Lessons

ELA: Writing and Reading
Name: Date:
Hayley, Delany, Olivia, Mackenzie, Liz April 2020
Subject: Topic:
3rd grade-writing Biographical Writing/Biographies
The big idea(s) or essential question(s):
Seeking out information about people we have never heard about. Diversifying our knowledge of
people in history, that there are more people than just the ones our teachers tell us about.
State of Idaho and/or Common Core standards addressed:
● W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
● W.3.7 Conduct short research projects that build knowledge about a topic.
● W.3.8 Recall information from experiences or gather information from print and digital
sources; take brief notes on sources and sort evidence into provided categories.
Objectives
TSWBAT Convey ideas and state information clearly in a

creative way and be able to present their
information.
TSWBAT Conduct research on a person of their choice.
TSWBAT Use resources provided to pull out important

information to sort onto their graphic organizers.
Diversity goals: (check one or more where relevant)
o Developing multiple historical perspectives
o Developing cultural consciousness
o Increasing intercultural competence
o Combatting racism, prejudice, and discrimination (providing a diverse set of people for
biographies)
o Developing awareness of the state of the planet and awareness of global dynamics
o Developing social action skills (NOT class discussion)
Materials and/or technology:

● Example text- Martin Luther King Jr. by Lola M. Schaefer
● Graphic Organizer
● Poster paper/boards
● Writing utensils: Markers, Pencils, Pens, Colored Pencils, etc
● Biographies (see resources at the end of the lesson)
UDL-based planning (expand this box):

Potential barriers in this lesson (list any potential barriers you identify in this lesson BEFORE you
plan UDL-based instruction):
Multiple means of engagement (describe a variety of ways you will engage students in this lesson):
● Read-aloud
● Drawing
● Writing
● Reading
● Technology
● Graphic organizer
● Working with other students-Jigsaw
Multiple means of representation (describe multiple ways in which you will present information to
students):
● Example text
● Verbally
● Computers/online resources
● Jigsaw
Multiple means of expression (describe multiple ways in which students will be able to show what
they have learned):
● Poster (drawing and writing)
● Graphic organizer
● Verbal/presentation
Introduction/activator:
● Ask students who are their favorite person from history or favorite president?
● Discuss information or facts about that person, and what we already know. Make a list.
● Tell students that we will be reading a book together about one of your favorite people from
history (in this case, MLK)
Activities/strategies used: (what you/students Rationale: (why you/students will do it)

will do)
1. Tell the class that the book we are going 1. We will introduce what a biography is
to read is called a biography. Biographical and explain it a little bit
writing is a kind of writing that focuses on 2. We want to read this book becuase MLK
people. Biographies are a kind of is someone who is pretty famous an most
biographical writing that is an account of people know. Then it is also a good
someone’s life written by someone else. example of a biographical text.
2. Do a read-aloud of the example text 3. By modeling how to fill out the graphic
(Martin Luther King Jr. by Lola M. organizer we are showing studntes how it
Schaefer) should be done. This is also a perfect time
3. Model filling out graphic organizer, for questions if they dont understand the
emphasizing what information is text or biographies or if they need more
important to write down. info on the graphic organizer.
4. Tell students, “Once I have information 4. Next, we are introducing the big part of
about my person I am researching, I can the lesson the wanted poster. We explain
decide how I want to present it so others the importance of a wanted poster.
can learn about them too. We can do our 5. Having examples is also helpful by
showing them what we expect from them
own biographical writing. Today we are they will know what they need to do. and
going to be creating wanted posters to again another perfect time for questions if
display biographical information the students have any.
5. Show students an example of what they 6. We are splitting them into groups so they
will be making. Point out the information can work together on a wanted poster.
presented on the poster, showing them Groups will work best for this because of
that the same information goes with time and student’s first time with new
6. Split students up into groups to prepare genera so they will have each other to
for Jigsaw help figure it all out.
7. Tell students that their group will need to 7. Here is there time to work. students will
pick a person from the list of people that pick a person from our list which we
is provided (see resources below) and fill chose because there is a lot of options and
out the graphic organizer (like what we wants a diverse group of people that they
did for the MLK book) and use would choose from so we shortened the
information from the graphic organizer to list. The teacher will walk around and
create a wanted poster (like the one that give help where it is needed.
they were shown). 8. Here is where all the guidelines are up on
8. Hand out graphic organizers to each the board for the whole class to see. If
group, pointing out that all the they have questions and can’t get it from
information from them needs to be on there partners, the board, or the example
their wanted posters. Their wanted posters then they can come ask the teacher. A
should have; the person’s name, title wanted poster is a perfect activity for
(descriptor of who they are/what they are biographical writing because it teaches
famous for), reward, everything else on them that someone else is writing about
the graphic organizer is transferred neatly this person and all the important
to the wanted poster. Write this list on the information you would need to have.
board and leave up example wanted 9. This project needs a good amount of time
poster on the projector. so students are rushing to finish so make
9. Give time for students to start working on sure students are staying on task and
filling out their graphic organizers and given enough time.
reading their biographies. -walking 10. Time for them to make the final product
around the classroom monitoring and and needs to look good so they can show
helping as needed. it off later.
10. Hand out poster paper for wanted posters
as groups finish their graphic organizers.
Closure/Reminders:
● Remind students of what Biographical writing is- we just wrote our own biographical writing! We
can use our Wanted Posters to teach the class about our person.
● Finish the jigsaw by having each group rotate one person from their group to teach the other
groups about their person.
● Collect posters and graphic organizers.
● Exit slip- “what was the most interesting thing about your person that you learned?”
Assessment: (how you will know students met the objectives - include rubrics)
● Provide a graphic organizer to use as a checklist to understand what important information
is needed on the poster- Did the students meet this criterion? Did their poster include all
that information?
● Poster evaluated on neatness and creativity- Did they take their time to make it look nice
and presentable?
● Collect graphic organizers - Did the students correctly pull information from text? Are all
the sections of the graphic organizer filled out?
Accommodations/differentiation:
● Printed copies of the book so students who struggle to see or hear can follow along
● Speech-to-text of biographies
● Allow for more time if needed-this lesson can be broken up and/or students can take work
home to finish
Resources used for this lesson:

Maria Tallchief: first Native American to become a Prima ballerina
https://www.ducksters.com/history/native_americans/maria_tallchief.php
Robert Smalls-- Civil War hero who later became a Congressman. :

https://www.ducksters.com/biography/robert_smalls.php
Jesse Owens- Track and field Olympic gold medalist:

https://www.ducksters.com/sports/jesse_owens.php
Margaret Thatcher-The first woman Prime Minister of the United Kingdom:

https://www.ducksters.com/biography/world_leaders/margaret_thatcher.php
Empress Wu- Only woman to be an emperor of China:

https://www.ducksters.com/history/china/empress_wu_zetian.php
If You Organize Your Writing…
Name: Hayley Fleischman Date: April 2020
Subject: Kindergarten- Writing Topic: Writing strategies-organization,

generating.
 How are stories organized?
 How can we organize our writing like authors do?
 After writing, it is important to revise our writing and make it even better! That is what
authors do!
 What details can we add to elaborate? -elaborating is a part of revising our writing to make it
better!

Writing Standards:
 W.K.3- Use a combination of drawing, dictating, and writing to narrate a single event or
several loosely linked events, tell about the events in the order in which they occurred, and
provide a reaction to what happened.
Reading Standards:
 RL.K.7- With prompting and support, describe the relationship between illustrations and the
story in which they appear (e.g., what moment in a story an illustration depicts).
 RL.K.10- Actively engage in group reading activities with purpose and understanding.
Objectives
TSWBAT Fill out the graphic organizer for If You Give a

Mouse a Cookie as a class and fill out a graphic
organizer on their own to write stories.
TSWBAT Use drawings and writing to tell a story that is
organized.
TSWBAT Explain what the writing strategy of organizing is
and why it is important.
TSWBAT Generate ideas for their writing as a class.

o Combatting racism, prejudice, and discrimination
 If You Give a Mouse a Cookie by Laura Numeroff
 Graphic Organizer- see the resources at the end of the lesson
 White board/white board markers
 Picture cards for introduction/activator
 Paper/pencils/erasers

