DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)

Teacher Candidate

Andrea Hadley

Grade Level 5

Title: Lewis and Clark Expedition

CONTEXTUAL FACTORS (classroom factors)

Contextual Factors:
23 Students: 10 Boys, 13 Girls.
16 Caucasian, 4 Hispanic, and 3 American Indian
3 ELL students. (Ceasar: Spanish- WIDA 1; Ron: Navajo WIDA 3; Yareli: Spanish WIDA 3)
1 Student has Tourettes Syndrome (Jared)
3 Students have IEPs (Ron: Reading, Owen: Reading and Math, Alexis: Reading)
High Level Learners: Cami, Gage, Lily Darger, Taye
Behavior Issues: Owen- defiant, un-focused, physical limitations that cause anger.
Rayne- Blurts out a lot. Has a hard time being kind to other classmates. Takes things that arent hers.
Classroom environment:
The classroom is set up with 5 horseshoe tables where the students sit. There are 4-5 students at each table.
They have a tote that holds their supplies (pencils, scissors, rulers, etc.). They keep their things in a cubby that
is assigned to each student. There is a Promethean Board at the front of the room, along with a whiteboard. The
classroom is equipped with an IPad and a Chrome Book for each student. They use these devices for many
different assignments.
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective:
Fifth Grade Social Studies Standard 4: Students will understand that the 19th century was a time of incredible
change for the United States, including geographic expansion, constitutional crisis, and economic growth.
Objective 1: Investigate the significant events during Americas expansion and roles people played.
b.Examine causes and consequences of important events in the United States expansion (e.g.
Louisiana Purchase, Lewis and Clark expedition, treaties with American Indians, Homestead Act, Trail of Tears,
California Gold Rush.)
Content Walk Away: I can explain the goals and significance of the expedition of the Corps of Discovery.
Language Walk Away: I can explain the goals and significance of the expedition of the Corps of Discovery.
Vocabulary: keelboat, corps, fork, veer, hostile, latitude, longitude.
ASSESSMENT EVIDENCE (What evidence do I need to show the students
have learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson):
Observe as students list things they would take on an expedition similar to the
one Lewis and Clark went on. Notice as students compare their items with the
items Lewis and Clark took.
Check for understanding when discussing the different parts of the articles
students were expected to read and share.
Content Walk-Away Evidence (Summative): Students will write to President
Jefferson telling him about their accomplishments along the expedition. They
will tell about the goals they were asked to accomplish as if they were Lewis
and Clark.
Language Walk-Away Evidence (Summative): Students will write to President
Jefferson telling him about their accomplishments along the expedition. They
will tell about the goals they were asked to accomplish as if they were Lewis
and Clark.

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Students will be strategically
grouped in order for the ELL,
struggling learners, and high
ability learners can be
supported and expand their
thinking.
Provide support for Cesar as
needed to understand what to
write.
Give students highlighters to
highlight key things in the text
they would want to include.

Approx.
Time
5 min.

10 min.

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge
We talked about how President Jefferson was able to purchase the Louisiana Territory from
Napolean Boneaparte. Do you remember what this purchase did for our country? Thats right! It
doubled the size of land. Have you ever gone and explored an area somewhere just to see what it
was like? Maybe when you were hiking, or just walking around a new area, or visiting another town
or state? What did you want to find out about this unknown area? Listen for student responses?
Formative assessment:
Learning Goal
Success Criteria
Assessment Strategy
Understanding reasons for
Engaging in conversation
Listing reasons for exploration
exploration of unknown areas. concerning reasons to explore of new areas.
new areas.
Modification/accommodations: (ELL, IEP, GATE, etc.)
Give example of a new area I explored to help students understand why we would want to explore
an unknown area.
Focus Lesson (I do it)
Just like we like to explore new areas so that we know what is there, President Jefferson wanted to
be able to know what this great big mass of land he just purchased consisted of. I will pull up my
Prezi presentation. President Jefferson sent out a group of explorers to check this new land out. He
wanted them to accomplish some goals as they were exploring this new land. He wanted them to
map the new territory, paying attention to major landmarks and to plot latitude and longitude
markings. Define what latitude and longitude mean. He also wanted them to see what resources
the land had. What kinds of plants, animals, soil, and water resources were out there? What was the
climate like? He also wanted them to find a water route to the Pacific Ocean, so that it was easier to
trade goods with other countries like China. There were also Native Americans that he wanted to
know about. What were their beliefs? How did they live? Were they hostile? Define what hostile
means. I will also go over other key vocabulary; keelboat, veer, fork, and corps as these words will
be in their articles.
Formative Assessment:
Learning Goal
Success Criteria
Assessment Strategy
Understand goals that were
Students will identify what
Students will list the goals that
expected to be accomplished
these goals are.
were to be accomplished
during the exploration of the
during the expedition.
Louisiana Territory.
Modification/accommodations:
The Prezi presentation will have visuals for Cesar, Ron, and Yareli to refer to so they can better
understand key terms and ideas.

