Date:

Name of Teacher Candidate:

Ellie Gordon 04/13/2021
Grade Level:
4th Grade
Lesson Title:
Cause and Effect of the Civil War
Curriculum Areas Addressed:
ELA Standards
Social Studies Standards
Time Required: Instructional Groupings: Are you using whole group, small
45 Minutes group, partners, quads, homogeneous, heterogeneous?
Large Group
Standards: List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the number and the text of each
of the GPS/CCGPS that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.

ELAGSE4RI5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of

events, ideas, concepts, or information in a text or part of a text.

SS4H5 Explain the causes, major events, and consequences of the Civil War. Describe the effects of war on
the North and South.
As a result of this lesson students will…
Essential Question: (Essential questions should be used to guide instruction.)
How do key words or phrases help me identify cause and effect relationships?
Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the
discipline. These represent the skills that will be assessed.)
 define key terms cause/effect
 identify cause/effect relationships in text
 create cause/effect scenarios
 recognize the relationship between the beginning and the end of the civil war in terms of cause and effect
Support for Academic Language
Key Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the
content area that are necessary for comprehension of this learning experience. These may be derived from the standards.)
 cause
 effect
 graphic organizer
 civil war
Other Vocabulary: (List other vocabulary and interesting words that will be emphasized during the learning experience.)
 Recognize
 Define
 Identify
 Create
 Graphic Organizer
Language Demands: (Language demands is defined as the specific ways that academic language (vocabulary, functions, discourse,
syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their
disciplinary understanding. Identify the following way/ways that students will participate in learning tasks to demonstrate disciplinary
understanding: reading, writing, listening, or oral language.)
Reading- understating and analyzing Choice board options, research to complete chosen activity,
Writing- choice board activities include creative writing and planning, collecting data to use in choice board
Oral Language- sharing finished choice board activity with the class, chosen students explain reasoning during
hook activity
Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into structures, such as sentences,
tables, or graphs. Identify the supports that will be provided for students to organize the information – charts, graphs, diagrams. These must
relate to the Language Function.)
Graphic Organizer is used in hook activity using Google Jamboard
Choice Board layout allows students to see options clearly and use creativity to their own solution
Assessment (Each learning objective must be assessed. How will students demonstrate their understanding of the lesson’s objectives?
How will you provide feedback for the students? What type of assessment will be used? What evidence will be collected to demonstrate
students’ understanding/mastery of the lesson’s objective? What constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above.
Each learning objective should be assessed. DO NOT restate the learning objective.)
3-2-1 Closing Questions
 3 things you learned
 2 things you want to know more about
 1 question you have
Analysis of Student Work
- Tangible data of student work from Choice Board activity taken up for assessment.
Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learner’s degree of success on an assessment.)
Students:
1.) Participate and stay fully engaged in the lesson, answer questions during the wrap up, fully complete
assigned work.
2.) Participate and stay engaged in the lesson and complete assigned work.
3.) Participate and stay engaged in lesson.
4.) Not participation or engagement.

Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.)
Using Google Jamboard, create a template that allows students to come to the smartboard and drag sticky notes to
the desired areas. The cards will read cause and effect scenarios regarding the Civil War: C: E: C: E: and C: E:
Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the
goals and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.)
The activity we just did with cause and effect is one example of a test structure. Raise your hand if know if any
other types of text structure, one hint I would give you is to look around at the posters on the wall! Text
structures refer to the way authors organize information in text. Recognizing the underlying structure of texts can
help students focus attention on key concepts and relationships, anticipate what is to come, and monitor their
comprehension as they read. This can also be used to organize historical content like the Civil War. Which is
what we will use as content in our text structures. Today we will be focusing on cause and effect and the
examples we will use will be different facts about the Civil War! First, I want to make a list of the text structures
we many know. Present the pre-made poster of the 4 main text structures we are talking about: cause and effect,
compare and contrast, chronological order, and main idea & description.
Each lesson we will check off a new text structure concept me have learned.

Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the lesson – what the teacher will do
as well as what the student will do. Describe the strategies which will be used to support students’ learning. Knowledge of students’ cognitive,
social, emotional, and physical development along with their cultural backgrounds should be evident.)
Our activity will be up to you! I am going to give everyone a choice board with 6 different options to work on
that include both cause and effect and the Civil War.
Go over Choice Board instructions. Students can choose one of the 6 options and then find a teacher and make
sure they are aware of the activity you will be working on to get the proper materials.
Pass out Choice Board.
Choices:
 Design a Game
 Jigsaw
 Be an Author
 Be the Teacher
 Write a Song
 Choice of Project
Set the timer for 3 minutes to allow the students to determine which activity they will choose.
Students will then tell me when they choose, and I will give them the appropriate materials for the activity.
I will then set the timer again for 25 minutes, this allows the students to have time to brainstorm and complete the
task they chose.
After this time is up will monitor a class discussion where students can share the work they have done.
Closure/Wrap up: (Describe how the CONTENT of the lesson will be summarized.)
We focused on two very different topics today but did something really cool where we integrated them together!
This mean we merged and connected them to make it one thing. First we talked about text structures and more
specially cause and effect. We also were introduced to the Civil War and we did research on different causes and
effects of the war. Now what are three things you learned from this lesson? What are two things you want to learn
more about? Do you have 1 question that is on your mind about this lesson in particular? For the next couple
Tuesdays and Thursdays, we will continue talking about more text structure strategies and Civil War facts!
Instructional Supports
Resources and Materials Used to Engage Students in Learning (List all materials and resources needed for
implementation of the learning experience including the number of each. Provide citations for all resources that you did not create. Attach
key instructional material needed to understand what you and the students will be doing. Examples: class handouts, assignments, slides, and
interactive white board images.)
Smart Board with Jam Board access
Choice Board Activities;
Design a Game:
 5 poster boards for game board
 20 play pieces (checkerboard pieces)
 Index cards for play cards
Jigsaw:
 10 index cards cut into puzzle pieces – 2 puzzle pieces per card
Be an Author:
 Lined paper
Be the Teacher:
 Worksheet template
Write a Song:
 Lined paper
Choice of Project
 Poster board
 Washi Tape
 Markers
 Crayons
 Colored Pencils
 Glue
 Construction paper

Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content:
(List any websites and sources of materials and background information that you will need or use as the teacher to engage the students.)
Choice Board ideas:
https://www.teacherspayteachers.com/Product/Cause-and-Effect-Activity-Packet-436649?
epik=dj0yJnU9WFV2R0VmMm5zWmYwWmdtWm9EMzVRSllRblExeGR6VkwmcD0wJm49X3lTeGZwTnh6
bEpQZUxkQzlUeFZ5QSZ0PUFBQUFBR0JvZzlv
Background Information for connection to theory:
https://www.verywellmind.com/gardners-theory-of-multiple-intelligences-2795161
Essential Question help:
100-awesome-essential-questions
Other Relevant Information
Clear Links to Learning Theories, Educational Research, and Principles of Development:
The theory of multiple intelligences proposes the differentiation of human intelligence
into specific “modalities of intelligence”, rather than defining intelligence as a single,
general ability. Using a Choice Board activity allows students to express these
differentiations of intelligence.
Connections to Technology and/or the Arts:
Tech- Google Jam Board
Game- Design Gameboard (Choice Board option)
Dramatic Play- Be the teacher (Choice Board option)
Graphic Organizer-Jigsaw Puzzle (Choice Board option)
Creative Writing – Be the author (Choice Board option)
Music- Write a song (Choice Board option)
Art- Choice of Project (Choice Board option)
Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.)
Partner Teacher collaborates to help grade assigned work and communicate work to them through Google
Classroom.

Name of Teacher Candidate: Date:

Ellie Gordon 04/15/2021
Grade Level:
4th Grade
Lesson Title:
Compare and Contrast- Civil War Battles
Curriculum Areas Addressed:
ELA Standards
Social Studies Standards
Time Required: Instructional Groupings: Are you using whole group, small
40 Minutes group, partners, quads, homogeneous, heterogeneous?
Large Group
Standards: List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the number and the text of each
of the GPS/CCGPS that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.

ELAGSE4RI5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of

events, ideas, concepts, or information in a text or part of a text.

ELAGSE4RI6: Compare and contrast a firsthand and secondhand account of the same event or topic; describe
the differences in focus and the information provided

As a result of this lesson students will…

Essential Question: (Essential questions should be used to guide instruction.)
What characteristics help readers identify similarities and differences in civil war battles?
Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the
discipline. These represent the skills that will be assessed.)
 Compare and contrast two or more versions of the same story
 Create a Venn Diagram or double bubble thinking map
 Compare and contrast two or more different things
 Finding similarities and differences between historical battles

Support for Academic Language

Key Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the
content area that are necessary for comprehension of this learning experience. These may be derived from the standards.)
 Compare
 Contrast
 Venn Diagram
 Civil War battles
Other Vocabulary: (List other vocabulary and interesting words that will be emphasized during the learning experience.)
 Find
 Create
 Copy
 Similarities
 Differences