Some potential barriers in this lesson would be: a student being sight impaired making it hard for
them to see the book or do their writing, hearing impairments would make it difficult to hear the story
or the teacher’s instructions, physical barriers that limit movement could make it difficult for students
to grab pencils and write. A less obvious barrier would be students who do not like reading or writing.
If the student does not like writing/reading and finds it difficult then they will have difficulties
focusing during class activities.
 Book
 Verbal instruction
 Writing
 Drawing
 Think-pair-share
 Class brainstorming
students):
 Book
 Graphic organizer
 Pictures
 Writing
they have learned):
 Drawing
 Writing
 Verbally
Introduction/activator: (5-8 min)
 Have three or more pictures depicting different steps (getting out of bed, brushing teeth, going
to school). Have them out of order- ask students to help you put them in order. Use time order
words/language to explain the sequence of the pictures once they are in order. For example,
“first, we get out of bed. Then, we brush our teeth and get ready for the day. Lastly, once we
are ready for the day, we can leave for school”
 Tell the class, “good job putting those in order! By putting them in order, we organized them.
Organization is important when telling a story because if things are out of order, they will not
make sense. For today’s writing lesson, we will be talking about how to organize our writing
like authors do”
 To give us some ideas of things we can write about, let’s make a list of ideas. “what other
things need to happen in a certain order? Besides a morning routine.”-this list will be used
later for their independent writing. When making this list, invented spelling can be used. Let
students practice writing.
 “Before we can use these ideas for writing stories, we need to understand how authors
organize their writing. So, we will be revisiting the book If You Give a Mouse a Cookie, we
will look at how the story is organized. Then you will get to practice organizing writing on
your own!”
Activities/strategies used: (what you/students will Rationale: (why you/students will do it)
do)- and the estimated time each activity will
take, estimated total of 60 min
1. Using a text, the students are familiar with
1. Do a picture walk/ review read-aloud of If makes the writing strategy easier to
You Give a Mouse a Cookie. Ask students understand. This book is fun, so it also
engages students. Think-pair share allows
to think-pair-share about the illustrations-
students to socialize with their peers and
if they can remember what is happening verbalize their understanding of the story.
in the story. After each picture, use time Using time order words while going
order language in response to what the through the story, helps introduce the
students share. For example, “yes, the boy students to the writing concept of
got the mouse a cookie THEN he had to organizing.
get him a straw.” (5 min) 2. This helps give purpose to the activity the
students will be doing. They will be
2. Explain to students that the order of these
authors too!
events, how one leads to the other, is how
the author organized their writing.
Authors organize their writing. 3. Using the story to model/practice how to
3. “We are going to be taking the events in fill out the graphic organizers gives
this story and organizing them in the order students a chance to understand the
they happen to practice being authors strategy in a comfortable seeing before
they do it on their own and incorporate it
together.” (2 and 3, 5 min) into the writing process.
4. (same as above)
4. Choose a part of the story to use for
modeling. Use the graphic organizer to
model thinking about the organization of
the story. Model in the first and second
5. Gives students the opportunity to practice
column. Think-aloud as you refer to the
organizing with the graphic organizer
text. (3 min) some more, but with less support.
5. Do guided writing in the graphic
organizer with the students in the last
column. (3 min) 6. Independent Application time.
6. Tell students that they will be writing a
story about one of the ideas from our list
to practice having organization like the
author of If You Give a Mouse a Cookie.
7. Before students can write their stories,
(this is something that can be revisited they need to organize. This acts as a form
after a break/recess). (2 min) assessment-can the students fill out the
7. Hand out graphic organizers. graphic organizer like we practiced?
8. Have them write down the idea they are 8. Monitoring will allow for you to support
choosing and instruct them to draw/write students when needed. Also, same as
in their graphic organizers the order in above.
which that activity happens. Instead of
referring to pictures in a book, we are
referring to real memories. -walk around
and monitor as students work/helping
them as needed. (5 min) 9. Now that students have organized their
9. (this can be done after recess or on idea, they can write about it! This is the
fun part! They get to be authors and
another day) hand out writing pages-
practice writing!
instruct them that they will be taking their
ideas/organization and writing their
sentences. They can draw pictures to tell
their story too! Make sure to keep your
story organized and in order! (15 -20 min)
Closure/Reminders: (5 -8 min)
 Collect graphic organizers and writing pages/stories
 Have students come back to the carpet/rug (this can also be done while lined up for recess)- ask them
what is organization? Why should we organize our writing?
 Formative: class discussion, making a list, and what they recall from the story. - can students generate
ideas? do they understand what happened in the story? Can they put the story events in order?
 Summative: their graphic organizers and their writing. - is it clear that they put their story in a
particular order? Is their organization? Did they use the graphic organizer to help them write with
organization? Did they choose an idea from the list?
 Printed copies of the story -help students who can’t see or hear very well.
 For students who struggle with writing, allow for them to draw their ideas first and give them
additional support for their writing-the point of this lesson is that they understand how to
organize their ideas not for their writing to be perfect.
Resources:
 Graphic Organizer
 Morning routine picture card ideas:
 Writing Pages examples:
An Expository’s Life
Name: Date:
Hayley Fleischman April 2020
Subject: Topic:
th
4 grade- writing Expository writing-writing about an animal
 How is nonfiction different from fiction?
 What is expository writing?
 Expository writing uses patterns known as expository text structures
 Description is one of those structures-how can we use description to create expository writing?
 Expository writing is a great way to convey information.
Writing Standards:
 W.4.2- Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
 W4.4- Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1-3.
Objectives
TSWBAT Describe how nonfiction writing is different than

fiction writing.
TSWBAT Explain what expository writing is, and why it is

important.
TSWBAT Fill out the Topic Graphic Organizer with

information they find online, in books, or from
videos.
TSWBAT Create an example of expository writing using the
graphic organizer. Writing a total of three short
paragraphs.
o Combatting racism, prejudice, and discrimination-providing resources in other languages
and a variety of research resources.

 Nonfiction vs fiction Venn diagram (see resources at the end for an example)
 Graphic Organizer (see resources at the end)
 Killer Ants by Nicholas Nirgiotis
 Computers/tablets
 Notebooks/paper
Potential barriers for this lesson could be a hearing impairment, seeing impairment, movement
limitations, and an uninterest in writing.
If a student struggles to hear, using purely verbal instruction will not work.
If a student struggles to see, using purely visuals will not work.
Movement limitations can make writing difficult; technology can help with this!
Students who are uninterested in writing can struggle to be engaged with writing, giving this lesson a
purpose and using multiple means of engagement and representation will help with this!
 Choose their own animal- just needs to be an animal that lives in the PNW
 Graphic organizer/data charts
 Drawing
 Writing
 Group work
 Venn diagram
 Books
 Technology
 Videos
students):
 Venn diagrams
 Graphic organizers
 Technology/research
they have learned):
 Writing
 Drawing
 Filling out a graphic organizer
 Verbally
 Play clip from A Bug’s Life https://www.youtube.com/watch?v=OvcVB6lcYkQ -ask students
if they have seen this movie before. Give them a chance to talk to their peers about it. Then,
tell them that this is a fictional story about an ant.
 Ask students, “How do we know that it is fiction?” have them think-pair-share about it
 Put the nonfiction vs fiction Venn diagram on the projector, reminding students about what we
already know from our mini lessons.
 Tell the students that today we will be, exploring nonfiction writing more and how to write our
own! We are going to look at a nonfiction book about ants: Killer Ants by Nicholas Nirgiotis
will do)-and the estimated time each activity will
take, estimated total of 1-1.5 hours
1. Activates prior knowledge
1. The book we are going to look at is an
example of Expository Writing. If we
know that is nonfiction, what do we know
about it already? (2 min) 2. Direct instruction on defining Expository
2. Yes, it is a book that is factual and has Writing
lots of information! Expository Writing
is factual and conveys information to its
readers. -write definition down (2-5 min) 3. Gives students a mentor text for what
3. Walk through the book, Killer Ants by Expository Writing is
Nicholas Nirgiotis- pointing out aspects of
nonfiction and expository reading (5-8 4. Provides students with time to be social.
min) Breaks up instruction.
4. Ask students what stuck out to them? Did 5. Direct instruction about expository text
they learn anything new? (2-5 min) structures. Uses mentor text, making the
5. Tell students that what stuck out to me concept tangible.
was how the other described the ants. Not
only were facts presented, but the author
used descriptive details to describe each 6. Modeling gives students the opportunity
type of ant-description is a way to to see how to do it before doing it on their
structure our Expository writing. We will own. Also, this modeling uses a familiar
be using this book as an example for our text (the mentor text) so introducing a
own writing. (2-5 min) new concept and strategy is less
6. I can use expository writing to write my intimidating and connections can be
own expository writing! - model filling made.
out the graphic organizer (5 min) 7. Gives the students’ writing purpose,
7. Now to put this into practice, we will be engages students.
writing expository paragraphs to create a
classroom magazine about Animals of the
PNW. But before we can do that, we need
to practice filling out our expository
graphic organizers and writing expository 8. Guided writing time provides students
paragraphs. (2 min) with time to practice filling out graphic
8. Provide time for guided writing time- organizers and reading expository texts
time for students to fill out graphic with some support.
organizers with help. They go to centers
with different resources (see 9. Now that students understand how to fill
accommodations and differentiation). (15 out the graphic organizer, how to write
min) expository paragraphs needs to be
9. Come back together and use one of the modeled. Students have not learned how
student’s graphic organizers to model to do this yet.
writing an expository paragraph. Also,
model how they can find images or draw 10. Students picking their own animal makes
this lesson more engaging because they
images to go with their writing (since we will pick an animal that interests them.
will be making a magazine) (10 min) Prepares them to their writing.
10. Now it’s time to pick your animal and
during individual writing time, you will
have time to start doing your research.
-put up list of animals on the board. Have
students write down the animal of their
choice on a blank graphic organizer.
-writing can be done on another day, right
after the lesson if there is time, or sent
home, or a mixture of all of those things.
Closure/Reminders: (2-5 min)

