Learning-Focused Strategies Extending Refining Lesson Plan:
Name: Arius, Rachel, Jayla, Tracy Date:_10/7/19_ Grade Level: 4th_
Topic: _Reading Comprehension_ Context: ___Soft Rain Lesson Plan_____
ESSENTIAL QUESTION:
What is the most important
concept in this lesson? What
skills should the students
master?
What is the key question for
this lesson?
ACTIVATING
STRATEGY:
How will you activate your
lesson, link to prior knowledge.
and promote knowledge of
key vocabulary words?
(Examples: KWL, word maps,
Wordsplash, etc.)
TEACHING
STRATEGIES:
What instructional strategies
will you use in your lesson?
(Examples: graphic organizer,
distributed guided practice,
distributed summarizing,
collaborative pairs, etc.).
SUMMARIZING
STRATEGIES:
How will students summarize
what they are learning during
the lesson and at the end?
(Examples: Ticket out the Door,
3-2-1, etc.)
Answer the EQ.
EATS
Standard: SS4H3 Explain westward expansion in America:
b. Describe the impact of westward expansion on American Indians; include the Trail of
Tears, Battle of Little Bighorn and the forced relocation of American Indians to
Reservations
Objectives:
1. Students will explain the types of tragedies Native Americans families
endured during the Trail of Tears.
2. Students will explain what the Trail of Tears was in a letter to their pen-pal.
Key Question: Why did the Indians have to move westward from their homeland?
 We will use the person sheet from D2l that lays out the header, body, closing
and signature so the student is clearly able to see what each section is and we
will talk about what each of these words mean and around the man we will
write and talk about what makes a good header, body, closing and signature
in a letter and does it change depending on the type of letter you are writing.
 I will have the students use a graphic organizer that allows them to write their
ideas in each part of the organizer that are labeled header, body, closing, and
signature. The student will have the graphic organizer person that helps them
organize their thoughts and do a rough draft before they begin writing a letter.
Then the student will start writing the letter.
 In our lesson, we will use a concept map graphic organizer for students to
organize their thoughts, opinions and facts about the book.
The concept map should include concepts that stem off of each other to
summarize the book and show the students reflection of the book.
 The student will write a letter to the teacher pretending they are soft rain and
we will clearly show that there is a header, body, closing and signature in their
letter.
 We will assess our students by having them do a 3,2,1. They will tell us three
important statements that stuck out to them in the book, then we want them to
provide 2 real life examples that they can connect to the story. Finally, they will
answer the EQ we asked at the beginning of the lesson as their number 1 point.
They will do this throughout the lesson and by them covering all of these points
then we know that they have a full understanding of the book and will also
serve as the end of the lesson assessment.
REFLECTION
How well did the student
grasp concepts in this lesson?
Will you use a re-teaching
strategy after this lesson?