Language Demands: (Language demands is defined as the specific ways that academic language (vocabulary, functions, discourse,
syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their
disciplinary understanding. Identify the following way/ways that students will participate in learning tasks to demonstrate disciplinary
understanding: reading, writing, listening, or oral language.)
Listening- In out life-size Venn Diagram activity the students have to listen to hear the components that apply to
them.
Reading-Read and research the facts that they are given as well as their own notes.
Writing-Writing out and spacing words correctly in Venn Diagram.
Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into structures, such as sentences,
tables, or graphs. Identify the supports that will be provided for students to organize the information – charts, graphs, diagrams. These must
relate to the Language Function.)
Venn Diagram
Assessment (Each learning objective must be assessed. How will students demonstrate their understanding of the lesson’s objectives?
How will you provide feedback for the students? What type of assessment will be used? What evidence will be collected to demonstrate
students’ understanding/mastery of the lesson’s objective? What constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above.
Each learning objective should be assessed. DO NOT restate the learning objective.)
Closure Summaries – during our wrap up student volunteers will share their Venn Diagram projects and the
information on the diagram, summarizing the new facts they learned
Think-pair-share- Partners who share the Venn Diagram circle stencil will have a time after working individually
to share with each other and share their findings. Give time to share with the class as well.
Analysis of Student Work- Venn Diagram projects will be taken up
Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learner’s degree of success on an assessment.)
Students:
5.) Participate and stay fully engaged in the lesson, communicate during sharing at wrap, fully complete
assigned work.
6.) Participate and stay engaged in the lesson and complete assigned work.
7.) Participate and stay engaged in lesson.
8.) Not participation or engagement.

Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.)
https://youtu.be/wdueq4xVRp8
Students are to get out a piece of paper and write down important information that sticks out to you in this video.
Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the
goals and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.)
A very popular and often used text structure is compare and contrast. The graphic organizer mainly used with this
structure is a Venn Diagram. Comparing and contrasting is a great way to analyze two separate texts, events, or
notable individuals.
Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the lesson – what the teacher will do
as well as what the student will do. Describe the strategies which will be used to support students’ learning. Knowledge of students’ cognitive,
social, emotional, and physical development along with their cultural backgrounds should be evident.)
 We are going on a field trip!
 Take students to concrete courtyard are that has been taped off to create two large circles that overlap
making life-sized Venn Diagram.
 We will complete a brief activity that explains the concept of compare and contrast. – Students are given
two option and they need to move to the side of the Venn Diagram that fits the description best. For this
activity we will be using uniforms, colors, styles, shoes, hair accessories, etc.
 We then will go back inside and start on our own Venn Diagram.
 The rest of class will be completed individually.
 On our Google Classroom the students will find North and South facts that the students will put in their
own Venn Diagram.
 Students are to trace their own circles that overlap to create a Venn Diagram, then have room to add in
facts and sentences.
 Push the idea of creativity and individual work by allowing the students to make their own Venn
Diagram and require 2-3 pictures in either side.
 Students can also use notes taken doing the beginning of the lesson taken from the video.

Closure/Wrap up: (Describe how the CONTENT of the lesson will be summarized.)
To wrap up our lesson I will call on three different volunteers to come to the front and use the document camera
to show us their creation and share how they compared and contrasted the information they researched and noted.
Today we learned about a new text structure called compare and contrast and an important graphic organizer to
go along with it. This can be used in many different educational situations; in ELA while you analyze a story,
Social Studies to find similarities and differences in history, or science when you are observing different subjects
in nature.
Instructional Supports
Resources and Materials Used to Engage Students in Learning (List all materials and resources needed for
implementation of the learning experience including the number of each. Provide citations for all resources that you did not create. Attach
key instructional material needed to understand what you and the students will be doing. Examples: class handouts, assignments, slides, and
interactive white board images.)
 Tape
 18 Pieces Construction Paper
 9 Circle Stencil – desk partners can chare
 Colored Pencils
Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content:
(List any websites and sources of materials and background information that you will need or use as the teacher to engage the students.)
Hook Video:
https://www.youtube.com/watch?v=wdueq4xVRp8
Connection to Theory Information:
https://www.simplypsychology.org/Zone-of-Proximal-Development.html
Essential Question help:
100-awesome-essential-questions
Other Relevant Information
Clear Links to Learning Theories, Educational Research, and Principles of Development:
Zone of Proximal Development in which children and those they are learning from co-construct knowledge.
Therefore, the social environment in which children learn has a massive impact on how they think and what they
think about. Regarding our first activity, students work together to make the correct Venn Diagram. When
students then transfer over to individual work, they can take the knowledge they learned from there peers.
Connections to Technology and/or the Arts:
Graphic Organizer- Both a Venn Diagram will be used in life size game activity as well as later on in Venn
Diagram craft when grouping Civil War facts
Art- students will create and decorate own Venn Diagram
Games- “life-size” Venn Diagram game where students group themselves
Movement-The game will be fast pace to the sound of music- movement is required to continually group yourself
regarding the question
Music- Music will be played as students sort themselves in the life-size Venn Diagram
Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.)
Communicate with families to have students bring craft materials that are available to them, though craft supplies
will be available in class.
Keep partner teacher up to date on the lesson plan as well as help accurately grade and assess work.
Name of Teacher Candidate: Date:
Ellie Gordon 04/22/2021
Grade Level:
4th Grade
Lesson Title:
Chronological Order of Civil War
Curriculum Areas Addressed:
ELA Standards
Social Studies Standards
Time Required: Instructional Groupings: Are you using whole group, small
35 Minutes group, partners, quads, homogeneous, heterogeneous?
Small Group
Standards: List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the number and the text of each
of the GPS/CCGPS that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.
ELAGSE4RI5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of
events, ideas, concepts, or information in a text or part of a text.

