Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Jamie Holforty

Grade Level: 4th Grade
Subject: Language Arts and History
Date: June 10, 2021
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.

RL.1.2
Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL.1.7
Use illustrations and details in a story to describe its characters, setting, or events.
SL.1.1
Participate in collaborative conversation with diverse partners about grade one topics and texts with peers and adults
in small and larger groups.
Standard 1.1
Identify changes from the historic land base to the contemporary nine-reservation South Dakota land base of the
Oceti Sakowin, and analyze the causes and implication of those changes.
Standard 1.5
Examine strategies the tribal governments and other tribal leaders are taking to improve the lands and natural gifts of
Oceti Sakowin people.

List the Rationale (cite theories or theorists):

Vygotsky’s theory of scaffolding is used throughout this lesson. The students are in small groups that are supervised
by the teacher and they receive help as needed while reading a book that is slightly higher than their current reading
level.

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound).
Use the following format: “Students will be able to…”

SWBAT understand how special land is to Ocetia Sakowin people.

SWBAT relate how land is important to Ocetia Sakowin people as it is in the story, “Chicka Chicka Boom Boom”.
SWBAT read and comprehend “Chicka Chicka Boom Boom”.
SWBAT work efficiently in groups.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

In a standard fourth grade classroom, the students should be learning the basics about reading as well as different
cultures. Students should be able to relate what they learned to stories that have similar outlooks. Students should be
able to respect and understand the history of other cultures, and they should be able to understand why it is so
important to the people of those cultures. The objectives listed above are consistent with this as the students will be
expected to read and comprehend what they are reading.

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of
gifted students, those of students’ physical needs, and those due to cultural characteristics).
Native American students
White students

Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
The Native students are very well versed about their culture. They also lean on their culture and why it is so
important. They would like it if the rest of the class could somehow relate or understand why sometimes they do
different things depending on what they believe and how they were raised.
List the materials/resources you will need to teach the lesson.

PowerPoint filled with information about Native land and why it is so important to the people who live on it
A worksheet they helps the students to compare what they learned to the story that was read
Copies of “Chicka Chicka Boom Boom” for each student in the reading group
Graphic organizer
Pencils
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it
will enhance instruction and student learning.
Computer
White Board

Accommodations: Base this on the information you provided for Classroom Demographics and Knowledge
of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners
and accommodate differences in students’ learning, culture, language, etc. *
N/A

Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.

The first section of the graphic organizer attached will be used to measure the students’ knowledge of the story
before reading.
The second sheet attached will be the sheet used to compare what the students learned to the story that was read.

Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated
they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts,
graphs if applicable)
The results of the pre-assessment will determine how in depth the teacher will go into the standards,
objectives, and other information included in the lesson.
Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental needs
in order to keep students on task and actively engaged throughout the lesson.

Students will all be expected to participate and be engaged while others are reading.
Students will treat each other with respect and sit quietly when it is not their turn.
Students will raise their hands and wait to be called on.
Students will follow directions and cooperate with their classmates.
Students will use their time wisely and turn their homework in on time.
Students will respect the differences of other cultures.
Students will reflect on what is learned.
Students will ask appropriate questions to get a better understanding.
 Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills
required of the objective.
The teacher will go over the Native American history PowerPoint, and answer any questions the students
may have.
The teacher will then assign reading groups and call over the first group. The first group will reiterate what
they learned from the PowerPoint, and then will read the book. Once the students are all seated, the
teacher will provide copies of “Chicka Chicka Boom Boom” and a graphic organizer for each student. The
expectations will be laid out for the students before the lesson continues. Make sure students are aware of
the requirements of the graphic organizer (neat handwriting, two to three questions in section two, and
three responses in section three).
The teacher will introduce the book and allow the students to fill out the first section of the graphic
organizer for five minutes. Then the students will go through the book on their own to look for words they
might not know for three to five minutes. The teacher will then answer any questions the students might
have.

“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and
content needed to meet the learning objective(s).
The class will ask questions and will respect those who are Native that would like to add to the
conversation. Everybody will get a good grasp as to how Native land is important.
The teacher will read the first few pages and the students will echo read as a group after each page is read.
Once the teacher feels that the students are comfortable, the students will take turns reading one page at a
time aloud while the other students repeat the page back.
The teacher will stop the group at the climax of the story and give them time to write down any questions
they have thus far, as well as talk about how this story can relate to what was learned earlier, in the second
section of their graphic organizers.
Once the story is finished, the group will discuss together what happened in the book and will have a few
minutes to work on the last section of the graphic organizer with help from the teacher when needed.

“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson
objectives?
Students will go back to their seats and will be given the rest of the class period to complete their graphic
organizers, as well as their comparison sheets, while the teacher works with other groups. On the back of
the graphic organizer, the students will have the option to draw their favorite scene from the book and how
it relates to Native land. For a piece of candy, students can practice writing all of the letters on the back of
the organizer, or on a separate sheet of paper.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an
interactive manner (whole/small group, etc.).
As a whole group, go over some of the questions the students wrote on their graphic organizers. If there is
extra time, ask a few students to share their favorite part of the story or what they learned prior to reading
the story.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure students’
level of understanding toward the learning objectives after teaching the lesson.