etc. to support learning?
o Roll playing while imagining to be a Native American on the Trail of
Tears
• Community: How will you use students’ community resources, such as local
landmarks, community events and practices, etc. to support learning?
o Local Native American Tribes and reservations
SS4H3 Explain westward expansion in America.
b. Describe the impact of westward expansion on American Indians; include
the Trail of Tears, Battle of Little Bighorn and the forced relocation of
American Indians to reservations.
ELAGSE4W3 Write narratives to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator
and/or characters; organize an event sequence that unfolds naturally.
b. Use dialogue and description to develop experiences and events or show
the responses of characters to situations.
d. Use concrete words and phrases and sensory details to convey experiences
and events precisely.
e. Provide a conclusion that follows from the narrated experiences or events.
What prior academic knowledge and/or prerequisite skills will this lesson activate?
What prior academic knowledge and/or prerequisite skills will students need for this
lesson?
• Students should know how to write and form a letter/diary
• Prior knowledge of taking cloze notes
• Prior knowledge of Native Americans (who they were/are, local tribes in the
area, etc.)
The students will explore concepts related to migration and movement by describing
why people emigrate and migrate throughout American history; as well as, explain the
responsibilities of a citizen.
This (or these) should support the central focus, overarching goal, big idea, or essential
question(s); should be measurable; should indicate what students will be able to do at
the end of the lesson (These can be written as “I can” statements)
I can explain what the Trail of Tears was
I can use key details from a text (PowerPoint slides) to retell the story of a Native
American on the Trail of Tears.
I can imagine what it was like to be a Native American on the Trail of Tears.
I can describe what it was like to be a Native American on the Trail of Tears.
What potential misconceptions or developmental approximations are possible with
this content and how will you address each?
• Possible misconception or developmental approximation: _students might
struggle with knowing how to write in a letter format._
If the student does _struggle with knowing how to write in a letter format._, I
will __give them sentence stems and/or an actual letter template to create
this diary/letter entry _.
2
 Academic Language (10)
Vocabulary
• Words and phrases
with subject specific
meanings that differ
from meanings used
in everyday life (e.g.,
table, ruler, force)
• General academic
vocabulary used
across disciplines
(e.g., compare,
analyze, evaluate)
• Subject-specific
words defined for
use in the discipline
Language Function: the
content and language focus of
the learning task (e.g.,
activities, discussions)
represented by the active verb
in the learning objective(s) or
learning target(s) (e.g., apply,
evaluate, cause and effect,
sequence, hypothesize, infer,
summarize, describe, explain)
Language Supports:
instructional supports that
help students understand and
successfully use the language
function (e.g., sentence
starters, graphic organizers)
Syntax: set of conventions for
organizing information (e.g.,
sentences, graphs, tables);
organizes language to convey
meaning
Discourse: how members of
the discipline talk, write, and
participate in knowledge
construction using the
structures of written and oral
language; discipline specific
discourse has distinctive
features or ways of structuring
oral or written language, or
representing knowledge
visually.
Step 3: Design Type of Assessment
Assessment
Framework
Academic Language Whole Class Supports Differentiated Supports
Language function:
Explain N/A N/A
Retell
Imagine
Describe
Multiple meaning words:
N/A N/A N/A
Academic vocabulary:
Explain N/A N/A
Retell
Imagine
Describe
Subject-specific PowerPoint Slides and Sentence stem to start the
vocabulary: students’ cloze notes. letter/diary for those that
struggle with letter
Diary formatting.
Letter
Trail of Tears
Westward Expansion
Syntax: The words/sentences that The words/sentences that
Cloze notes from the students need to fill in the students need to fill in
PowerPoint on their cloze not pages on their cloze not pages
are a different color on the are a different color on the
PowerPoint so the PowerPoint so the
students know what to fill students know what to fill
in. in.
Discourse: Students will receive a Sentence stems for
Diary/letter template letter/diary template to starting diary entry (more
start their diary entry. than the starter the
Teacher can, if needed, teacher used for whole
start the diary entry on class support).
the smartboard (Dear
Diary,…).
How will students demonstrate understanding of the academic language in the
different language demands (e.g., writing, speaking, reading, listening) in the lesson?
• Writing
o Explain how it was like to be a Native American on the Trail of
Tears via diary entry
o Describe how it was like to be a Native American on the Trail of
Tears via diary entry
o Imagine how it was like to be a Native American on the Trail of
Tears via diary entry
• Speaking
o Retell the story of a Native American on the Trail of Tears
• Reading
o PowerPoint with cloze notes
• Listening
o Whole class discussion about Westward Expansion and how it
affected the Native Americans
Format of Assessment (e.g., Supports, Evaluation Criteria
quiz, test, checklist, KWL Accommodations, How will you know or
chart, performance task) Modifications measure if the students
have met the learning
objective(s) or learning
target(s)?
3
Pre-assessment (2)