ELAGSE4RI6: Compare and contrast a firsthand and secondhand account of the same event or topic; describe
the differences in focus and the information provided

SS4H5 Explain the causes, major events, and consequences of the Civil War. Identify major battles,
campaigns, and events: Fort Sumter, Gettysburg, the Atlanta Campaign, Sherman’s March to the Sea, and
Appomattox Court House.

As a result of this lesson students will…

Essential Question: (Essential questions should be used to guide instruction.)
How might correctly sequencing real-world events affect a person’s understanding of a story?
Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the
discipline. These represent the skills that will be assessed.)
• interpret timelines
• relate information on a timeline to historical events
• develop a timeline
• organize and gather information in a sequential text
• create original sequential text

Support for Academic Language

Key Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the
content area that are necessary for comprehension of this learning experience. These may be derived from the standards.)
 Timelines
 Chronological
 Sequential Text
Other Vocabulary: (List other vocabulary and interesting words that will be emphasized during the learning experience.)
 Interpret
 Develop
 Gather
 Relate
 Create
Language Demands: (Language demands is defined as the specific ways that academic language (vocabulary, functions, discourse,
syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their
disciplinary understanding. Identify the following way/ways that students will participate in learning tasks to demonstrate disciplinary
understanding: reading, writing, listening, or oral language.)
Oral Language-Groups share their timelines with the class.
Reading- Read and analyze the dates and events given to them.
Writing-Constructing the timeline and placing work in the correct orders, writing out events
Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into structures, such as sentences,
tables, or graphs. Identify the supports that will be provided for students to organize the information – charts, graphs, diagrams. These must
relate to the Language Function.)
 Timelines
 Sequence chart
Assessment (Each learning objective must be assessed. How will students demonstrate their understanding of the lesson’s objectives?
How will you provide feedback for the students? What type of assessment will be used? What evidence will be collected to demonstrate
students’ understanding/mastery of the lesson’s objective? What constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above.
Each learning objective should be assessed. DO NOT restate the learning objective.) \
Analysis of Student Work: Timelines will be taken up and checked for participation and accuracy
Open- Ended Questions- In our hook in particular, students will be analyzing a historical song and using a sequencing chart to
record findings. As we Segway into our introduction, an open-ended question to incorporate is “How is this song like the
songs you listen to today? Do they use the same sequencing patterns?
Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learner’s degree of success on an assessment.)
Students:
9.) Participate and stay fully engaged in the lesson, communicate during sharing at wrap, fully complete
assigned work.
10.) Participate and stay engaged in the lesson and complete assigned work.
11.) Participate and stay engaged in lesson.
12.) Not participation or engagement.

Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.)
Play song John Browns Body, a popular song during the Civil War, and ask the students to fill out sequence
worksheet. What is the order that the events are happening.
Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the
goals and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.)
The third text structure we will be learning about is chronological order. When using chronological order, you can
group a story’s events in order of when it happened from start to finish, this can also be done with events in
history. Chronological order is an important text structure to use when trying to analyze a way to tell if something
goes before or after a specific event in history looking at the date that something transpired.
Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the lesson – what the teacher will do
as well as what the student will do. Describe the strategies which will be used to support students’ learning. Knowledge of students’ cognitive,
social, emotional, and physical development along with their cultural backgrounds should be evident.)
Group students into 3s. This will leave 6 different groups around the room.
Spaced out around the room, students are given a half poster board and a ruler.
Students are free to use any craft materials to decorate and craft their timeline.
A list of events is given to the students…

 Harpers Ferry Raid (October 16, 1859) - Abolitionist John Brown attempts to start a slave rebellion by
taking over the Harpers Ferry arsenal.