 Have students share with a partner what animal they chose and what they think they will learn
about it.
 Have students turn in their Graphic organizers and what they have of their paragraphs so far-
this can be their exit slip before leaving for recess/lunch/the next activity- remind students that
we will be using our expository writings to make a class magazine. We want our writing to be
our best and FACTUAL.
 Formative assessments: Class discussions, Graphic organizers (from guided writing time)-do
they understand the difference between nonfiction and fiction? Can they follow instructions on
how to fill out the graphic organizer? Do they understand what expository writing is?
 Summative assessments: Graphic organizers (from independent application), rough draft of 3
paragraphs. -do there three paragraphs include the information from their graphic organizer? Is
it a form of expository writing according to our class definition? Are their descriptions clear?
More edits will be made on these paragraphs so no need to assess on grammar, spelling, or use
of expository language yet. This will come throughout the writing process.
 Variety of resources during guided writing time-varying level of texts and include videos (this
can be done in centers).
 Provide research resources in other languages, in larger/smaller print, and varying levels
 Have some graphic organizers partially filled out to scaffold students who struggle to fill them
out.
 Provide copies the nonfiction vs fiction Venn diagram for students, so as they write they can
remember what their writing should be like.
Resources:
 Nonfiction vs. Fiction Venn diagram example
Name Grade
Hayley Fleischman 3rd grade
Subject Topic
Reading/Art Trust/Making mistakes

What can we learn about ourselves or others from literature and its illustrations? How do we take our
mistakes/the things we learn about ourselves in a way that is helpful to everyone?
Common Core standards addressed:
RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a
story (e.g., create mood, emphasize aspects of a character or setting).
RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as
the basis for the answers.
WIDA Standards addressed: (See Appendix C of WIDA ELD Standards pg. 120 for a useful chart)
ELD Standard 2: The language of language arts
WIDA Can Do Descriptor: Reading-Recount
Objectives (what the students will be able to do as a result of the lesson)
TSWBAT Demonstrate their understanding of the text read aloud, by participating in class
discussion.
TSWBAT Identify how the illustrations of the text read aloud add to the emotions/mood of the
story’s words by creating their own art that conveys the same mood or message.
Materials and/or technology
Book: The Book of Mistakes by Corinna Luyken
Video/Song): https://www.youtube.com/watch?v=INmmn7pGh30 –Making Mistakes Help Us Grow
Worksheets/Graphic Organizer activities:
https://mrswarnerarlington.weebly.com/uploads/6/9/0/0/6900648/_photo_organizer_1.pdf
https://mrswarnerarlington.weebly.com/uploads/6/9/0/0/6900648/_time_line_1.pdf
Art supplies: Markers, sharpies, paper, paint, pictures for inspiration, etc (encourage students to use a
medium that they can’t erase so they learn from their mistakes as they make them)
Activities/procedures (include anticipated time for each)

Introduction/activator
I will share with the students a time I made a mistake. Starting with “imagine this…” and then reveal it is
something that actually happened to me.
Then I will start the lesson by asking students if they have ever made a mistake before. I will also ask them, if
it is hard to trust yourself after making that mistake? What do we want to do after making a mistake? I will
remind them that making mistakes happen to EVERYONE. We will watch/listen to the song Making Mistakes
Helps Us Grow. I will tell them that as we read the book for our lesson today to keep this song in mind, and
that we will be singing it again later. I will tell them “pay special attention to the illustrations as I read”
Class activities (what you/students will do) Class activities (why you will do them)
I will read aloud the book. I will ask the students to This will help students remember the story better
raise their hand every time they think the narrator because not only will they hear the words and see the
made a mistake. illustrations, but they will also remember the events
in the story better (what mistakes were made and in
what order). Also, this book and them raising their
hands will help aid the theme of making mistakes
help us grow.
After reading the book, I will have students Think- This will give students an opportunity to share their
Pair-Share about their thoughts on it. thoughts about the book, so they can use them in the
next activity. Also, if students know they can share
their thoughts about a story, they know that their
opinion matters. Meaning they are more engaged
with their reading. All students will be able to find
something to talk about from the story.
We will have a discussion as a class about what the This will serve as an informal assessment of what the
story was about. I will ask students if they were able students remember from the story. Can they recall
to track the progress of the story. the mistakes made in the book and how the narrator
used them? (reference back to them raising their
hand during the story). I can use this assessment to
modify instruction as we go into worksheet time. If
students are struggling to remember, I can reference
the illustrations again to reinforce it.
I will tell the students that they will be showing me This will serve as a formal assessment of what the
what happened in the story on the worksheets I’ll students understood from the text. I will be able to
hand out (The links above in the materials section modify instruction based off how each student fills
and see accommodations below) theirs out.
After the students complete their worksheets (or the This will help bring the message home because of
allotted time for worksheets passes I will go back to repetition. They heard this song in the introduction
the song we watched in the introduction. I will have but bringing it back after reading the book and
the students do a call and response activity with me. knowing what it is about will reinforce the ideas
When I sing the lyric “you’ll make mistakes” they say addressed in the book. It will prep them for the art
“that’s okay” and then when I sing the lyric “don’t activity later.
dwell on them” they say/sing “learn from them”
Then I will dismiss for recess and/or lunch
As students come back from recess, I will do call and

response with them as they enter the room. Again, the repetition will reinforce the take home
message and remind the students about the story as
we prepare for the art part of the lesson.
Then, I will introduce our art activity. I will tell
students that we will be creating our own “Mistake” This will give students the opportunity to practice
Art. Just like the author/illustrator of our read aloud conveying a mood/message in illustrations like the
book, we can convey a mood and meaning in our author. It is one thing to see the art in a book and talk
illustrations. Their goal is to convey the message about it, but here they will get to do it themselves.
that it is okay to make mistakes in their art. They can This also is engaging and fun. It will also help students
draw anything they want and with any medium (I who struggle with making mistakes, because they will
will have pictures as examples/inspiration). get to see how their mistakes can become art too.
I will hang up their pictures on a classroom

display/bulletin board in the hallway. It will be
labeled Making Mistakes Help Us Grow This will encourage students to be proud of their art
work. All their mistake art work being displayed
shows that their mistakes became something
beautiful. So beautiful it needed to be shared.
Closure/reminders
“Today we learned that illustrations contribute to the meaning of a story. How do illustrations do this? (we
will review the characteristics of illustrations and the different ways they contribute to the story) Can you
give me an example from The Book of Mistakes? Tomorrow we will look at another story and see how the
illustrations contribute to it. Illustrations can do more than just contribute to the mood of a story. “
Assessment (how you will know students met each of the identified objectives - include rubrics and
assessment)
Objective 1: SWBAT Identify how the illustrations of the text read aloud add to the emotions/mood of the
story’s words.- I will assess this informally by observing students’ responses during discussion about the
illustrations and more formally by evaluating students
Objective 2: Demonstrate their understanding of the text read aloud- I will assess this formally by
evaluating the different levels of graphic organizer worksheets and their illustrations.
Accommodations/differentiation (Indicate which level the lesson is geared toward, then provide
accommodations for each of the other levels):
Level 1-Entering: Students will match the illustration from the book to the words. These students will use
photo organizer. I will have prompted words from the story on each box and they can illustrate the words.
WIDA Can do Descriptor: “Identifying key words and phrases in illustrated text”
Level 2- Emerging: Students will draw pictures of what mistakes happened (their interpretation of the
mistakes, they don’t have to be exact renditions. Ex they can draw glasses to signify the glasses fixing the eye
mistake) doing it in order of how they happened in the story. The best they can. They will use the picture
organizer worksheet to do this. Same as above, but without the cues on there. WIDA Can Do Descriptor:
“Illustrating experiences of characters in illustrated statements”
Level 3- Developing: Students will write to the best of their ability, what happened in the story using the
timeline worksheet. They can add illustrations if that helps them. WIDA Can Do Descriptor: “Creating
timelines or graphic organizers from illustrated related statements or paragraphs”
Level 4-Expanding: Students will fill out the timeline worksheet and reference quotes from the book. They
will also demonstrate the main ideas/mood of the book through discussion. WIDA Can Do Descriptor:
“Identifying main ideas and details in illustrated texts”
Level 5- Bridging: Students will write out a summary of what mistakes happened and in what order on
provided worksheet. They will also provide details from the text. They can also have illustrations with their
summaries if that helps them. WIDA Can Do Descriptor: “Highlighting relevant information in grade-level
texts to produce summaries”
Hopping from Sound to Sound
Name Date
Hayley Fleischman, Savanna Kilborn May 2020
Subject Topic
Kindergarten-Reading Segmentation and Stretching sounds
The big idea(s) or essential question(s)
 How can we segment words into separate sounds to help use decode words we don’t know?
 We can stretch the sounds out after segmenting them to help us pronounce a word altogether.
State of Idaho and/or common core standards addressed:
 RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
 RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words
 RL.K.10 Actively engage in group reading activities with purpose and understanding.
Diversity goals: (where relevant)

