Elementary and Early Childhood Education Lesson Plan Template

Name: Erin Wehunt Date: 1/20/2020

Course: ECE 4660 Lesson Plan #: 1
Subject Area(s): Reading/ Writing/ Social Studies Grade Level/Time Frame: Fourth/ Social Studies

Step 1: Identify Learning Context Description of the learning environment(s) where the learning experience will take
Learners place
(Classroom  In the front of the classroom there is a white board and a smart board. There
Context) is one bulletin board in the back of the room with student work and
mathematical practices on it. There are anchor charts throughout the room
for examples of materials they have already learned or are learning. There are
inspirational quotes on the walls through the classroom to encourage
students as well.
 There is a kidney table in the front of the room with six stools around the
table. Then there are two large tables pushed together on each side of the
room, so a total of four table to make two large groups. There are eight chairs
at each group of tables. Finally, there is a table in the back of the room with
six chairs at the table. Some of the chairs have rubber bands on the bottom of
them to bounce their feet on. These arrangements of the seating promote
collaborative learning and group work with the students.
 There is are two full book shelves with math games. There is a book bag hook
wall on the same wall as the shelves with each of the student’s names on the
hooks.
 There are five desktops along the back and side wall opposite of the door.
There is a full computer cart on the back wall next to the door. There is also
an iPad cart that the grade shares in the flex room.
Learner Description Number of students in class:
 Number of males: 10
 Number of females: 15
Learning Needs Number of Supports, Accommodations,
Students Modifications
Students w/ IEPs or 13  Small group
504 plans  Check for understanding of
instructions
 Extended time
 Preferential seating
 These students just need to
have an eye on them for their
medical issues and need to be
watched closely (504).
Students w/ EIPs 1  This student needs attention
and extra help with both math
and reading.
 Interventions are in place,
including peer tutoring and
extra help.
English learners N/A N/A
Gifted N/A
Students with gaps in N/A N/A
academic knowledge
Other learning needs N/A N/A

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 Personal Assets, Cultural,
Assets, Community Assets
(also referred to as Funds of
Knowledge)
Step 2: Identify Georgia Standard (s) of
Curricular Excellence, WIDA Standard(s),
Priorities etc.
Prior Academic Knowledge
and Prerequisite Skills
Central Focus, Overarching
Goal, Big Idea, or Essential
Question(s)
Learning Objective(s) or
Learning Target(s)
Potential Misconceptions
and/or Developmental
Approximations
Academic Language
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
 Personal: The students are interested in technology, so I am using technology
to get them interested in the topic and pay attention during the lesson. They
are also interested in the Westward expansion since we have been studying
it. We will be watching a video to remind the students what the Oregon trail
was.
SS4H3 Explain westward expansion in America.
C. Describe territorial expansion with emphasis on the Louisiana Purchase, the
Lewis and Clark expedition, and the acquisitions of Texas (the Alamo and
independence), Oregon (Oregon Trail), and California (Gold Rush and the
development of mining towns).
ELAGSE4RI3: 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.
ELAGSE4W2: D) Write informative/explanatory texts to examine a topic and convey
ideas and information clearly.
What prior academic knowledge and/or prerequisite skills will this lesson activate?
 This will activate the student’s ability to describe expansion in relation to the
Oregon trail.
What prior academic knowledge and/or prerequisite skills will students need for this
lesson?
 The students will need to be able to write about the Social Studies passage
using TRACE.
 The student should be able to describe expansion in relation to the Oregon
Trail.
 I can write about the Oregon Trail using information from the text to write an
explanatory text using TRACE and completing all the necessary parts of
TRACE.
 Students may think that the TRACE rubric is a suggestion and not what they
are being graded on.
 If the student thinks this, I will go through and explain the exact rubric with
the students in the graphic organizer to ensure they get the information.
Academic Language Whole Class Supports Differentiated Supports
Language function: - We will talk about these -I can create an individual
Describe, Write, and during the lesson. sheet for students who
Communicate need the definitions of
these words.
Multiple meaning words: - We will talk about them -I will frontload the
Describe, Trail during the lesson. meanings of these words
before the lesson.
Academic vocabulary: -Verbal instructions about -I can create written down
Describe, Communicate, each in regard to the instructions for the
and Write assignment. students who need it.
Subject-specific -We will talk about these -I can create an anchor
vocabulary: Oregon Trail beforehand. chart with the definitions
and examples if needed.
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 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: Graphic organizer -Graphic Organizer -I can provide an anchor
to produce TRACE and 3-2- chart, if needed, to explain
1. TRACE and 3-2-1.
Discourse: Take the -Use of graphic organizer -Use of sentence stems to
information from the to answer question. answer the question in
graphic organizer and sentence form.
answer the question on
Canvas in sentences.
How will students demonstrate understanding of the academic language in the
different language demands (e.g., writing, speaking, reading, listening) in the lesson?
- Students will demonstrate the understanding of explaining, writing, and
communicating through the use of the graphic organizer and the 3-2-1.

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 Assessment Plan

Assessment
Framework Georgia Performance Corresponding Learning Format of Assessment(s)
Standard(s) Objective(s) or Learning
Target(s)
SS4H3 Explain westward I can write about the Oregon  The students will have already taken the
expansion in America. Trail using information from pre-assessment of the TRACE assignment
the text to write an where they were not given much
C. Describe territorial explanatory text using TRACE instruction of how to do TRACE. Then, they
expansion with and completing all the will read about the Oregon Trail and
emphasis on the necessary parts of TRACE. complete a graphic organizer using TRACE.
Louisiana Purchase, Finally, they will complete a 3-2-1.
the Lewis and Clark
expedition, and the
acquisitions of Texas
(the Alamo and
independence),
Oregon (Oregon
Trail), and California
(Gold Rush and the
development of
mining towns).

