Grade Level Being Taught: 4th Subject/Content: ELA/ Biography Group Size: Whole Date of Lesson: 3/3/16

USF Elementary Education Lesson Plan Template (S 2014) Name: Claudia Tran
Grade Level Being Taught: Subject/Content: ELA/

4th
Biography
Group
Size:
Whole
Date of Lesson: 3/3/16
Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
LAFS.4.RL.1.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text
LAFS.4.RL.1.3
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the
text (e.g., a characters thoughts, words, or actions).
LAFS.4.RL.3.9
Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and
patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

4th
Biography
Group
Size:
Whole
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)
How do people from different cultures contribute to American History?
Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
Given the reading, Sacagawea, the students will be able take the comprehension quiz
and receive a 70 or better.

4th
Biography
Group
Size:
Whole
(i.e., I will see her

yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
1.
Address the following
2.
questions:
3.
Why are you

teaching this objective?
Where does this 4.

lesson fit within a larger
plan?
Why are you

teaching it this way?
Why is it
important for students to
learn this concept?
I am teaching this objective to grade the students understanding of the reading.

This lesson fits within a larger plan because being able to read and comprehend is
necessary for everyday reading and writing.
The student will create a two graphic organizers, and use them to organize and develop
main ideas and details from the reading.
It is important for students to learn this concept because graphic organizing can also help
with developing expository and narrative essays.
Evaluation Plan- How will

you know students have
mastered your objectives?
Formative: I will collect the students graphic organizers whether finished or not.
Summative: Comprehension quiz.
Address the following:
What formative
evidence will you use to

4th
Biography
Group
Size:
Whole
document student learning

during this lesson?
What summative
evidence will you collect,
either during this lesson or
in upcoming lessons?
What Content Knowledge

is necessary for a teacher
to teach this material?
Teachers should have knowledge on Sacagawea, and Lewis and Clarks expedition.
What background
knowledge is necessary for
a student to successfully
meet these objectives?
Students had three days to read the story, so that is an adequate amount of time to form
thoughts and opinions about what they think.

4th
Biography
Group
Size:
Whole
How will you

ensure students have this
previous knowledge?
Who are your

learners?
What do you
know about them?
What do you
know about their readiness
for this content?
What misconceptions
might students have about
this content?
Teaching Methods
Students may have a hard time saying the Native American names in the story, for
instance, Sacagawea, Shoshone, and Charbonneau.
Lesson Implementation
Video, modeling, direct instruction, individual work, guided release.

4th
Biography
Group
Size:
Whole
(What teaching method(s) will

you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order Thinking
(H.O.T.) questions will you
ask?
How will materials be
distributed?
Who will work together in
groups and how will you
Time
5 min
Who is
responsibl
e (Teacher
or
Students)?
Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
Teacher
Launch: Introduce essential question, objectives, and video. Today

we will further exploring the reading, Sacagawea, and keeping in
mind the essential question How do people from different cultures
contribute to American History? You will then try to reach your
objective by earning a 70 or better on your comprehension quiz.
With that being said, we are going to do two things: one, I would like
you all to watch these two videos about Sacagaweas expedition

4th
Biography
determine the grouping?

How will students transition
between activities?
What will you as the teacher
do?
What will the students do?
What student data will be
collected during each phase?
What are other adults in the
room doing? How are they
supporting students learning?
What model of co-teaching
are you using?
3 min
Teacher
Group
Size:
Whole
and second, I have a dollar coin with Sacagawea on it thats going to

get passeds around. I want you to be listening and observing. Lets
get started.
What do the videos have alike or different from the reading?
Who can explain what the main goal of the expedition was?
Describe what you saw on the dollar coin?
5 min
Teacher/St
udent
12
min
Student
1 min
Teacher
I do: Now moving on, take out your textbooks and open to page
589. In your notebooks, we are going to be creating two graphic
organizer. One is going to be practice with me and the other, real
and done individually. You should be doing exactly what I am doing,
so first, I am going to label practice graphic organizer on the top.
Then, Im going to make five big circles, one in the middle and four
around it. The middle is going to be the main idea and the four other
circles will be the details.
We do: Lets fill these bubbles out! Ask students to:
Find the main idea of the Corps of Discovery.
Give four details supporting the main idea.
You do: Now that you have practiced with me, its time to do a
graphic organizer on your own. Turn to page 604 and read what the
directions are asking you and I will be collecting what you have at
the end of class.
What is the main idea of Sacagawea?
Using a graphic organizer, explain how Sacagwea was important to
the expedition?
Collect the student work. Everyone did a great job developing a

4th
Biography
Group
Size:
Whole
main idea and including those four details. Now lets see if you can
organize your essays that way!
What will you do if
a student struggles with the content?

If a student struggles with the content I will ask the student questions to guide them into
thinking. For example, what does Sacagawea bring to the journey that Lewis and Clark
need?
What will you do if
a student masters the content quickly?

If a student masters the content quickly, have them (without creating another graphic
organizer) develop their own main idea to Sacagawea and at least one detail to support
how.
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
This lesson connects to the interest and cultural backgrounds of my students by including
adventure, humor, and bilingualism.
If applicable, how does this lesson connect to/reflect the local community?
This lesson connects to the local community because it caters to the diverse population
by showing that people from different cultures can contribute to change American
history.
Meeting your students

needs as people and as
learners

4th
Biography
Group
Size:
Whole
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
To enrich students who need additional challenge during this lesson, I will have them
create their own main idea and at least two details to support.
How will you differentiate instruction for students who need additional
language support?
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
I will differentiate instruction for students who need additional language support by
enunciating the word in English and translating it into the L1.
JC- Will need his ELL dictionary.
Computer, Elmo and projector, two sheets of paper, the whole class, and classroom
textbooks.

4th
Biography
materials? Include any

resources you used. This can
also include people!)
Group
Size:
Whole

Grade Level Being Taught: 4th Subject/Content: ELA/ Biography Group Size: Whole Date of Lesson: 3/3/16

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USF Elementary Education Lesson Plan Template (S 2014) Name: Claudia Tran

Grade Level Being Taught: Subject/Content: ELA/

Date of Lesson: 3/3/16

Grade Level Being Taught: Subject/Content: ELA/

Date of Lesson: 3/3/16

How do people from different cultures contribute to American History?

Objectives- What are you

Grade Level Being Taught: Subject/Content: ELA/

Date of Lesson: 3/3/16

(i.e., I will see her

Why are you

Where does this 4.

Why are you

I am teaching this objective to grade the students understanding of the reading.

Evaluation Plan- How will

Address the following:

Grade Level Being Taught: Subject/Content: ELA/

Date of Lesson: 3/3/16

document student learning

What Content Knowledge

Grade Level Being Taught: Subject/Content: ELA/

Date of Lesson: 3/3/16

How will you

Who are your

Grade Level Being Taught: Subject/Content: ELA/

Date of Lesson: 3/3/16

(What teaching method(s) will

Each content area may require a different step-by-step format. Use

Launch: Introduce essential question, objectives, and video. Today

Grade Level Being Taught: Subject/Content: ELA/

determine the grouping?

Date of Lesson: 3/3/16

and second, I have a dollar coin with Sacagawea on it thats going to

Grade Level Being Taught: Subject/Content: ELA/

Date of Lesson: 3/3/16

What will you do if

a student struggles with the content?

What will you do if

a student masters the content quickly?

Meeting your students

Grade Level Being Taught: Subject/Content: ELA/

Date of Lesson: 3/3/16

Grade Level Being Taught: Subject/Content: ELA/

materials? Include any

Date of Lesson: 3/3/16

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