o Developing social action skills
TSWBAT Understand how they can use segmentation to help them read non-sight words.
TSWBAT separate sounds in a word by putting the different sounds into boxes.
 White board/white board markers
 Sound boxes
 Clipboards
 Lilypad’s-paper cut into Lilypad shapes
 Write a sentence on the board. Begin reading it and stop when I come across a non-sight word
and have students brainstorm how to pronounce the word (tell them I need their help to figure
it out).
o The red apple fell from the tree.
 “What do you notice about how we pronounce the words? What sounds do you hear? “
 Come back together as a class and explain that stretching out the sounds can help us decode
what we’re reading- Lead into stretching sound activity
1. Introduce the boxes and that they will be 1. This will help students understand what
using them for the activities. will be expected of them, this also makes
2. Model how to separate and stretch it more comfortable since it can be scary
sounds: words from sentence in hook, put to learn something new.
them into boxes and stretch out each 2. Modeling helps students see how to do
sound as we put it into a section of the something, which will help them when
box they try to do it independently.
3. Introduction to stretching sounds: Now 3. Transition
we are going to stretch sounds for words
that aren’t in the sentence.
4. Stretching sounds (2.1.3): Have them 4. This allows students to practice with some
independently practice it by giving them support before they play the game
a new word and ask them to practice
stretching out the sounds under their
breath, then as a class fill out the box
sections (students raising their hands
after whispering if they know what
section each letter goes in)
5. Introduction/Model to sound box 5. Transition
game: “Now you are going to practice
using the boxes on your own in a fun
game. You are going to be froggies and
hop to letter lily pads around the room to
sound out words on your list. The goal is
to hop to each letter for the word, sound
it out (like we did when we stretched out

the sounds), and then put it in your box.” 6. Going through the words together and
6. Go through the list of words together, modeling will prepare the students for the
having the class read them so they are game and reinforce the ideas of
familiar. Model how to do the game with segmenting and stretching.
the first word. While hopping and
showing them how to do it, go over
expectations/safety rules. -The list of
words the students get will have a
column for the word itself and a column
right next to it for them to put the sounds
in the boxes. They can cross off
letters/words as they go. 7. This will get students moving and engage
7. Sound Boxes (2.17) game: “Lily Pads” them. This also acts as another
with letters will be placed around the opportunity for students to practice
room. Students will have a list of words segmenting and stretching sounds. The
where they will hop to the next lily pad activity page will also act as a form of
to find the letters of their word. When assessment.
students have found the correct letters,
they must identify the phonemes in the
word. Once students have found and said
each sound of their word, they must write
the letters of the word in the correct box
on the activity worksheet (which will be

carried with them throughout the activity
on clipboards), then move onto the next
word, following the same process.
Closure/reminders
 Think-pair- share about how they felt about the game
 Ask for a student’s favorite word they found, have them stretch out sound
 When students get back from recess or later: Read-Aloud “ we are going to read a frog (Frog
is Hungry) book together, and I will stop occasionally with certain words and I will have you
guys help me stretch out sounds for those words like we did when we were frogs .” Say
“Hop” all together and have them hop up and sit back down after each series of hops.
Assessment (how you will know students met the objectives - include rubrics)
 During the game: Walk around the room as they do the game and ask them about what they
are doing and why. Ask them about a word they have already done-” how did you stretch out
the sound for this word?” Assess what they are learning and if they understood the lesson
 Think-pair-share at the end: did they find the game easy or hard? Can they stretch out sounds
and segment words on their own?
 Read-aloud: are students able to segment words and stretch out sounds without the sound
boxes? Are the students engaged?

Accommodations/differentiation
 Partially filled out sound boxes
 Minatare version of Lilypad’s-so students don’t have to hop, they can act it out with a
figurine.
Resources:
 Example of sound boxes and stretching sounds:
Making Connections to Help Us Define Words
Name Date
Hayley Fleischman May 2020
Subject Topic
Reading-2nd grade Vocabulary-making connections
The big idea(s) or essential question(s)
 Making connections can help us understand a word better
 Learning vocabulary involves us making connections.
 We can use background knowledge along with new information to form definitions of words
 Words/vocabulary connect to other ideas
State of Idaho and/or common core standards addressed:
 L.2.6 Use words and phrases acquired through conversations, reading and being read to, and
responding to texts, including using adjectives and adverbs to describe (e.g., When other kids
are happy that makes me happy).
Diversity goals: (where relevant)

o Developing social action skills
TSWBAT Identify the theme of a book and make connections to it.
TSWBAT Use connections made to define words, understand words better.
TSWBAT Fill out a semantic map and/or word wizard on their own.
 https://app.creately.com/diagram/I09TJ2JLQ48/edit
 Semantic Maps
 Word Wizard worksheets
 Book for read-aloud: a book about space. For example, Zoom! Zoom! Zoom! I'm Off to the
Moon by Dan Yaccarino
 Computers or tablets-for making semantic maps or finding visuals

 Blank semantic map on the whiteboard
 Write a familiar word in the middle and ask students “what do you think of when you
hear_______?”
 Fill out the semantic map as a class /discuss the word. Make the discussion fun and engaging.
Could be think-pair-share
1. Explain how the semantic map works-

1. Transition from hook to activities/lesson.
Tell students, “we just made
connections to other words or ideas This will also help students understand how
from one word. Making connections the hook relates to the lesson and that they
helps us understand a word better. I can refer back to this as an example later.
can use these connections to define
this word” 2. Gives students something tangible to use for
2. Read book with space theme (like, making connections-they can use ideas from
Zoom! Zoom! Zoom! I'm Off to the the book to relate to the theme. Picture books
Moon by Dan Yaccarino)- tell engage students and make it fun.
students that we will be using this
book to understand more about what
the word “space” means. Make a list
of words that relate to space as you 3. Transitions from read-aloud to the students
read to get students thinking about practicing on their own. Putting the word in
words that connect to it. the middle acts as a reminder for students of
what is expected of them.

3. Remind students of the semantic map
4. This is their individual practice, and allows
and how we filled it out-show them
them to try making connections on their own
that the word “space” goes in the
with some help.
middle instead of the word from the
hook.
5. Multiple means of engagement and
4. Students will fill out the semantic map
expression.
for the word space-they can use words
from the list we made and any others
that come to mind.

5. They can fill out the semantic map
worksheet or use the online creator. 6. This relates the ideas of making connections
They can add images or drawings. to how we define words. Also, multiple
6. After they create maps they will also means of expression.
be creating a Word Wizard for the
word “space”. They will use the 7. Helps students understand how this tool
connections they made on their works
semantic map to do this
7. Model filling out a word wizard
8. Provide time for students to work on
their maps and Word Wizards

Closure/reminders
 Remind students that they will have time to work more on their maps and Word Wizards id
they need later.
 Have students think-pair-share about the connections they made about space. They can share
what they have so far.
 Ask students, “how does making connections help us define and understand words?”
Assessment (how you will know students met the objectives - include rubrics)
 Class discussions (hook, during and after): do students understand how to make connections?
 Semantic map (worksheet or online) and Word Wizard: do students understand how to use
these tools? Were they able to use connections to define the word “space” and understand
what it means?
Accommodations/differentiation
 Printed off copies of the book from the read-aloud

 Partially filled out maps and Word Wizards
 Extra visuals for students who need more support
Resources
 Semantic map
 Word Wizard Worksheet