Formative assessment(s) (2)
The diary entry letter
(student task).
Sentence stems to start If students include how
letter for ESOL, speech, they feel about being
and struggling writers. forced to change their
way of life and how
difficult it is to adapt to
a new lifestyle in their
diary entry letter.

Summative assessment(s) (2)

Assessment Plan Alignment (5)

Standard(s) Corresponding Learning Format of Assessment(s)
Objective(s) or Learning
Target(s)
SS4H3 Explain westward I can explain what the Trail of The diary entry; needs to include how they feel about
expansion in America. Tears is being forced to change their way of life and how
b. Describe the I can use key details from a difficult it is to adapt to a new lifestyle.
impact of westward text (PowerPoint slides) to
expansion on retell the story of a Native
American Indians; American on the Trail of
include the Trail of Tears.
Tears, Battle of Little I can imagine what it was like
Bighorn and the to be a Native American on
forced relocation of the Trail of Tears.
American Indians to
reservations.
ELAGSE4W3 Write narratives
to develop real or imagined
experiences or events using
effective technique,
descriptive details, and clear
event sequences.
a. Orient the reader
by establishing a
situation and
introducing a
narrator and/or
characters; organize
an event sequence
that unfolds
naturally.
b. Use dialogue and
description to
develop experiences
and events or show
the responses of
characters to
situations.
d. Use concrete
words and phrases
and sensory details
to convey
experiences and
events precisely.
e. Provide a
conclusion that
follows from the
narrated experiences
or events.

4
 Pre-Assessment Data Summary (1)
Summarize the results of the pre-assessment data and explain how it will drive your instructional practices.

Step 4: Create Materials Needed (4) Teacher Resources (must include podcasts)
Learning
Activities PowerPoint Slides over the Trail of Tears
(retrieved from https://www.teacherspayteachers.com/Product/Trail-of-Tears-
PowerPoint-and-Notes-Set-1710119?aref=6pcjdipv)

PowerPoint & Notes

© Erin Kathryn 2015

https://www.youtube.com/watch?v=dI0Eqd3mGd0

Student Resources:

TrailofTearsNotes.
docx
(Cloze notes for PowerPoint)

Writing Prompt for diary entry

Technology Connection (2)
Supporting Diverse Learners
(5)
How will you, the teacher, use technology?
Teacher will use technology by using the PowerPoint for the introduction of
the Trail of Tears and by showing the students the YouTube posted above.
How will the students use technology?
Student’s will not be using technology in this lesson.
How do you plan to differentiate your instruction related to the learning objective(s),
learning target(s) and/or central focus (e.g., content, process, product; representation,
action & expression, engagement). Explain how the support will assist a specific
student and/or group with respect to the specific learning objective(s) or learning
target(s). For example:
• I will support my students who struggle with reading/writing by highlighting
the words they need to add into their cloze notes and give them extra time
to fill in their cloze notes.

Culturally Responsive How is the content of your lesson connected to the students’ assets (personal,
Teaching (5) cultural, and/or community) within your classroom? Be specific to the content of the
lesson and the assets of your students.