 Abraham Lincoln Elected President (November 6, 1860) - The southern states didn't want him president
or making laws that would affect them.

 South Carolina Secedes (Dec. 20, 1860) - South Carolina became the first state to secede, or leave, the
United States. They decided to make their own country rather than be part of the USA. Within a few
months several other states including Georgia, Mississippi, Texas, Florida, Alabama, and Louisiana
 would also leave the Union.

 The Confederation is formed (Feb. 9, 1861) - The southern states form their own country called the
Confederate States of America. Jefferson Davis is their president.

 Abraham Lincoln becomes President (March 4, 1861) - Now that President Lincoln is in office, he wants
to restore the Union. In other words, get all the states back into the same country.

 The Civil War Begins (April 12, 1861) - The South attacks Fort Sumter South Carolina and starts the
war.

 More States leave the Union (April 1861) - within a short period of time Virginia, North Carolina,
Tennessee, and Arkansas all leave the Union to join the Confederacy.

 Union Blockade (April 19, 1861) - Abraham Lincoln announces the Union Blockade where the Union
Navy will attempt to keep supplies from entering or leaving the Confederacy.

 Many Battles of 1861 and 1862 - First and Second Battles of Bull Run, The Battle of Shiloh, The Battle
of Antietam, and the Battle of Fredericksburg.

 Emancipation Proclamation (Jan. 1, 1863) - President Lincoln issues an executive order freeing many
slaves and laying the groundwork for the Thirteenth Amendment.

 The Battle of Gettysburg (July 1, 1863) - A major battle where the North not only wins the battle but
starts to win the Civil War.

 Sherman Captures Atlanta (Sept. 2, 1864) - General Sherman captures the city of Atlanta, Georgia. Later
in the year he would march to the sea and capture Savannah, Ga

 General Robert E. Lee surrenders (April 9, 1865) - General Lee, the leader of the Confederate Army,
surrenders to General Ulysses S. Grant at The Appomattox Court House in Virginia.

 President Lincoln is Assassinated (April 14, 1865) - While attending the Ford's Theatre, President
Lincoln is shot and killed by John Wilkes Booth.

 Reconstruction of the South (1865-1877) - The South is occupied by Federal troops while state
governments, economies, and infrastructure are rebuilt

Before giving list to students, jumble the order.

Explain to the students that for something to be n chronological order the dates of the event need to go from first
to last.
Allow the students 30 minutes to make the timelines.
Each class decides together who they want to share the timeline with the class. Each group will be given 2
minutes to share their timelines.
Closure/Wrap up: (Describe how the CONTENT of the lesson will be summarized.)
Share with the class the timeline that has the correct order. A timeline along with a sequencing graphic organizer
is great way to correctly group events in chronological order. We learned that we can look at dates and times to
help use decide what comes in chronological order. In the future we can read text or learn about events and know
that there are ways we can organize that information with graphic organizers.

Instructional Supports
Resources and Materials Used to Engage Students in Learning (List all materials and resources needed for
implementation of the learning experience including the number of each. Provide citations for all resources that you did not create. Attach
key instructional material needed to understand what you and the students will be doing. Examples: class handouts, assignments, slides, and
interactive white board images.)
  6 half poster boards
 6 rulers
 Chromebooks for each student (18)
 Craft supplies: markers, crayons, colored pencils
Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content:
(List any websites and sources of materials and background information that you will need or use as the teacher to engage the students.)
Civil War Timeline:
https://www.ducksters.com/history/civilwartimeline.php
https://iowaculture.gov/history/education/educator-resources/primary-source-sets/abolitionist-movement/john-
browns-body-song
John Brown Civil War song:
https://folkways.si.edu/songs-of-the-civil-war/american-folk-historical-song/music/album/smithsonian
Essential Question Help:
100-awesome-essential-questions
Connection to theory:
https://www.ruralhealthinfo.org/toolkits/health-promotion/2/theories-and-models/social-cognitive
Sequencing Learning Objective:
https://static.aminer.org/pdf/PDF/000/272/539/place_sequence_learning_for_navigation.pdf