Name of Student Submitting Lesson Plan: Hayley Fleischman
Content Area Addressed by this Lesson: Literacy/Reading
Grade Level for this Lesson: 4th
Lesson Planning Commentary
Describe your planning for the lesson and explain how the lesson is appropriate for your students and the content you are teaching.
Think about what you know about your students as learners and provide information about what they know and can do related to the
content you will teach.
Consider your students’ prior learning and experiences including their content knowledge, language development,
social/emotional development, interests and experiences as well as any identified learning needs.
This plan demonstrates:
1. your ability to organize instruction and assessment to help diverse students meet content standards; and,
2. evidence of your ability to select, adapt, or design learning tasks and materials for your students.
Complete the prompts below to describe your planning for the lesson:
1. Content Focus of this Lesson
Summarize the central focus or “big idea” for the content you will teach in this lesson: The “big idea” of this lesson is based
around being able to identify the theme of a piece of literature and demonstrate that knowledge through the creation of their own
narrative using vocabulary.
2. Knowledge of Students that Informs Your Teaching
a. Describe what you know about your students’ prior learning and experiences with respect to the central focus of the learning
segment:
I know that my students have been exposed to the vocabulary words prior to this lesson. They are the vocabulary words for the
current unit. So, they should have a simple understanding of them already. I also know that I have taught the students what
themes, motifs, and morals of stories are. With this background knowledge they should be able to identify one of them in a text
with support. In the lesson we will still review what the theme of text is and go over how to find what it is. My students don’t know
what to look for when determining the theme, which is important for most of the lesson.
b. What do your students know, what can they do, and what are they still learning to do that relates to the current lesson?
Students know the vocabulary words and they can identify them, but they are still learning on how to use them in context
appropriately and still learning the deeper meaning of the words (not just restating the definition).
Students know what theme, motif, and moral is and can tell me what they mean, but they are still learning how to identify them in
a specific text and look for key details that help determine that.
3. Consider the diversity of the learners in your class who may require different strategies/support in each of the following
areas:
a. Describe the academic development your students must have to successfully learn the big ideas of this lesson (prior
knowledge, prerequisite skills, developmental levels, special needs):
To understand the big ideas of this lesson, students must be able to identify parts of a text/story. This will help them determine
the theme because they will be able to focus on decoding the theme from the plot, characters, and setting, etc. Not determining
what those are.
b. Describe the academic language development your students must have to be successful in this lesson (students’ abilities to
understand and produce the oral or written language associated with the standards/objectives within the lesson/unit):
Students must be able to explain their thought process orally and/or in written form. Orally they’ll need to be able to think through
the process of really understanding their vocabulary words. Also, they need to be able to think through finding the theme during
class discussion and while reading in their groups. For writing, they need to be able to write the vocabulary words in a coherent
sentence. Also, they need to be able to make connections with the text through writing to successfully identify the theme of the
chosen text.
c. Describe the family/community/cultural factors that will influence your students’ learning in this lesson (life experiences,
community or cultural characteristics or expectations and student interests):
Cultural differences that can be found in texts may influence some of the students’ ability to find the theme in the texts. If the
student isn’t used to a certain for of text, they may not be able to identify the theme because their focus will be on figuring out the
new text. This can also be just because of a student’s exposure to certain kinds of text, life experiences. Family factors may also
influence this lesson because each family has their own belief system, and the parents/guardians of the students in my class will
have differing opinions on certain topics. I will need to take this into account as I chose the texts/materials for this lesson. I will
need to tell parents what the materials are about, and what their themes are before I create my list the students can choose from.
d. Describe the social and emotional development your students must have to successfully learn the objectives of this lesson
(ability to interact and express themselves, ability to work in groups and collaborate, maturity level):
In my lesson there will be a worksheet (Concept Map), group discussions, talking with a partner, and collaborative group work. In
order to complete these tasks students must be able to work in groups, be able to interact with others, and be mature enough to
take responsibility for their part in their learning. I will support the collaborative group work by prepping each role, but in order for
them to get something out of the lesson they need to stay on task and help their group by doing their role to the best of their
ability.
4. Supporting Student Content Learning:
a. Explain how your understanding of your students’ prior learning and experience guided your choice of learning tasks and
materials to help develop students’ conceptual understanding or skills. What materials, if any, did you adapt or modify specifically
for your students?
Since I understand that my students have yet to establish a deeper understanding of their vocabulary words, I knew we needed
to establish that before they read their texts. This why I decided to incorporate Concept Maps and Possible Sentences as
techniques. Since I also understand the same applies for the concept of theme, I incorporated videos not only defining theme but
also that demonstrate how to find it in a text.
b. Explain how the plans for instruction are sequenced to build connections between students’ prior learning and experiences
and new knowledge? How does this lesson build upon previous lessons and subsequent lessons? How will you help students
make connections between concepts and/or skills?
The plans for this instruction are sequenced to build connections between what students already know, experiences, and the
new knowledge. This is done though introducing concepts first (vocab words, and theme), then practicing each through applying
it and guided practice, and then have them practice more independently. Having an introduction/review (videos and concept
map) for the concepts will help students connect what they already know to the new experiences. Working together as a class to
apply the knowledge and practice it will prepare the students for their independent practice. The independent practice (reading in
their collaborative groups to determine theme and demonstrating knowledge of the theme) will allow students to connect their
prior learning and experiences to the new knowledge.
c. What are some common errors or misunderstandings you expect students to have with this content/skill and how will address
them?
Some students may misunderstand what theme really means. Theme may be what the story is about, but it isn’t the plot. That
can be a confusing concept for students to fully wrap their head around. With this in mind I believe there will also be some
common errors with trying to find the parts of the text that determine theme. The video I will play before the guided practice for
identifying theme will help with this error. The video explains what to look for in a text that points to the theme. After that we can
discuss it further if needed. Another common error I expect students to have is slight misuse of vocabulary as we dig deeper into
what they mean. I will address this through creating possible sentences with them. We can go over both examples and
nonexamples.
d. Describe how you plan to support students with specific learning needs. This includes students with IEPs, English language
learners, or gifted students needing greater support or challenge.
I will support students with specific learning needs through the use of roles in collaborative group work. The group members will
be able to help each other, and each student’s main concern is their own role. This will help students with specific learning needs
because they will have guidance for what to do during their group reading time. I will also be walking around during their group
reading time to support each of them. Also, having text-to-speech for the materials will support ELL students and students who
struggle with reading but not comprehending. For students who struggle with comprehending what they read (which is an
important thing to do before determining the theme) I will provide support when groups summarize their texts. As groups
summarize the text, I will make sure the group is supporting each other in understanding what it was about (plot, not theme). This
will also be done through the group roles. Having guided concept maps (there is an example of the kind of concept map I want to
use down in the materials section) will also support these students. I can provide extra support for vocabulary by having partially
filed out concept maps.
5. Monitoring Student Learning:
a. Explain how informal and formal assessments will provide evidence that the students are “getting it” and help you monitor
student progress toward the standards/objectives of the lesson:
Informal/formative assessment (class discussions and participation during collaborative work time) will help provide evidence if
the students are “getting it”. If students can’t help me come up with possible sentences for our vocabulary, I will know that they
don’t fully understand what the words mean. I can track their progress as we go through our activities this way as well. In regards
to theme, I will know if they are “getting it” based off of their responses to what they think theme is and how well they can help
me determine theme during guided practice. The final projects at the end of this lesson are informal assessments. I will be able
to tell if they got the concept of theme and how it is presented through this assessment. I will also be able to see how much
progress they made from simply just defining them to applying the knowledge. When their final projects are presented to the
class and the others try and guess what the theme was, I’ll really know if students understood the lesson. If students can
determine the theme of another group’s project, then they understood not only what theme means but how to determine it.
b. Describe any modifications or accommodations to the planned assessments that allow students with specific needs to
demonstrate their learning.
If a student struggles with presenting information orally, I modify the final project to still demonstrate their learning. I can do this
by allowing students to put their stories on the projector and I can read it aloud. They still wrote the story, so they are still
demonstrating their knowledge. Also, there will be other group members to help with this. If a group decides to do a skit and a
student can’t act in it for some reason, I will modify it so they can be director (they still must make sure the project demonstrates
the theme).
Content Literacy Strategies
1. Vocabulary Strategy
a. Name of Vocabulary Strategy Used in Lesson Plan: Concept Map and Possible Sentences
b. Page Number in Course Text: pgs. 67-70
If the Vocabulary Strategy used in this Lesson Plan is not found in the course text, provide the following information:
a. Title of book or academic journal where the Vocabulary Strategy was found: N/A
b. Title of Article if found in an academic journal: N/A
c. Date of publication: N/A
d. Name of author(s): N/A
e. Page number in book or article on which the vocabulary strategy can be found: N/A
Location and Rationale’:

a. Exactly where in the lesson plan is the vocabulary strategy employed (i.e. Introduction, Build/Apply Knowledge, etc.):
Introduction
b. Explain in detail the rationale’ for using this particular vocabulary strategy with this particular group of students, for this
particular lesson, and at the specific time in the lesson identified above: I chose to use a concept map and possible sentences
because I think it will be a good way to get the students thinking about what their vocab words mean. This will set the foundation
for the lesson because then they will be able to use the words in their projects correctly, and will have example sentences to turn
back to if they don’t remember. These strategies are also helpful because students will be relating the words to a piece of fiction.
2. Comprehension Strategy
a. Name of Comprehension Strategy Used in Lesson Plan: Writing after reading
b. Page Number in Course Text: pg. 157
If the Comprehension Strategy used in the Lesson Plan is not found in the course text, provide the following information:
a. Title of book or academic journal where Comprehension Strategy can be found: N/A
d. Name of author: N/A
e. Page number in book or article on which the comprehension strategy can be found: N/A
a. Exactly where in the lesson plan is the comprehension strategy employed (i.e. Introduction, Build/Apply Knowledge, etc.):
Build/Apply Knowledge
b. Explain in detail the rationale’ for using this particular comprehension strategy with this particular group of students, for this
particular lesson, and at the specific time in the lesson identified above: I chose this strategy because it works better with what
the students will be reading and allows for them to summarize together better. It will also help when they start trying to figure out
the motif, theme, or lesson.
3. English Language Learners (ELL) Strategy
a. Name of ELL Strategy Used in Lesson Plan: Drawing before Reading
b. Page Number in Course Text: 145
If the ELL Strategy used in the Lesson Plan is not found in the course text, provide the following information:
a. Title of book or academic journal where ELL Strategy can be found: N/A
d. Name of author: N/A
e. Page number in book or article on which the ELL strategy can be found: N/A
a. Exactly where in the lesson plan is the ELL strategy employed (i.e. Introduction, Build/Apply Knowledge, etc.): Introduction
b. Explain in detail the rationale’ for using this particular ELL strategy with this particular group of students, for this particular
lesson, and at the specific time in the lesson identified above: I chose this strategy because I believe it will help the students
connect the vocab word to real situations. Also, if a student is having difficulties with creating example sentences they can create
example images. Both will serve as formative assessment before they can move on to reading/group work.
Lesson Overview
Title of Lesson: The Moral of The Story is…
Duration: (in minutes) Grade Level(s): 4th

