Name:

Grade Level: 4th Grade

Emporia State University

Professional Development School
Lesson Plan Template [Modified for EE 314 – Gradual Release Method]

Part A: Standards, Objectives, and Assessment Alignment

KSDE SS Standard 4: Societies experience continuity and change over time.

Benchmark 4.2: The student will analyze the context and draw conclusions about continuity and change.

4th Grade History Competencies: Recognizes the source and context of primary sources (p. 68).

Knowledge or Content 4th Grade, History: The Oregon Trail (p.69)

Individual Assessment of Student Learning Objectives (Add additional columns, if needed.)

Knowledge/Content Objective Skill Objective

ABCD Objective By the end of the lesson, the student will be By the end of the lesson, the student will be
able to explain the hardships of settlers able to analyze the context of a primary
traveling on the Oregon Trail. source using the 5Ws Model

What is Bloom’s level is the LOTS HOTS

objective?

How will the objective be On an exit ticket students will write three The students will complete the final primary
assessed? sentences describing what the early settlers source on their graphic organizer.
experienced on the Oregon Trail.

What is the mastery level Three sentences, 3 out of 3, 100% ⅘ W questions identified and supported with
for the assessment? evidence

How will you score the Via Checklist Via Answer Key
assessment? Primary Source Lesson - Checklist & A… Primary Source Lesson - Checklist & A…

Part B: Student Needs and Differentiation Alignment

Description of Students. Identify the behaviors and needs of the following subgroup of students. (2-3 sentences each)

Behavior Ruth struggles to make friends with other kids at school because she can easily lose her temper and will
start yelling and crying as soon as something does not go her way. This will cause her to get behind on her
assignments because if she does not feel like doing them she will start to act up.

ELL Natalie speaks English as her second language and has been learning it for almost two years. While she is
learning very fast she still struggles with reading and writing and takes longer to complete assignments.
Natalie can also be reserved and quiet in class and does not ask questions when she is confused.

How will the teacher make the learning objective accessible for students (i.e., ELL, IEP, below-level) and/or provide enrichment?

Who? How will I differentiate? Consider differentiating content, process, and product.

Behavior I will not have Ruth work with a partner for this assignment so that she can take her time on it without being
rushed. I will also incentive her to finish it by having small breaks built in as a reward. There will also be a quiet
corner for Ruth to go to when she starts to get angry or frustrated.
ELL When presenting the lesson to the class I will use more pictures and demonstrate what to do with the
assignment so that Natalie will understand better. I will also have the bigger words translated into her first
language so that she will know what they mean. Lastly, I will make sure and check in with her throughout the
assignment to see if she has any questions.

Part C: Resources and Materials

3 Primary Sources – three different sources (Referenced in APA format.) The first source listed will be used during modeling, the
second during guided practice, and the third during individual practice.

1. Photograph of the Red Buttes. (1870). https://www.docsteach.org/documents/document/photograph-of-the-red-buttes

2. The Jeffersonian. Horace Greeley (1859).

https://chroniclingamerica.loc.gov/lccn/sn84026399/1859-09-22/ed-1/seq-1/#date1=1836&index=0&rows=20&searchType
=advanced&language=&sequence=0&words=Oregon+trail&proxdistance=5&date2=1879&ortext=&proxtext=&phrasetext=o
regon+trail&andtext=&dateFilterType=yearRange&page=1

3. Topographical Map. Captain John C. Frémont (1846).

.https://www.loc.gov/resource/g4127o.mf000048/?r=-0.107,-0.093,1.246,0.504,0

Part D: Instruction - Gradual Release Model

The expectation is two to three sentences per prompt unless marked with an asterisk. Those marked with an asterisk should be more
closely detailed because they are instructional moments. The expectation for asterisk prompts is more than five sentences. You may
use a bulleted list instead of complete sentences.

Anticipatory Set How will you engage students at the beginning of the lesson? Consider using media.
Good morning! Today we are going to start by playing a game! I want everyone to get their Chromebook out
10m and then click the link that I sent you in your email. The game is called Oregon Trail and you will be playing
settlers moving West on the Trail. You can start playing right away and I will set a timer for ten minutes, once
the timer goes off everyone needs to shut their Chromebooks and look up at me. As you play I want you to think
about what the most difficult part is and the important things to have as you travel. Okay, go!
https://oregontrail.ws/the-oregon-trail/play

How does this activity activate a student's prior knowledge of the subject matter?
This helps the students to think about what they need to travel and reminds the students how people had to
travel back then. It was a great way for the students to learn about what struggles the people going west on the
Oregon Trail had.