5

Research and Theory, or
Principles of Child
Development (5)
Instructional Strategies and
Learning Tasks (include
activities, discussions, or other
modes of participation that
engage students to develop,
practice, and apply skills and
knowledge related to a specific
learning objective(s) or
learning target(s). Learning
tasks may be scaffolded to
connect to prior knowledge
and often include formative
assessments) (10)
Connection to the Arts (1)
Higher Order Thinking
Questions (HOTQs) (10)
• As a group, even though the activity is independent, they are imagining that
they are on this journey together-the Trail of Tears
(Community).
• There were Native American Settlements around the students’ community
What specific research, learning theories, and/or principles of child development
guided your instructional choices for this lesson? How are they applicable to your
learning objective(s) or learning target(s)?
Based on Jerome Bruner’s spiral curriculum theory, students can tackle challenging
topics in age appropriate ways. This pertains to the diary entry by expanding their
thinking and having them be in the shoes of someone in the past with historical
influence.
The teacher will start out the lesson by asking the students if they know what the
Trail of Tears was and if they have ever heard of or know what Westward
Expansion is (connecting on prior knowledge). Teacher will then introduce the
PowerPoint to the students and hand out their cloze notes sheet. While going
through the PowerPoint teacher will ask the students questions to get them
thinking and prepared for their independent activity. These questions include:
What would you do if you were a Native American and being forced to leave your
home/land?, How would you feel if the government forced you to leave your
home/land?, Why do you think the government did not provide the Native
Americans with the necessities to survive the 1,000 mile journey to their new
home/land? These questions will be asked with the corresponding PowerPoint
Slide, not asked all at once. Once the PowerPoint is finished, go over the cloze
notes to make sure the students have the correct information in their notes and
go over any questions the students might have. After reviewing the notes, show
the students the YouTube video clip about the Trail of Tears to give the students
even more information to help them with their independent activity. Once the
video is over, hand out the writing template sheet and explain to the students
that they will write a diary entry from the point of view of an Indian who has
been forced to leave their homeland and travel on the Trail of Tears. Students
need to include how they feel about being forced to change their way of life and
how difficult it is to adapt to a new lifestyle. If students are stuck ask them how
did the Trail of Tears affect the Native Americans? Remind them that they can use
their cloze notes to help them answer the question-what were some of the
hardships the Native Americans faced? Once the students are done writing their
diary entry letter, we will all come together and discuss what they have learned
about the Westward Expansion and how it affected the Native Americans.
Students will watch a short video clip on the Trail of Tears before writing their diary
entry.
Create at least 5 higher-order thinking questions (along with anticipated answers)
using Bloom’s Taxonomy or Webb’s Depth of Knowledge (DOK) levels, then identify
what level each question represents. Embed these questions into your instructional
strategies and learning tasks section above and highlight them in green. Remember
these questions will occur before, during and after the lesson.
• How did the Trail of Tears affect the Native Americans?
• Using the facts from the PowerPoint, what were some of the hardships the
Native Americans faced?
• What would you do if you were a Native American and being forced to leave
your home/land?
• How would you feel if the government forced you to leave your home/land
• Why do you think the government did not provide the Native Americans
with the necessities to survive the 1,000 mile journey to their new
home/land?
6
Re-teaching, Re-Engagement,
Practice (2)
Extensions (2)
Lesson Closure (5)
Describe at least one new strategy for re-teaching the content and/or skills presented
for students who did not successfully meet the learning objective(s) or learning
target(s) identified in the lesson.
• Read an actual diary entry from a Native American who was on the Trail of
Tears to get a personal account if the PowerPoint and video clip did not help
the student(s).
Describe at least one new strategy for enriching, challenging or extending the content
and/or skills for students who successfully met the learning objective(s) or learning
target(s) identified in the lesson.
• Once students are done writing their diary entry, they can write a formal
letter to their government, still portrayed as a Native American being forced
to move out of their land, to request a meeting to discuss the removal of
their people.
Give a brief synopsis regarding how you will wrap up the lesson. How will students
summarize and/or share what they have learned related to the objective or learning
target?
• In a whole group setting, discuss the Westward Expansion and how it
affected the Native Americans.