4 days (60-80 min each day)
Day 1: Vocab/Intro to theme
Day 2: Reading and group work
Day 3: Finish skits/projects
Day 4: Presentations/Jig saw
Subject Area: Reading/Literacy
Big Idea(s) of this Lesson: Identifying moral/lesson or theme of a piece of literature, and creating a project that demonstrates that theme in
their own way
Enduring Understandings: Authors use words and images to create a theme that can teach us lessons. As good readers we need to be
able to identify those words. As good writers/creators we understand how we use our words have power too.
Essential Question/s:
How do authors/artists use words to create a bigger picture or theme? How does author evoke emotions to get their theme across? Can
themes teach us a lesson?
Description
Lesson Description: Describe the primary nature (e.g. hands-on, inquiry, technology-based, project, lecture), whether
interdisciplinary or single-subject. Be clear, descriptive, and specific. Make sure you provide enough information on this lesson plan
that it can be replicated by others.
This is a reading lesson that starts off with going over their vocab words, a refresher. This will be done with concept maps and
Possible sentences. For this lesson, the concept map will come first then possible sentences. Students will do the concept map
worksheet to the best of their ability, and then the class will discuss the words by creating possible sentences. Once the
students have an understanding of the vocab words, they will choose one of the selected readings (I will have different kinds:
plays/scripts, poems, short stories, picture books,etc).The selected readings will all have a theme that relates to the vocabulary
words from the introduction. They will rate the selected readings based on their interest. I will assign each student to a piece of
writing, doing the best I can to place the student with their number one choice. This will put them into groups based on the
material they chose/they got assigned. Each group will have these roles assigned: scribe, leader, monitor, and visualizer. The
scribe will write down thoughts the group has as they read. The leader will keep an eye and ear out for any comments the other
members has as they read and ask them questions about what they say. The monitor will alert the group when something comes
up that needs questioning. This could be if a word comes up that they don’ know, they think a connection to a vocab word can be
made, or if something is confusing. The visualizer's job is to draw pictures or describe the image in their head as they read. They
can raise their hand during reading if they have an image they’d like to share. After reading their story, they will use their notes
(scribe and what they remember) to create a summary. Writing after reading. As a group they will summarize their text. Then,
they will use that summary to determine the theme (they can choose one from the list provided or come up with their own). Once
the groups have summarized and decided on their text’s theme, they will brainstorm ways they can demonstrate what the story is
about (it’s theme/lesson) to the rest of the class. This can be a song, dance, skit, write their own story/draw pictures, video, or
PowerPoint. But it must include at least 5 of the 10 vocabulary words. The last part of the lesson will be groups teaching and
presenting their projects to the rest of the class. The class will try to guess what their text was about.
Goals and Objectives
Goals and Objectives: The overall goal as well as objective outlining the concept, knowledge, skill, or application students can
demonstrate upon lesson completion. This may be the same as or very similar to the content standard; however, it could be
narrower or perhaps broader. Objectives may be stated in the form of critical questions students should be able to answer.
Unit/ Lesson Goal/s:

1.
Can you determine the theme of a text?
2.
Can you identify phrases, words, or details in the story to back that up?
3.
What does the theme teach us?
4.Can you demonstrate your knowledge of what the theme is?
Content Lesson Objectives:
Students will be able to define given vocabulary words and use them in a sentence through the use of a concept map, class
discussion, and in their final projects.
2.
Students will be able to identify the theme of a text given a list of themes/motifs.
3.
Students will be able to explain why they chose the theme they did.
Reading Information Text Objectives:
1.
N/A. Same as above since the content area is reading
Standards
Standards: A lesson may address a single content standard, two or more content standards from the same subject area, or content
standards from two or more subject areas and or grades:
Idaho Content Area Standards (These are the standards from your specific content area, i.e. math, ELA, art, social studies,
foreign language, etc.): I am Elementary Education with an endorsement in Literacy, so I used Reading and Writing
Standards. (Reading Standards will be repeated below).
1. RL.4.2 : Determine a theme of a story, 4. W.4.3: Write narratives to develop real 7.

drama, or poem from details in the text; or imagined experiences or events using
summarize the text. effective technique, descriptive details,
and clear event sequences
2. RL.4.4: Determine the meaning of 5. 8.

words and phrases as they are used in a
text, including those that allude to
significant characters found in mythology
(e.g., Herculean).
3. RL.4.3: Describe in depth a character, 6. 9.

setting, or event in a story or drama,
drawing on specific details in the text
(e.g., a character’s thoughts, words, or
actions).
Reading Standard(s) for Informational Texts and/or Literature from Idaho Common Core Standards:
1. RL.4.2 : Determine a theme of a story, 3. W.4.3: Write narratives to develop real 5.

drama, or poem from details in the text; or imagined experiences or events using
summarize the text. effective technique, descriptive details,
and clear event sequences.
2. RL.4.4: Determine the meaning of 4. 6.

words and phrases as they are used in a
text, including those that allude to
significant characters found in mythology
(e.g., Herculean).
National Education Technology Standards (Cite Technology Standards if students will use technology as part of the
lesson):
1. Use productivity tools to collaborate in 3. 5.

constructing technology-enhanced
models, preparing publications, and
producing other creative works.
2. Use technology tools to enhance 4. 6.

learning, increase productivity, and
promote creativity.
Professional Technical Standards:
1. 3. 5.
N/A
2. 4. 6.
Learning Outcomes – Begin with the End in Mind
Which level/s of Bloom’s Revised Taxonomy is targeted by this lesson? Check as many as apply in this lesson.
Remembering Analyzing
x Understanding Evaluating
x Applying x Creating
Identify exactly what your students will be able to do at the end of this lesson. Use the vocabulary from Bloom’s Revised
Taxonomy (remember, understand, apply, analyze, evaluate, create).
1. At the end of this lesson, student’s will be able to: Find details in the text that show what the theme/motif/lesson is by working
in their groups
2. At the end of this lesson, students will be able to: Identify the theme/motif/lesson of a story from key details by selecting one
from the list or writing their own in groups
3. At the end of this lesson, students will be able to: Demonstrate their understanding of what the theme is through their own
narrative, not just summarizing the text.
List the specific questions you will use to check for student understanding:
1.
What does theme mean?
2.
What feelings can you identify in the text?
3.
Is the text teaching the readers a lesson or sending a message?
4.
What kind of details give us clues to what the author is trying to say? How do authors convey a theme?
5.
Can you make connections between the text and our vocabulary?
Methods and Instructional Strategies
Instructional Strategies Checklist
Indicate the instructional strategies you plan to use to teach this lesson. Mark all that apply to this lesson.
Direct Instruction
Collaborative Group x
Concept Attainment
Reciprocal Teaching
Question-Answer
Relationships
Inquiry-Based Learning
Role Playing x
Jig Saw x
Advanced Organizers
Inductive Model
Describe in specific details how you will teach each of the following parts of the lesson:
How will you introduce the lesson? (Introduction/Anticipatory Set):