Other Relevant Information

Clear Links to Learning Theories, Educational Research, and Principles of Development:
Albert Bandura’s social cognitive theory emphasizes the role of the social environment in learning. By
observing others (models), people acquire knowledge, rules, skills, strategies, beliefs and attitudes
Connections to Technology and/or the Arts:
Graphic Organizer- Sequence and timeline used for text structure support to better understand event or text being
highlighted
Music- Historical song that shows a sequence of events to help better understand chronolectal order
Arts- When creating Civil War Timeline, creativity and color is required
Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.)
Partner teacher collaborates by helping gage time needed in group work.
 Date:
Name of Teacher Candidate: 04/22/2021
Ellie Gordon
Grade Level:
4th Grade
Lesson Title:
Main Idea & Descriptions – Civil War General Reenactment
Curriculum Areas Addressed:
English Language Arts – Integrating Social Studies Standards
Time Required: Instructional Groupings: Are you using whole group, small
35 Minutes group, partners, quads, homogeneous, heterogeneous?
Large Group
Standards: List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the number and the text of each
of the GPS/CCGPS that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.

SS4H5 Explain the causes, major events, and consequences of the Civil War. Describe the roles of Abraham
Lincoln, Robert E. Lee, Ulysses S. Grant, Jefferson Davis, Thomas “Stonewall” Jackson, and William T.
Sherman.

ELAGSE4RI5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of

events, ideas, concepts, or information in a text or part of a text.

As a result of this lesson students will…

Essential Question: (Essential questions should be used to guide instruction.)
How do we show an understanding of main idea and description in civil war general facts?
Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the
discipline. These represent the skills that will be assessed.)
• the students will identify main idea
• identify supporting details
• categorize and classify main ideas and details
• Interpret descriptive words to identify supporting details

Support for Academic Language

Key Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the
content area that are necessary for comprehension of this learning experience. These may be derived from the standards.)
 Main idea
 Supporting Details
 Description
Other Vocabulary: (List other vocabulary and interesting words that will be emphasized during the learning experience.)
 Review
 Categorize
 Identify
 Classify

Language Demands: (Language demands is defined as the specific ways that academic language (vocabulary, functions, discourse,
syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their
disciplinary understanding. Identify the following way/ways that students will participate in learning tasks to demonstrate disciplinary
understanding: reading, writing, listening, or oral language.)
Listening-Students listen to their peers as they act out the main idea and details of important people in the Civil
War.
Writing-Recording in the graphic organizer given to them.
Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into structures, such as sentences,
tables, or graphs. Identify the supports that will be provided for students to organize the information – charts, graphs, diagrams. These must
relate to the Language Function.)
Main idea and description graphic organizer.
Assessment (Each learning objective must be assessed. How will students demonstrate their understanding of the lesson’s objectives?
How will you provide feedback for the students? What type of assessment will be used? What evidence will be collected to demonstrate
students’ understanding/mastery of the lesson’s objective? What constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above.
Each learning objective should be assessed. DO NOT restate the learning objective.)
 Booklet Assessment –join class code and complete quizzes and games, questions are based around facts that were
learning during our lesson. Focusing on main idea and description text structure. Booklet is similar to Quizlet,
though more catered to younger students and incorporate a wide variety of assessment strategies like fact races,
partner duels, and questions for the class as a whole
 Open Ended Questions- refer to the closing/ wrap tab, asking something new that they learned

Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learner’s degree of success on an assessment.)
Students:
13.) Participate and stay fully engaged in the lesson, answer questions during wrap up, fully complete
assigned work.
14.) Participate and stay engaged in the lesson and complete assigned work.
15.) Participate and stay engaged in lesson.
16.) Not participation or engagement.

Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.)
 Tell me what you would title this picture? When thinking of a title try to capture the main idea of the
picture.

 Students can draw a simple sketch of drawing on the board.

 Under the picture give me three details about the picture. This is your description.
Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the
goals and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.)
Today we will be talking about the fourth aspect of text structures which is the main idea and description. The
main idea and the description are very important to any story. The main idea is the most important aspect of the
story and the description describes the main idea. You can use details to help fully describe your story.
Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the lesson – what the teacher will do
as well as what the student will do. Describe the strategies which will be used to support students’ learning. Knowledge of students’ cognitive,
social, emotional, and physical development along with their cultural backgrounds should be evident.)
 You can use many different types of graphic organizers to support this idea of a main
idea and supporting details that make up the description.

