Name: Stephanie Dorsey

Grade Level: 4th

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: Oregon Trail (p.z)

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 J. Henry
traveling on the Oregon Trail. Brown’s autobiography using the 5Ws
Model.

What Bloom’s level is the LOTS HOTS

objective?

How will the objective be On an exit ticket, students will write three Students will complete the final primary
assessed? sentences describing some problems settlers source on their graphic organizer alone.
encountered during their journey.

What is the mastery level 3/3 problems identified. 4/5 W questions correctly identified and
for the assessment? supported with evidence.

How will you score the Via checklist Via Answer Key (completed graphic
assessment? organizer) ,

Part B: Student Needs and Differentiation Alignment

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

Behavior Jessica struggles to maintain focus and gets up from her seat often to avoid having to work due to wanting
to be the center of attention.

ELL Jose’s first language is not English and so he has trouble following instruction.

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

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

Jessica Jessica will be given a fidget toy to stay focused.

ELL Jose will be given simple instructions and a checklist to stay on track.
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. An Oregon Trail Diary, 1853, An oregon trail diary, 1852. (n.d.). Retrieved April 18, 2023, from
https://strobels.z1.web.core.windows.net/saintboniface/oregon-trail-diary.pdf

2. Traveling on the Overland Trails, J. Henry Brown, 1843, J. Henry Brown describes his journey to Oregon - american memory
timeline- classroom presentation: Teacher Resources - Library of Congress. J. Henry Brown Describes His Journey to Oregon -
American Memory Timeline- Classroom Presentation | Teacher Resources - Library of Congress. (n.d.). Retrieved April 18,
2023, from
http://web.archive.org/web/20200201211946/http://www.loc.gov/teachers/classroommaterials/presentationsandactivities
/presentations/timeline/expref/oregtral/jhbrown.html

3. Traveling on the Overland Trails, Harriet Scott Palmer, 1843, Harriet Scott Palmer on crossing the Great Plains - American
memory timeline- classroom presentation: Teacher Resources - Library of Congress. Harriet Scott Palmer on Crossing the
Great Plains - American Memory Timeline- Classroom Presentation | Teacher Resources - Library of Congress. (n.d.).
Retrieved April 18, 2023, from
http://web.archive.org/web/20200128184530/http://www.loc.gov/teachers/classroommaterials/presentationsandactivities
/presentations/timeline/expref/oregtral/crossing.html

Part D: Instruction - Gradual Release Model

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.
Have you guys ever gone somewhere other than home? How did you know how to get there? Did you follow a
5m map or did you just drive and see where it led you?

How does this activity activate a student's prior knowledge on the subject matter?
Has anyone heard of any trails? Does anyone know what the Oregon Trail is?
Objectives and How will you share the purpose of the lesson with students?
Purpose Today, we will be learning about what the Oregon Trail was, who went on the journey, and some difficulties they
had on the journey.

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

Have you ever failed at something? The settlers did too on the Oregon Trail but they did not give up, they kept
going.
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.
A primary source is an artifact that was made and documented first-hand during the time when an event
happened.
Today we are going to look at 3 primary sources written by people who went on the Oregon Trail. As we look at
each document we will be filling out a 5W worksheet. I will fill out a 5W worksheet over the first document we
look at to model what is expected. You will fill out another 5W worksheet within your table groups as you read
the second document, and the last document will be read individually and you will complete the last 5W
worksheet individually with it.

How will you introduce and teach the content theme (knowledge) topic? Explain.
 As we go through and read each document and fill out our 5W worksheets, I want you to pay close attention to
some of the hardships the settlers had on their journey as we will have an exit ticket at the end that may ask
you to talk about a couple.
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?
5W

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?

**How will you model the SOAPSTone or 5W process for students? Explain your sequencing.
1. First, we will begin by writing down the title of the article in the middle section. So I will write, Harriet
Scott Palmer On Crossing the Great Plains, in the middle. Now we will begin reading our first document
in paragraphs. *Read through the first 2 paragraphs* Now, let’s pause and look at our graphic
organizer. After reading the first 2 paragraphs, I can fill in the Who section as Harriet Scott Palmer. I can
also fill in the where and when section as From Illinois to Oregon and April 1, 1852. Now I will read
further. *Read another 2 paragraphs and stop to write in graphic organizer* Now, I can write in the
what section as They left their home, dog, and grandfather behind to move to Oregon. They crossed the
Illinois River on a ferry and began their journey. I can also write in the why, as there was talk of gold
discovered in California, there was also talk of the valleys in the Oregon Territory.

What are students doing during modeling?

During the modeling students are reading along and looking at the projector as I pause and show what I am
writing, where I am writing it, and where I got the information from.
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. How do you know if a source is primary?

2. Who writes a primary source?

3. What type of document is a primary 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 prior to starting? Consider how you will engage the entire group,
not just individual students.
Students will need to know how to read through the article, how to stop and fill in the graphic organizer, and
what to put in each box for the graphic organizer. I will engage the entire group by having each student be
responsible for one letter of the graphic organizer.

What is the teacher doing during guided practice?

The teacher will be walking around and guiding students who may need help or may have questions.

What kinds of struggles do you expect students will have during the activity?
I expect for students to read at different paces which may lead to some being ahead or behind.

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 will transition to guided practice by saying “okay, so now that we have had practice doing the graphic organizer,
you will read the last article by yourself and fill out the graphic organizer by yourself. I want you to play close
attention to difficulties the settlers encountered.

How will students be assessed on their performance? What expectations will you set for them prior to starting
the individual practice?
I will assess their performance by seeing whether or not they are able to do it on their own. I will set the
expectations to be that everyone needs to be reading and completing the graphic organizer.

Closure What is the major takeaway for today’s lesson? How will you share this with your students prior to ending the
lesson?
5m The major takeaway is to learn about the challenges encountered on the Oregon Trail and to learn what the
Oregon Trail was.
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.

I will reflect on what they learned by using the exit ticket.

Part E: Attachments

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

https://www.canva.com/design/DAFgelQbPHE/7HstbKwxWrUQzhy6zl6LNA/edit?utm_content=DAFgelQbPHE&utm_campaign=desig
nshare&utm_medium=link2&utm_source=sharebutton

Include a blank copy of the graphic organizer activity assignment.

Include a finished copy of the graphic organizer activity assignment.

Include a copy of the blank and finished exit ticket activity assignment.