 I will write the vocabulary words on the white board, and then ask students to think/pair/share. They will write or draw what they
remember or think the words mean, then share with their table buddy, and then I will go through the list of words asking for pairs to
explain what they have. I will write down what they think each word means, and then make alterations to their definitions as needed.
 Before reading their texts, after the vocab introduction, I will introduce the concept of theme. I will do this by playing a video that
defines theme and how to find it in a text (see the first YouTube video in my materials section)
How will you help your students gain and use this new learning? (Build, Apply Knowledge):
 I will tell them that we will be taking our definitions and creating a concept map. This will help them gain new learning because it is
deeper than just reciting definitions.
 After introducing the concept of theme, I will have students write their definition of theme (in their own words) then think/pair/share
again. This will serve as formative assessment because from their answers I will be able to determine if they understand theme
before they try to find theme in a text.
Describe the steps you will take to improve your students’ ability to read informational text or literature:
I will help students read literature by giving them examples of details that help me determine the theme. Also, by providing text-to
speech I will also be improving the students’ ability to read literature. If they have a reading barrier then they can focus on the
details of the text as they listen/read rather than getting caught up in the act of reading the words.
What questions will you use to help your students think about the concepts addressed by the lesson? (Higher Order Thinking
Questions):
 How can the vocabulary words be used? Do they always mean the same thing? How does context influence the use of the words
and how we interpret them?
 What does theme mean?, How do you determine a text’s theme? What message is the author trying to get across?, What
vocabulary words can you use to describe the theme?
What will you do to lead your students to the learning objectives of this lesson? (Guided Practice):
 After the concept map worksheet, we will create possible sentences through class discussion. This will lead students to
learning the objectives because then they will be able to better write their narratives (incorporate the vocabulary into their
final project).This is because possible sentences will give them practice using the vocabulary in the right way.
 After the introduction to theme we will look at some examples of text and try to find the theme together (see the 2nd
YouTube video in my materials section)
What activities will you use to allow your students to practice or rehearse using the knowledge or skills learned in this lesson?
(Independent Practice):
 The act of reading in their groups and determining the theme together will serve as their independent practice. This time will allow
them to rehearse finding the details that tell a reader what the theme or message is through collaborative groupwork and their roles.
 The final projects/narratives will allow students to practice using their vocabulary, as well as learn how to demonstrate theme to an
audience.
What will you do to close the lesson? (Closure):
I will close the lesson by having each group present their project, and after each one the other groups will try to determine what the theme is.
Through this students will be able to see if how they conveyed the theme was effective.
Materials
Digital eLearning Materials: URL (Web Site Link/s) to online digital text or materials, games, activities, programs, tools or video –
List as
many as necessary by copying the fields below into additional rows added to the table.
1. Title (List the title of the website.) YouTube

2. URL (Copy and paste the Internet address here. You must include https://www.youtube.com/watch?v=U_LvrGgNvy4
3. Annotation (Write a brief description of the website.) This video defines theme and then uses the book Lightning Bells as an example
for how to find theme.
1. Title (List the title of the website.) YouTube
2. URL (Copy and paste the Internet address here. You must include https://www.youtube.com/watch?
v=nLsng8TVHmA
3. Annotation (Write a brief description of the website.) This video also defines theme, but focuses mainly on how to identify theme in
poetry. The narrator of the video goes over two poems and her process for identifying the theme.
1. Title (List the title of the website.)
2. URL (Copy and paste the Internet address here. You must include
3. Annotation (Write a brief description of the website.)
Technology Tools and Equipment (Including Assistive Technology if Needed by the Student): Examples of technology tools
might include: document camera, digital camera, tablet, iPad, iPod, Interactive Board, podcast, geotracking, etc. Examples of
assistive technology might include; text to speech, speech to text, switch or adapted keyboard, screen reader, word prediction etc.
1. 5. 9.
Computers or iPads (if students need
them for their projects)
2. 6 10.
Text to Speech: I will have recordings or
audio books for the texts provided.
Groups can listen to the text as they read
3. 7 11.
Whiteboard/Markers
4. 8 12.
Other Materials: Those required by teacher and/or students, include preparation or other special instructions (e.g. paper based
materials such as text books, science equipment or supplies, art materials or equipment):
1.List of Themes/motifs/morals 5. 9.
2. 6. 10.
Books, Plays, Poems, etc for students to
chose from
3. 7. 11.
Concept map worksheet (see example
below)
4. 8. 12.
Role Playing Journals
http://www.rhscontentliteracies.org/vocabulary/concept-circles-maps-and-scales
Safety Considerations (e.g. for Science and Professional Technical Education Plans):
1. 3. 5.
N/A
2. 4 6.
Vocabulary: List all key vocabulary words necessary for students to understand the concepts as well as meet the standards, goals
and objectives of the lesson: The Highlighted words are the unit vocabulary words they are to use in their projects.
1.Theme 6. Generosity 11. Communication

2. Lesson 7. Commotion 12. Desire
3.Moral 8. Humble 13.Attempt
4. Key Details 9. Selfish 14. Annoyed
5. Motif 10. Frustration 15.Attitude
UDL - Differentiation According to Student Needs
Differentiation of curriculum, instruction and assessment using (UDL) Universal Design for Learning for all students’ needs
including students with IEP, 504, cultural linguistic needs (ELL, SIOP) as well as providing opportunities for extension and
remediation.
Accommodations and Adaptations to differentiate curriculum and instruction include:

Multiple means of Representation:
By balancing the use of worksheets and discussions, use of videos, having speech-to-text for the materials, and having a diverse set of texts
for them to choose from.
Multiple means of Action and Expression:
Allowing them to demonstrate their knowledge in many forms: skit, story, song, dance, etc.
Multiple means of Engagement:
Letting them pick their top choices of texts and allowing them to demonstrate their knowledge in many forms for their project.
ELL,SIOP:
Providing a diverse set of texts by a diverse set of authors
*Other Means of Differentiation:
Extension: Modifications for students who already know or can do the Primary Learning Objective (e.g. activities that apply the
concept to new content or extend opportunities for further research and exploration):
Extension:
For students who already know the vocabulary words well, I will provide other vocabulary words and a partially filled out concept map for them
(the other ones will still be cued and we will go over it as a class) and have them write possible sentences too. As their group creates their
project, they can take note of how their words relate to the story and even teach them to their group members. And, bring them into their
projects.
For students who find it easy to determine the theme of the story, I will have them determine if there are any other themes in the text. They
can help the other students in the group determine what the theme is.
Remediation: Explain what you will do for students who need extra preparation or assistance before, during or after the lesson:
Remediation:
I will make sure students who are struggling with the vocab have support before we do concept maps and before the reading. If there is a
student who doesn’t seem to understand the vocabulary, I will provide them with fill in the blank example sentences with a word bank. I can
check that for progress, and provide support based on that.
I will make sure students have supports before their group reading time. Before group time I will go over the roles: each role will meet with me,
and I will explain them what is expected of them and give them resources for completing their jobs. For example, I will talk with all the scribes
at once. They will receive a journal to write in. These journals will have their job description inside, and if need be a template for notes for
students who need that extra support.
During group reading I will assist students who are having trouble following along (text-to-speech is an accommodation).
After reading while creating their projects, I will provide support by helping groups/individuals set goals and map out the process of their
project (like a check list).
Assessment
Assessment of Content Area Learning Objectives:
Indicate the type(s) of assessment most appropriate to indicate that students have achieved learning objectives. Provide sample
questions, entire tests, or rubrics with the lesson plan as attachments:
Formative/Ongoing Assessment: The Concept Map Worksheet, Possible Sentences discussion, group work during reading
Summative / End Of Lesson Assessment: The projects/presentations after reading

Assessment of Reading Informational Text Objectives:
Formative/Ongoing Assessment: N/A. Same as above since the content area is reading
Summative/End of Lesson Assessment: N/A. Same as above since the content area is reading
History/Social Studies
Name: Hayley Fleischman Date: September 2020

Subject: 3rd grade- Social Studies Topic: Migration and Immigration-Oral Histories
Planning:
Big Idea/Essential Questions:
● There are stories behind every family and how they got to where they are. People immigrate
and migrate for many reasons.
ID and CC standards addressed:
● Social studies:
● 3.SS.1.2.2 Describe how migration and immigration are continuous processes.
● 3.SS.1.2.3 Identify reasons for voluntary and involuntary movement of people to and from your
community
● Geography:
● 3.SS.2.3.1 Analyze past and present settlement patterns of the community
Diversity goals: Which diversity goal is authentic to the work? (Highlight at least one)
● Developing multiple historical perspectives

● Developing cultural consciousness
● Developing intercultural competence
● Combatting racism, prejustice, and discrimination
● Developing awareness of the state of the planet or global dynamics
● Developing social action skills
How will I share this goal with students?
By asking questions and sharing their findings, students will be gaining new perspectives about history.
Each student will present something different.
Objectives: (What will the student be able to do at the end of the lesson?)
● The student will be able to: conduct a professional interview with a person who has migrated or
immigrated in their lifetime.
● The student will be able to: research what events and situations that played a role in the
movement of the person they interviewed.
● The student will be able to: map out the movement of the person they interviewed.
● The student will be able to: compare the movement of people in a community over time based
on their interview, others, and their research.
● The student will be able to: produce and present a presentation about their research and
interview
Materials needed: Texts, technology, etc. needed for the lesson.