 For example, we could talk about the different civil war generals. So, to do this I am going to ask for a
few volunteers to stand up here and act out different roles.
 Give students name cards and scripts.
 Abraham Lincoln Ulysses S. Grant Robert E Lee
 With each general there will be 3 people that play the role of “supporting details” the students can use
the ‘Act it Out” creative idea on Apple. Students can record using their iPad and use Pages to plan the
dramatic play.
 Allow students to act out these roles however they choose and remind them to express their creativity
through these roles.
 Give students in the “audience” graphic organizers to fill in the correct information.
 Have the volunteers act out the different roles assigned to them.
 Remind the students as the dramatic play is preformed how to relate this to the text. Ex: When Stonewall
Jackson tells us his name, what do you think that would be in a text?
 The students will then use a Booklet Assessment- Give students code and access to Chromebooks.
Focusing on main idea and description text structure. Booklet is similar to Quizlet, though more catered
to younger students and incorporate a wide variety of assessment strategies like fact races, partner

Closure/Wrap up: (Describe how the CONTENT of the lesson will be summarized.)
What is something we learned today about main ideas and details that is new information to you? What is
something new we learned about the different Civil War Generals? When reading different text, it’s important to
remember of “keep tabs” of the main idea in each story you read, you can help come to the appropriate
conclusion.
Instructional Supports
Resources and Materials Used to Engage Students in Learning (List all materials and resources needed for
implementation of the learning experience including the number of each. Provide citations for all resources that you did not create. Attach
key instructional material needed to understand what you and the students will be doing. Examples: class handouts, assignments, slides, and
interactive white board images.)
*props for generals assembled using construction paper*
 1 black construction paper Abraham Lincoln hat
 1 Navy construction paper hat – battle uniform style
 1 Grey construction paper hat – battle uniform style
 6 Construction paper signs for supporting details
 Main idea and detail worksheet
 Smartboard success to play hook song

Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content:
(List any websites and sources of materials and background information that you will need or use as the teacher to engage the students.)
Teachers Pay Teachers- Main Idea Graphic Organizer
Connection to theory:
https://web.sonoma.edu/users/s/swijtink/teaching/philosophy_101/paper1/goleman.htm
Learning Objective Help:
lsn_pln_view_lessons.php
Essential Question Help:
100-awesome-essential-questions
Other Relevant Information
Clear Links to Learning Theories, Educational Research, and Principles of Development:
Daniel Goleman (1947--): Theory of Emotional Intelligence: Emotional intelligence, which includes self-
awareness, self-regulation, motivation, empathy, and social skill are important aspects that students need to learn
just as much as curriculum. With this lesson students are able to step into leadership roles and use teamwork skills
to communicate something to a class.
Connections to Technology and/or the Arts:
Movement- Participating students will move around the classroom as they act out the roles and tell the class about
their role
Dramatic Play- The students will be given specific and proper costumes to further dramatize the role they are
acting out
Graphic Organizer- Students who are watching the actors will be filling out a graphic organizer that details the
main idea (the generals name) and details about them.
Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest
speaker, grade level coordinator, community experts, families, etc.)
Task my partner teacher to collaborate with the students and I on dramatic play activities, utilizing classroom
materials as students decided last minute props not provided by me.
Name of Teacher Candidate: Date:
Ellie Gordon 04/27/2021
Grade Level:
4th Grade
Gallery Sharing Experience
Curriculum Areas Addressed:
ELA Standards
Social Studies Standards
Time Required: Instructional Groupings: Are you using whole group, small
45 Minutes group, partners, quads, homogeneous, heterogeneous?
Heterogeneous – Individual and Large Group
Standards: List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the number and the text of each
of the GPS/CCGPS that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.

ELAGSE4RI5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of

events, ideas, concepts, or information in a text or part of a text.

ELAGSE4RI7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs,

diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information
contributes to an understanding of the text in which it appears.
As a result of this lesson students will…
Essential Question: (Essential questions should be used to guide instruction.)
How can effective writers use problem and solution to review information taught?
Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the
discipline. These represent the skills that will be assessed.)
1. Identify the elements of the problem and solution text structure and understand why an
author would use it.
2. Gain an awareness and general understanding of what text structures are.
3. Learn what clues can identify what has created a problem and the steps to take to find a
solution.