Objectives and How will you share the purpose of the lesson with students?
Purpose I will share the objective and purpose with the students by saying it and showing it on the PowerPoint.
“Okay class, today we are going to learn about what a primary source is and how to use one. You will also be
learning about the Oregon Trail and the difficulties that people faced as they traveled it.”

How is it relevant or relatable to students' lives? Why should they care?

This relates to your life Kansas was settled and built by people traveling West. A lot of the cities in Kansas were
created during this time. It is also important to learn about the history behind your state and country,
understanding the struggles that people went through to help create the country we will live in today!

Input (Content To start the lesson, you will instruct students in defining what a primary source is and explain the
Delivery) SOAPSTone/5W analysis activity.

5m Create a visual anchor to accompany your input and modeled instruction. Include a copy in the attachments
section of the lesson plan.

How will you define and introduce primary sources? Explain.

The main thing we are talking about today is a primary source. A primary source is something that gives original
information. It is something that comes from a time being studied or from a person who was involved in the
events being studied. Some primary sources supply factual information about a subject. Other primary sources
 will show the views and feelings of people who experienced events. Today we will look at a total of three
primary sources from the 1800s that are about the Oregon Trail. As we look at the primary sources we are going
to be using something called the five w’s. These five w’s are Who, What, Where, When, and Why, for each
source you will have to answer these questions.

How will you introduce and teach the content theme (knowledge) topic? Explain.
● As I explain this I will be handing out the 5w graphic organizer to each of the students.
As we look at the primary sources they are going to give us information about the Oregon Trail. As you played
your game you thought about what the most difficult part was and what the important things to have as you
travel. I want you to continue thinking about those things as we look at the primary sources, think about what
struggles they faced, and what life would be like for the people on the trail.
Modeled Practice During this part of the lesson, you will provide an example to students of how to employ the SOAPSTone analysis
with your first primary source.
10m
Which analysis model are you going to use? SOAPSTone or 5W?
I will be using the 5W and I will give each of the students a graphic organizer to fill out for each of the three
sources. I will hand out the 5W graphic organizer and have them read it along with me as I explain what to do.

Script or describe how you will define each step of the SOAPSTone or 5W analysis. How can you present the
terms to 4th-grade students?
● Before we look at the first primary source I want everyone to look at the graphic organizer I passed out,
Sara can you read the first bubble out loud to the class?
○ Have a different student read out a different bubble until they have all been read.
■ What is the topic of the source?
● A topic is the main idea of a source.
■ When and Where did the source occur?
● Look for a date on the source and the where is the location that the source
is from.
■ Who was the intended audience of the source?
● Think about who looked at the source when it was first made.
■ Why was the source created?
● Think about what message was being told to the audience.
■ Who created the source?
● Look for the name of an author.
● Good job to everyone who read. Now these are the questions you will have to answer as we look at the
source, and a good question to ask about the person who created the source is if they participated in
the event. That will help you to know if a source is a primary source or a secondary source as well.
Everything we are looking at today is a primary source though.
● Now everyone needs to open their Chromebook again and email, then click the first link under the
email I sent that is titled ‘Primary Sources’. A picture should appear. Give me a thumbs up if you have
the same picture loaded up on your computer that I have on the power point right now. As we go I
want everyone to fill it out with me.

**How will you model the SOAPSTone or 5W process for students? Explain your sequencing.
1. The first question to answer is “What is the topic of the source?”
a. I would say that this photo is of a place called Bessemer Bend, a notable point of the old
Oregon Trail where the Oregon Trail left the North Platte River for the Sweetwater. If you scroll
down past the picture, the caption tells us even more information. Even though the picture
did not say all of that I found more information in the caption.
2. The second question is “When and Where did the source occur?”
a. This picture was taken in 1870 at Bessemer Bend. I got that information from looking at the
date above the picture and the caption below it.
3. The third question is “Who was the intended audience of the source?”
a. This picture was meant to be seen by people in the East or by settlers who will be soon
traveling the Oregon Trail. I am making an educated guess on this one because it looks like a
picture that is meant o show what the trail looks like
4. The fourth question is “Why was the source created?”
a. This photo encouraged people to keep on going west and it showed settlers what the trail
looked like.
 5. The last and fifth question is “Who created the source?”
a. It does not say who took the picture but you know whoever did was traveling the trail with the
group and experiencing it firsthand. Sometimes you will not be able to answer all the
questions and that's okay!

What are students doing during modeling?