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 ELAGSE4RI3: 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.

ELAGSE4W2: D) Write
informative/explanatory texts
to examine a topic and convey
ideas and information clearly.
Type of Assessment
Pre-assessment
Format of Assessment (e.g.,
quiz, test, checklist, KWL
chart, performance task)
-TRACE assignment from the
previous week.
Supports,
Accommodations,
Modifications
(Differentiated
Assessments, Culturally
Relevant Assessment)
-I can give the students a
sheet of paper that has all
the steps of TRACE.
Evaluation Criteria
How will you know or
measure if the students
have met the learning
objective(s) or learning
target(s)?
- The TRACE rubric.

Formative assessment(s) -TRACE graphic organizer. -I can provide more -The students will
individualized verbal complete the graphic
support or an anchor organizer fully,
chart explaining TRACE. including all the
necessary components
of TRACE.
Summative assessment(s) -3-2-1 on Oregon Trail. -I can give sentence stems -Completing all the
for answering the 3-2-1. necessary components
with accuracy from the
text.
Pre-Assessment Data Summary
Summarize the results of the pre-assessment data and explain how it will drive your instructional practices.
The students did not do very well in following TRACE from the previous view times we have done it. This will help
them understand how

Step 4: Create Materials Needed Teacher Resources (must include podcasts):

Learning  Video on Oregon Trail
Activities  Guiding questions
 TRACE Graphic Organizer, with two different questions for differentiation
 Oregon Trail passages, two for differentiation.
 Teacher’s laptop
 Promethean Board
 3-2-1

Student Resources:
Technology Connection
 Pencil
 TRACE Graphic Organizer (25) with 2 different questions for differentiation
 Oregon trail passages, (15 of one and 10 of another)
 3-2-1 (25)
 I will be using the laptop connected to the Promethean Board to show the
Power Point. It will have a video embedded in it to peak interest in the topic.
Then, it will also have the question they will be answering as they read The
Moon passage. They will finally use the graphic organizer to answer the
question from before on a laptop or iPad. The students will be using the
technology to better enhance and understand their learning.

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 Supporting Diverse Learners  I will support my students who struggle with reading by differentiating the
content through the use of leveled reading passages that address the
concept of the Oregon Trail.
 I will support my students who struggle with writing by differentiating the
process through the use of sentence stems.

Culturally Responsive  I will relate the lesson to the students’ personal assets by using technology
Teaching to peak their interest since they enjoy using and watching technology.

Research and Theory, or
Principles of Child
Development
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)
Connection to the Arts
 I will be using Higher-Order thinking in my lesson plan because it “…takes
thinking to higher levels than restating facts.” (Anand, Roberts, Joy, 2018).
This means that I will use the higher-order thinking questions to build on the
topics being learned.
I DO:
- I will introduce the lesson by starting out with a video about the Oregon
Trail. Then, I will have guiding questions about the Oregon Trail to discuss.
WE DO:
- Then, we will review the Oregon Trail together and go over what the
remember. We will talk about the TRACE graphic organizer as a class and
how we fill it out.
YOU DO:
- The students will then read Oregon Trail passages by themselves, or with a
paraprofessional for those who will be reading the other passage. I will walk
around to see if they have any questions as they begin to fill out the graphic
organizer. When they are done filling this out, they will fill out the 3-2-1.
 My lesson did not include a connection with the arts.

Higher Order Thinking 1. Can you construct an answer for this question?
Questions (HOTQs) 2. Can you cite you evidence from the passage?
3. Apply the information from the graphic organizer to construct the answer
for the question.
4. Organize the information for TRACE in the graphic organizer.
5. Support the events of the passage with key details from passage.
Re-teaching, Re-Engagement,  To reteach this lesson, I would differentiate by allowing the students to work
Practice on the TRACE graphic organizer with a partner who may or may not have
struggled with it as well. Then, they would take the graphic organizer and
answer a question with it.
Extensions  To extend this lesson I could have the students create a PowToon about
what happened in the passage, including the evidence they found and
pictures of the Oregon Trail.
Lesson Closure  For a closure of the lesson I will ask the students if they have any questions
for me about TRACE or the Oregon Trail.
Step 5: Post- Lesson Implementation (Be sure to address both whole class and small group or individual learners)
Instruction  What went well and why?
Reflection  What did not work well and why?
 How did the learning environment and materials work together to support student learning?
 What improvements and changes would you make if you were to teach the lesson again and why?
 What did you learn about yourself as a teacher?
Learning Theories/Research Base
 To what degree did the implementation of your lesson utilize the learning theories that framed your
instructional plan? Provide examples from your experiences teaching the lesson.
Assessment Analysis
 What information about student understanding did you learn from your assessment(s)? How did the student
or student(s) do on the assessment? What patterns of learning do you see?

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  How will you act upon, and will students be able to act upon, the feedback provided form each assessment
strategy used?

References:
Anand, Roberts, & Joy. (2018, August 16). Higher Order Thinking. Retrieved October 14, 2019,
from https://www.readingrockets.org/article/higher-order-thinking.