Lesson Plan w/ Rubric ‘Teacher Candidate: Michelle Spencer | Date 03/09/2022 ‘Taught: Cooperating Teacher: School / Ware Elementary School/ Staunton District: City Schools Grade: Fourth Grade Field Supervisor: Unit / Subject: Studies Integrating Literacy ‘The student will demonstrate an understanding of the issues that divided ‘our nation and led to the Civil War by 1) explaining the major events and the differences between northern and southern states that divided Virginians and led to secession, war, and the creation of West Virginia; Reading 45 The student will read and demonstrate comprehension of fictional texts, literary nonfiction texts, and poetry. 8) Describe how the choice of language setting, and characters contributes to the development of plot 1b) Hemsify he theme). Summarize evens in the pot. entity genes. demify the naar ofa tory and the speaker ofa poem, [enti the confit and resolution eatty sensory word raw conclusionsimake inferences about txt using the text as support1k) Use reading strategies throughout the reading process to monitor comprehension, 1) Read with flueney, accuracy, and meaningful expression Lesson Title / During this lesson the students will learn about the Civil War, the major Focus: events that occurred, as well as the dif ferences between the Northerners ‘and Southern i} PLANNING AND PREPARATION Content Knowledge How was this lesson developed based on your research and knowledge of content and the discipline? This lesson was developed based on Virginia’s SOL standards and Framework standards that fourth graders are expected to know. Learner Differences How did this lesson develop as a result of your examination of research and data about student learning needs, how diverse students learn your content/lesson topic and how you can employ culturally sustaining pedagogies, difficulties students might have, gaps in their knowledge, assets they have, and so on? I developed this lesson plan based on Virginia learning standards as well as what the students should know and what information they will gain once the lesson is, completed. As for students having different learning needs, I will modify any assignments based on the student's needs. I will also provide extra support to these students. If T have an ELL student, I will provide a book in his or her language if possible or allow the student to listen to the book in his or her language while using English subtitles. During this lesson, the teacher will teach the students, answer students’ questions, as well as float around the classroom to help each child individually that needs more assistance fora better understanding. Ifsome students are still having difficulty grasping the material the teacher can share more information with the class and «anew lesson the following day Outcomes/Goals What will students be expected to know or do as a result ofthis lesson? Are these leaming target(s)/outcome(s) appropriate based on your prior assessment/knowledge of students” understandings? Are your targets/outcomes observable and measurable? What are your essential questions that align with the outcomes? List all outcomes associated with this lesson, Students will be expected to KNOW: (Literature) To be successful with this standard, students are expected to: ‘+ describe how an author’s choice of language, setting, and characters develops the plot and contributes to the sequence of events# describe in depth a character, setting, or event drawing on specific details from the text (e.g., words, actions, or a character's thoughts). # identify literary nonfiction as a type of narrative text, which uses story elements and language to share accurate information about real people, places, and events, including but not limited to biography and autobiography. ‘© identify genres including but not limited to: fantasy, humor, fable/fairy tale, realist fiction, historical fiction, folklore/tall tales ‘© identify the theme(s) of a text (e.g, friendship, survival, determination) # thematic topic ‘© lessons leamed ‘© summarize plot events using supporting details ‘© identify the main conflict and resolution in a poem, or section of text, or book. ‘© analyze the similarities and differences between paired fictional texts and informational nonfiction texts (eg., similar themes and topics, patterns of events). ‘« make connections between the text of a story and a visual/oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. ‘Students will be expected to KNOW: (Social Stu s) tural, economic, and constitutional differences between the North and the South based in slavery eventually resulted inthe Civil War. The North and the South were unable to resolve their conflicts, and the South seceded from the United States. Virginians were divided about secession from the Union, which led to the ereation of West Vi Standards Which content, state, and national standards conneet with your outcomes? List the state, content, and national standard or standards that are being addressed. Resources and Materials What resources and other materials will be incorporated and how will they promote active learning? Be specific, List all materials and resources needed for the lesson. Opening Primary Souree of the Civil war: ‘ww goople.com/url2sa=i&url=https%3A%2%2F uw historyonthenet com92Fcould-the ‘war®ipsig=AOvVaw2KqeHo92VIVBHTRu2w7BKt®ust=16467515979290008sourc (CAsQjRxaFiwoTCPC42_uhtPYCEQAAAAAGARAAABAK nagested-vFeBive