While I talk through what we are doing the students will be writing in their graphic organizers the same answers
and following along with me.
Check for What questions could you ask during or after modeling to ensure students understand primary sources and the
Understanding analysis activity? List three questions you would pose:

1. What are two places you should look to find more information about the source?
a. Look at the title and the caption.

2. How do you know a source is a primary source?

a. It is something that comes from a time being studied or from a person who was involved in
the events being studied

3. What are the five w’s?

a. What is the topic of the source?
b. When and Where did the source occur?
c. Who was the intended audience of the source?
d. Why was the source created?
e. Who created the source?

Guided Practice During this segment of the lesson, students should work in small groups to practice document analysis with the
second primary source.
10m
Attach the graphic organizer you have created in Part E. Remember to include a blank and finished copy.

What directions will students need to know before starting? Consider how you will engage the entire group, not
just individual students.
● Now I want you to pair up with your shoulder partner to fill out the next graphic organizer. Everyone
should fill out their own paper but you will talk through what the answers are with your partner. I will
have the questions up on the PowerPoint as you go to remind you what to look for. You can also look at
the graphic organizer we just did together to help you remember what to do. If you have any questions
raise your hand and I will help.
● I want everyone to go back to the email I sent you and click on the second link under primary source, a
newspaper article from The Jeffersonian should pop up. You can zoom in to read the article and you do
not have to read all of it, just enough to understand the main idea of the source and be able to answer
the five w’s. Read the story titled “The Overland Journey”

What is the teacher doing during guided practice?

The teacher will be walking around the room and listening to make sure that students are understanding and
doing the assignment correctly. The teacher will also be there to answer any questions that the students might
have.

What kinds of struggles do you expect students will have during the activity?
I expect them to have difficulty thinking about why the source was created and who the audience was because
those require more abstract thinking. I will be there to help guide them to possible answers.

Independent In the final phase of the lesson, students will employ the document analysis individually with the third primary
Practice source.

10m How will you transition from guided practice (done as a group) to individual practice?
● I am handing out the final graphic organizer that you will complete here in class today. This you will
have to do all by yourself and when you are finished I want you to turn in the graphic organizer that
you completed with your partner and the one you completed on your own. I will have the questions up
 on the PowerPoint as you go to remind you what to look for. You can also look at the graphic organizer
we just did together to help you.
● I want everyone to go back to the email I sent you and click on the third link under primary source, you
should have a picture of a map and it will have a long title that starts with a Topographical map. I will
tell you that A topographical map is one that shows the physical features of the land. Besides just
showing landforms such as mountains and rivers, the map also shows the elevation changes of the
land.
● If you cannot find something go ahead and raise your hand and I will see if I can help you look in the
right direction. Remember that you are doing this alone and I should not hear any talking.

How will students be assessed on their performance? What expectations will you set for them prior to starting
the individual practice?
I will grade the students on their graphic organizer and it has to have ⅘ of the questions identified and
supported with evidence. I will be grading them using an answer key.
Closure What is the major takeaway from today’s lesson? How will you share this with your students before ending the
lesson?
5m ● Remember that a primary source is something that gives original information. It is something that
comes from a time being studied or from a person who was involved in the events being studied.
● Also remember that when looking at different sources you can learn more about them by asking the
five w’s.
○ What is the topic of the source?
○ When and Where did the source occur?
○ Who was the intended audience of the source?
○ Why was the source created?
○ Who created the source?

How will you have students reflect on what they’ve learned and the skill practiced? Consider an exit ticket
activity included in your visual presentation.
Before you leave you have to fill out an exit ticket and on that, you have to have at least three sentences
describing what the early settlers experienced on the Oregon Trail. You can talk about the difficulties they had
to go through or what they had to do to prepare for the journey. Make sure to put your name on the exit ticket
and then hand me the exit ticket as you walk out the door.

Exit Ticket-
https://www.canva.com/design/DAFaxSDcujg/ryWJFCiMUycRKAXn74H3dQ/edit?utm_content=DAFaxSDcujg&u
tm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Part E: Attachments

Include a copy of the visual presentation for students during modeling.

https://www.canva.com/design/DAFfEIrAFjE/IYB-w6qmXCpUYqI8RbBZcA/edit?analyticsCorrelationId=35751c21-85d5-4870-bc34-49
ba6c7ead7d

Include a blank copy of the graphic organizer activity assignment.

https://www.canva.com/design/DAFfwpfRx9w/kfIVEiZAbYFiZEMzfe7YOg/edit

Include a finished copy of the graphic organizer activity assignment.

https://www.canva.com/design/DAFfwpfRx9w/kfIVEiZAbYFiZEMzfe7YOg/edit