University of West Alabama

COE
5E Lesson Plan – Group Oral Presentation

Teacher: Ms. Williams

Date: October 3, 2023
Subject Area / Social Studies/ Grade 4
Course /
Grade Level:
Materials:  Chromebook
 Social Studies Weekly (week 4)
 Graphic organizer
 Pencil
Standards: SS4.2. Relate reasons for European exploration and settlement in Alabama to the impact of
European explorers on trade, health, and land expansion in Alabama.
Objectives: Students will identify who, what, when, and where for the Native American tribes.
Differentiation The teacher will assign groups based on academic strengths and weaknesses and behaviors.
Strategies: The teacher will use a graphic organizer with the 4 w’s to help guide students on what they should
discuss during their oral presentations.
Students will watch a beginner’s guide to PowerPoint to help them understand how to operate
power point.
Students will choose a Native American tribe that interests them.

ENGAGEMENT:
For the engagement part of the lesson, the teacher will ask the students if they’ve created a PowerPoint before. Based on their
responses, the teacher will ask students about the purpose of a power point. Then, the teacher will show students examples of
several PowerPoints so they can understand that PowerPoints can be used for several things. Next, the teacher will ask the
students to recall information about the Columbian Exchange.

Assessment: The teacher will assess the students by taking mental notes of students who aren’t familiar with creating
PowerPoints.
EXPLORATION:
During the exploration part of the lesson, the teacher will allow students to explore PowerPoint by using their chrome books
and watch a beginner’s guide video of how to operate power point. The teacher will stop the video occasionally so the
students can complete the tasks within the video. The teacher will ask the students to repeat the steps verbally.

Assessment: The teacher will walk around the class and observe the students explore power point while using the YouTube
video for reference. The teacher will assist students as needed.
EXPLANATION:
The teacher and students will read the sections about the Native American tribes, such as the Cherokee, Choctaw, Chickasaw,
Poarch Creek, and Creek War Indians. After reading each section, the students and the teacher will review each tribe by using
who, what, when, and where. The teacher will tell the students that these questions will not necessarily answer all the
information needed for their power points, but it covers the gist.

Assessment: The teacher will jot notes while listening to the students discuss information for their graphic organizers. The
notes will help the teacher see which students are making connections between the 4 w’s and the content.

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ELABORATION:
Students will take their graphic organizers and create a power point with a minimum of 6 slides. The students will be informed
that they will present their oral presentations to the class. Students can choose their own themes, pictures they would like to
include, spokesperson, and tribe. The students will be informed that they may research additional information they would like
to present and to answer any questions their classmates may have. Afterwards, students will discuss why Native Americans
disliked the Europeans and if their culture was ideal using guiding questions such as:

Now that we’ve learned about the Native American tribes, why did they reject the Europeans culture and religion?
Do you think the Native American tribe’s way of life was better than the Europeans?
Did they participate in the Columbian Exchange? Why or why not?
If you were a part of a tribe, do you think you would accept someone else’s culture? Why or why not?

Assessment: The teacher will take notes to informally assess if students are making connections between the Columbian
Exchange and the Native American tribes. The teacher will display the rubric on the board for students to refer to when
completing their power points.
EVALUATION:
Evaluation Tool for Oral Presentation:

Oral Presentation Rubric: Native American Tribes

Teacher Name: Ms. Williams

Student Name: ________________________________________

1 – Needs
4 - Excellent (15 3 – Good (10 2 – Satisfactory Improvement (1
CATEGORY points) points) (5 points) point)

Collaboration Almost always Usually listens to, Often listens to, Rarely listens to,
with Peers listens to, shares shares with, and shares with, and shares with, and
with, and supports supports the efforts supports the efforts supports the efforts
the efforts of others of others in the of others in the group of others in the
in the group. Tries to group. Does not but sometimes is not group. Often is not a
keep people working cause \"waves\" in a good team good team member.
well together. the group. member.

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Uses Complete Always (99-100% of Mostly (80-98%) Sometimes (70-80%) Rarely speaks in
Sentences time) speaks in speaks in complete speaks in complete complete sentences.
complete sentences. sentences. sentences.

Comprehension Student can Student can Student can Student cannot

accurately answer accurately answer accurately answer a accurately answer
almost all questions most questions few questions posed questions posed by
posed by posed by by classmates about classmates about the
classmates about classmates about the topic. topic.
the topic. the topic.

Content Shows a full Shows a good Shows a good Does not seem to
understanding of the understanding of the understanding of understand the topic
topic. topic. parts of the topic. very well.

Grade based on the sample Oral Presentation:

Collaboration with Peers: 10/15
Uses Complete Sentences: 10/15
Comprehension: 10/15
Content: 15/15
TOTAL POINTS: 45/60

References:
Bybee, R.W. et al. (1989). Science and technology education for the elementary years: Frameworks for curriculum and instruction. Washington,
D.C.: The National Center for Improving Instruction.
Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices. Oxford: Heinemann.
National Research Council. (1999). Inquiry and the national science education standards: A guide for teaching and learning. Washington, D.C.:
National Academy Press.
Polman, J.L. (2000). Designing project-based silence: Connecting learners through guided inquiry. New York: Teachers College Press.

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