The map nttos://w ww. google com/url?s2=i8.urlchttps9:3A%2F92Fwww.baamboorle.com®s2Findex php X2Fslides how2F444689Rpsig-AOvVawOkSgSixeB0EAgtbITQ_OSqRust=16467521 868600008source=imagesSicd =vie8ived=0CAsO)fixqFwoTChVuZaktPYCFOAAAARUAAAAABAY—_— 800k (If you lived at the time of the war by Kay Moore) and (The North and The South by Margaret. McNamara) ‘Anchor Chart Sticky Note Technology Does technology enhance the design and delivery of your lesson? Does the use of technology promote active learning? Be specific, List all technology needed for both students and teacher. ‘The technology that will be used within this lesson will be the promethean board to show the students two different pictures. STRUCTIONAL DELIVERY Learning Environment How will you support individual and collaborative learning and foster positive interaction in the classroom? I will stage the question by asking the students a broad question. Have you heard of the Civil War and if so what do you know? This will begin some classroom discussion amongst the children. I will then introduce the piece of literature and read the book to the students while continuing to ask questions. This will allow keep the students ‘engaged. The book is called The North and the South. Introduction/Activating Strategies How will you engage leamers in the lesson and learning? How will you launch the lesson? How will you activate prior knowledge? | will engage the learners by showing the students a photograph. I will then ask questions like What do you see, who is on the left of the picture and who is on the right? I will then begin reading a book while asking questions throughout the book. The students will participate in an engaging anchor chart which will be a compare and contrast activity. The students will receive a sticky note that will be then placed in the correct spot on the anchor chart according to the information they wrote/leamed. Instructional Strategies What learning activities do you have planned for the students? Include a variety of ‘eaching strategies (methods). Activities are to be learner-centered ( e.g. solve problems, construct models, design and perform experiments, read authentic resources, answer open-ended questions, support ideas with evidence, compose, analyze and interpret maps, draw conclusions.) Include guided process of leaning. Include the opportunities leamers will have to expand and solidify their understanding of the concept and/or apply it to a real-world situation, List any independent practice activities. Explore: The students will explore two books on the Civil War. The students will then ask {questions and discuss asa class what is similar and different bout the topic we are Explain: Discuss with their peers and ask the teacher further questions Teaming about,[will follow the E’s instructional model and this will help the student understand the lesson and bbe more engaged within the class. Closure How will you bring closure to the lesson? [will bring closure to the lesson by involving the students in a class discussion on what they leamed about the civil war and how the north and the south were involved within the war. Differentiation How will you adjust instruction, including incorporating technology, to meet the needs of a diverse set of learners? ADHD/ADD: For students who need more assistance I will regularly check on them and spend more time at that group for questions to help them have a better understanding. I wll also try and find a lesson to incorporate for his or her sarning needs. I will also help the student one on one if needed. The learning environment needs to be quiet, so the student docs not have distractions. ELL: For English Language learners, | will provide the video in is or her language with English subtitles, as well as give the student extra assistance to help them have a botter understanding ofthe lesson. I will also allow the student to listen tothe book in their language with English subtitles. Gifted: I could assign independent projects or assignments, put them in groups to help other students, or put the gifted students together ina group. I can also provide the student with more challenging books that go along with the lesson, Assessment: How will you measure understanding of the outcomes and standards? What type(s) Of formative and summative assessment tasks/instruments (e.g, test, paper) and rubrics will be used? Exit Ticket: The students will complete a North vs. South exit ticket where they will cut and paste information in the correct category. PROFESSIONAL LEARNING Reflection How will you evaluate your practice?” Where did leamers struggle in the lesson? How ‘can the lesson be strengthened for improved student leaning? Did the lesson reflect culturally sustaining pedagogies? | will evaluate my practice by going over how the students performed on the exit ticket. This will give me an idea of ifthe students have an understanding of what they eared today about the North and the South during the Civil War. Lesson Plan Scoring Guide. Planning Content Knowledge: | Candidate plan reflects | Candidate plan | Candidate fleets | Candidate does nat Candidate develops a | extensive research and | reflects research | some awareness of | display knowledge of | fesson plan informed | knowledge of the content, | and knowledge of | the important | the content, by research and relations between the content and | concepts in the | relationships berween