15 min.

Collaborative (You do together)

If you were asked by President Jefferson to go on this expedition, what would you do to prepare for
your journey? What kinds of things would you take? Students will work together at their tables

listing things they would take and things they would do to prepare for their journey and reasons
why. They will write these lists and reasons down on paper provided for them. They will then share
with the class what their groups came up with and why.
Formative Assessment:
Learning Goal
Understanding how to prepare
for an exploration similar to
the Lewis and Clark
Expedition.

Success Criteria
Students will be able to give
reasons as to how they
prepared for their journey.

Assessment Strategy
Students will list items they
will take and reasons they are
taking specific items.

Modification/accommodations:
Students will be placed in groups where they can support one another (i.e. high-level learner with an
ELL student). High level learners will have the opportunity to extend their thinking as to why they
would prepare in such a way.
10 min.

Guided Instruction (We do it together)

Students will be assigned one section to read from the articles about the Lewis and Clark expedition.
They will read the articles as a group and together determine the main idea and key details that they
need to come away with to share with the rest of the class. They will have the opportunity to share
these main ideas with the rest of the class as they will all need to know the information.
Formative Assessment:
Learning Goal
Understanding main idea with
supporting key details.

Success Criteria
Picking out the main idea of
the section they read and
important supporting details.

Assessment Strategy
Students will share their
findings with the rest of the
class.

Modification/accommodations:
Students will be able to read with others. They will be given highlighters to pick out key details and
main ideas. Struggling learners and ELL students will be supported by advanced learners.

15 min.

Independent (You do it alone)

Students will write a letter as if they were asked to go on this expedition. They will write it to
President Jefferson. They will need to talk about the goals they were expected to accomplish and
what they are doing to accomplish them. They will describe an animal as if it had never been seen
by the President.
Summative Assessment:
Students will turn in their letters. I will go over their letters looking to see that they understand the
main goals of the Lewis and Clark expedition and whether they were able to accomplish these goals
or not.
Modification/accommodations:
I will make sure to go over the article with Cesar and other low level learners that may need extra
support, highlighting important key facts.
Closure/Review of walk-aways, vocabulary, and essential questions
We will restate our walk-aways and go over vocabulary. What were the main goals that were to be
accomplished during this expedition? Listen for student response. Were these goals
accomplished?

SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials,

5-Adaptation of content, 6-Meaningful activities

Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity
for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22Language skills: reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment
TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time
needed for this lesson?
Prezi up and ready.
Students will need articles and paper to write their letters.
REFLECTION AFTER LESSON
How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I
transfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What
goals can I set to improve my practice and student learning?
As I reflect on how this lesson went, I feel as though it went really well. Students were engaged 90% of the
time. They were accountable for their own learning, even when working collaboratively in groups. The groups
worked well together, and knew they were expected to synergize well in order to be successful. They were able
to find the main idea of the section of the article they were assigned. When going over their letters, they wrote, I
was able to see that most of them understood the purpose of the Lewis and Clark expedition and if they were
successful.