Support for Academic Language

Key Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the
content area that are necessary for comprehension of this learning experience. These may be derived from the standards.)
 Graphic Organizer
 Cause and Effect
 Compare and Contrast
 Main Idea and Description
Other Vocabulary: (List other vocabulary and interesting words that will be emphasized during the learning experience.)
 Review
 Identify
 Clues
 Gallery
Language Demands: (Language demands is defined as the specific ways that academic language (vocabulary, functions, discourse,
syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their
disciplinary understanding. Identify the following way/ways that students will participate in learning tasks to demonstrate disciplinary
understanding: reading, writing, listening, or oral language.)
Oral language- Sharing gallery presentations with the class.
Writing- 3-2-1 Assessment Check exit slip
Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into structures, such as sentences,
tables, or graphs. Identify the supports that will be provided for students to organize the information – charts, graphs, diagrams. These must
relate to the Language Function.)
Reviewing:
 Venn Diagram
 Chronological Order Timeline
 Main Idea and Description graphic organizer
 Sequence Graphic Organizer
 Cause and Effect Graphic Organizer
Assessment (Each learning objective must be assessed. How will students demonstrate their understanding of the lesson’s objectives?
How will you provide feedback for the students? What type of assessment will be used? What evidence will be collected to demonstrate
students’ understanding/mastery of the lesson’s objective? What constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above.
Each learning objective should be assessed. DO NOT restate the learning objective.)
Exit Slip- use the 3-2-1 method to allow students to look back and review what they have learned from all of the lessons as a
whole to wrap up the text structure unit.
Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learner’s degree of success on an assessment.)
Students:
17.) Participate and stay fully engaged in the lesson, complete 3-2-1 exit slip, fully complete assigned work.
18.) Participate and stay engaged in the lesson and complete assigned work.
19.) Participate and stay engaged in lesson.
20.) Not participation or engagement.

Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.)
Show them the gallery wall I completed. No background information- just describing the work on my poster
board.
Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the
goals and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.)
After showing everyone an example of what we will be working on today, I want to ask you what you think we
will be focusing on today.
To wrap up our mini unit, we will be revisiting out past work to create a gallery presentation. I will be handing
out our choice word activity where we are learning about cause and effect, our timelines from out lesson on
chronological order, the main idea and description sheet, and the Venn Diagrams we created. We will then set our
work up in the hall so each of you can look at each other’s work.
Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the lesson – what the teacher will do
as well as what the student will do. Describe the strategies which will be used to support students’ learning. Knowledge of students’ cognitive,
social, emotional, and physical development along with their cultural backgrounds should be evident.)
 Explain instructions: after receiving past work, decide what you want to display, on your poster board
write a small summary and title of the graphic organizer, then decorate and craft the board to your
creativity needs.
 Hand out past work.
 Call students by row to get materials.
 Timer for 20 minutes to work.
 Take the work from the students and set it up in the hall gallery style. - 5 min
 Students stay in single file line and review their classmates work.
 Once the class is done they locate their work and bring it in to share together as a class. During the
sharing time, allow students access to the document camera.
 Each student gets 30 seconds to share their work – 10 min
Closure/Wrap up: (Describe how the CONTENT of the lesson will be summarized.)
Bring the Checklist of Knowledge- Text Structures back out to review what has been taught over the lesson. Once
we review what we learned over the unit. Hand the students the exit slip- ask students to fill out exit slip and list 3
things you learned from the unit, 2 things you found interesting, and 1 questions you have.
Instructional Supports
Resources and Materials Used to Engage Students in Learning (List all materials and resources needed for
implementation of the learning experience including the number of each. Provide citations for all resources that you did not create. Attach
key instructional material needed to understand what you and the students will be doing. Examples: class handouts, assignments, slides, and
interactive white board images.)
Half poster boards -19
Glue - 10
Markers-
Washi Tape
Scissors
Document Camera
Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content:
(List any websites and sources of materials and background information that you will need or use as the teacher to engage the students.)
Graphic Organizer used:
https://creativeeducator.tech4learning.com/2018/articles/formative-assessment-during-project-based-learning

Other Relevant Information

Clear Links to Learning Theories, Educational Research, and Principles of Development:
Situated learning theory includes elements of observation, extraction of ideas, decision-making, and reflection.
This view of learning sees social interaction as a critical component encouraging learners to become a community
of learners espousing certain beliefs and behaviors
Connections to Technology and/or the Arts:
Art- To accurately display the work completed over the mini unit the students need to access creativity to show
this word
Graphic Organizer- The gallery is based around the graphic organizers being used in the previous lessons
Movement- During our gallery walk, the students will move around and analyze their peers work
Creative Writing- On presentations, students are tasked to write about their experiences with each lesson.
Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.)
Collaborate with teaming fourth grade teachers to make notice and allow the hallway to be open for our gallery
walk.