Do these represent diverse/multiple perspectives? Do they honor a variety of ways of knowing? Are they
connected to student funds of knowledge?
● Blank concept map for brainstorming (can also be drawn on the board)
● Projector/Computer to show video
● Check list (below)
● Computers: for research, typing up information, and making presentations.
● Voice recorders for interviews
● Interview notes/questions worksheet
● Interview release form: https://www.sampleforms.com/interview-release-form-template.html
(see below)
● Definitions/vocabulary sheet (see below)
● Brainstorming graphic organizer
● Blank maps/notes
● Padlet map to do as a class: https://padlet.com/create?back=1
Relational Resources: What community resources could be included to make this work relevant and inclusive?
What role do families have in this work with students?
● Families play a role in this work with the students by being interviewed by the student.
Families get the chance to have conversations about important stories that have impacted their
family.
● Some community resources that could be included to make this lesson relevant and inclusive is
the University of Idaho Oral History collection. These Oral Histories are fascinating and can
help students understand the different information they can give us. The staff of Special
Collections at the Library would be a great resource when talking about oral histories and
listening to people’s stories. https://www.lib.uidaho.edu/digital/lcoh/
Activities:
Introductory activity or Activator: What will prepare students to engage in the work of the day?
 Ask students to share where they were born. (2-5 min)

 Tell students that, “not everyone lives where they were born, or even where their parents were
born. Let’s think of some reasons why people would move from where they were born”
 Have students think-pair-share (1-2 min)
 Use concept map to brainstorm with the students as they share their thoughts (5-8 min)
 “let’s find out more…there are many ways that we can discover more about why people move.
We can actually ask the people themselves, or the people that know them. When we ask
someone questions, it is called an interview. Interviews can be Oral History interviews. These
are useful when trying to understand concepts like immigration and migration.”
 Show students an example oral history interview: (10 min) https://www.youtube.com/watch?
v=w4kEV81a1S4
 Transition: “We will be conducting our own oral history interviews to find out more about why
people move places. When we talk about movement you may hear the words: immigrants,
migration, and refugee. Before we can do this project, we will need to understand what those
words mean”
Activity Sequence: (Include estimated times)
1. What you and students will do:

DAY ONE: Introduction
 What does it mean to be an immigrant or refugee? What is migration? - define these words on
vocabulary worksheet by using dictionaries, thesauruses, computers/search engines, etc. (10-15
min)
 Come back as a class and brainstorm definitions of these words together based on what
everyone found- another concept map can be made (5-10 min) -connect these terms to the min
idea! What do these terms tell us about WHY people move?
 Introduce the project. Share with students the expectations, the checklist, and layout for each
day (see sequence/check-list form below) (2 min)
 Tell students that tomorrow we will be brainstorming who we will interview and begin making
our questions. (2 min)
Why are you doing this? Why is it valuable? What challenges do you anticipate? Will you need to make any
changes or adjustments mid-lesson?
 Defining these words before doing the project will help students make connections as they do
the project to the big idea of the lesson. It will also help them understand that moving places is
more than just packing up and moving to a new place, that there are a variety reasons behind
the movement.
 This will serve as a formative assessment. Discussing as a class will help those students that are
struggling to understand what the words/concepts mean. Making a concept map will also help
the students make connections. If students are struggling to understand the concepts still, I can
provide support before they move on to doing the project. I would do this by giving more
examples and sitting down with the students who need it and doing a concept map with them
one-on-one.
 By sharing the expectations and checklist, the students are set up for success. They know what
is expected of them and how to do this project well. It also helps students who need and want
the structure ahead of time.

DAY TWO: Creating the interview
 Remind students that today we will be brainstorming who we will interview and then start
making our questions. (2 min)
 Model how to do the brainstorming sheet. Students will write all the people that live here that
they know and could interview. Then, out of those people write down who they know wasn’t
born here. Pass out brainstorming worksheets. (5-10 min)
 Give students time to fill these out. Make sure they all have one person they want to interview
(exit slip) (10-15 min)
 Reminding students of what they will be doing cues them to look at the check list and supports
students who need that scaffolding and security.
 Modeling how to do this activity will assist students in understanding what is expected of them
and how the graphic organizer works. This support can help make sure students won’t go off
the rails and disregard what the project is about. For example, choosing someone who has
never moved.
 Students will need time to think about people and brainstorm.
By making sure that they all have one person and making that the exit slip, it ensures that
students don’t fall through the cracks and everyone is on track.

DAY THREE: Creating interview part 2
Students will create their questions for the interview and then go home and schedule a time to do the
interview with their interviewee.
 “Now that we have chosen who we will interview, we can draft the questions we want to ask
them. We will need to keep immigration and migration in mind with our questions.” (2 min)
We want to know about their movement from place to place, or their families’ movement.
 Model how to come up with questions, show students example questions (5-10 min) Remind
students that we want to focus on the WHY. We want to know why people move, and what it is
like.
 Hand out questions sheet/provide time for students to work on their questions (10-15 min)
 Walk around and provide help where needed
 Transition-also serve as a cue to students to look at the check list and remember what needs to
be happening. It also reminds students of the bigger picture of these activities.
 Modeling will give support to the students who need it. Coming up with questions can be
daunting and hard to do on the spot, but modeling and showing examples can give students a
place to start making it less daunting.
 Walking around during this step will help provide support where needed. Again, creating
questions can be difficult. Especially when you want them to go with the person they will be
asked to.
DAY FOUR: Practice makes perfect
Students will finish writing their questions and then practice conducting their interview with a peer.
 “We have written questions and are almost ready to conduct our interview. Before we do that,
let’s practice using the recorders and asking our questions.” (2 min)
 Pair up students (2 min)
 Give them time to practice their interviews. Tell them when to switch whose turn it is to ask the
questions. (15-20 min, about 10 min each)
 Have class come back together. Have a class discussion about how things went and if there are
any concerns. Tell students that they can refine their questions if they don’t think they will be
effective. (5 min)
 Model how to do that. (2-5 min)
 Give students time to refine their questions. (5-10 min)
 Tell students they need to schedule a time to interview their interviewee soon, they will need to
turn in their release form. The interview should be done in a few days.
 Transition/Reminder
 Pairing up students will help create more diverse pairings than if the students paired themselves
up, it also helps students not feel left out. And, students get the opportunity to learn more about
someone they may not know very well. Some students may want to choose their own partners.
 Telling students when to switch will help make sure both students get time to share and
practice. Some may not get to completely get through all their questions, but it is important that
both partners get time to practice.
 This acts as a formative assessment and will help me understand where students are at and if
they need any more support before they conduct their interviews. Support can come in many
forms: some students may need support by just having questions answered, some may need to
practice more before feeling comfortable, some with refining their questions, and even some
may feel the need to reevaluate who they are going to interview.
 This is valuable because some of the students may have realized that some of their questions
were not clear enough or they may realize they need to be prepared to ask follow-up questions
they were not aware of. Students will need to consider that their peer is not the person they are
interviewing. Some questions will work better once they interview their actual interviewee.
 This will help keep the project moving along. I anticipate challenges with this in regard to
different family dynamics. Some students may struggle to interview their interviewee because
of when they work, when they’re home, or just scheduling conflicts. This can set things back. I
may need to make adjustments and push forward the schedule for the rest of the project. I
would use the class time in between those days, while we wait to teach related lessons on
immigration and history. I could also adjust the workdays to accommodate the different paces.
Giving time for students who are ready for the next step to work and helping the students who
are not.

DAY FIVE: Maps and presentations
Once all the students have done their interviews and turned in their release forms, they will work on
creating their maps and presentations.
 Model how to make a map or fill out a map based on interview (use video from the intro to
model this) (5-8 min)
 Hand out maps (for students who want/need blank maps)
 Give students time to make their maps (10-15 minutes)
 Remind students of the check list and what comes next: making a presentation. Go over those
expectations (2 min)
 Give time to start on their presentations. (10 min)
 Collect maps as an exit slip
 Modeling will show students how the maps are to be used for this project and hopefully help
them make connections to the big idea of the lesson.
 Blank maps serve as support to students who struggle with geography and/or do not want to
draw. This serves as a multiple means of expression.
 Provides structure and keeps students on track.
 For those students who are ready, they can start working on their presentations. The more class
time they have to work on it the better.
 Collecting maps will serve as a form of assessment, I will be able to see what students
are/aren’t understanding the lesson and which students are on track for the project and which
ones are not. I can provide support to students where needed. Support could be giving more
time, spending time as class going over the maps again, sitting down with students one-on-one
and scaffolding the mapping process.
 What you and students will do:

DAY 6: Work Day
Students will continue to work on their presentations.
 Their presentations will include:

 Visuals-including a picture of interviewee if they could get one.
 A picture of your map
 A summary of information you learned from your interview.
 Optional: clips from your interview, exact quotes
 Maps and summary of interviews need to be included because these are the main focuses of the
project and will be important in making connections and creating the whole-class map at the
end. Having a picture would make it fun, and help students see that the stories shared are about
real people. It would also help us get to know each other and our families better. Some students
may be unable to do that because of technology available, parents being uncomfortable, or
forgetting to. The important part is that they do the interview and share on that and their map.
Sharing clips would also be fun and make it more personal, but it takes time to edit the clips
and add them into a presentation. Not all students will have the time to do that for their
presentations.
 What you and students will do:
DAY 7: Presentation day!!
Students will be presenting their presentations to the class.
 For the presentation students are being asked to:

 Dress semi-professionally
 Keep it to a 5-8 min presentation
 Speak clearly
 It is important that students dress semi-professionally and speak clearly because it shows them
that this project is taken seriously. And, it gives them practice for future presentations.
 This presentation will serve as a summative assessment for this lesson. I will be able to assess
if students made connections and understand that there are different reasons why people
immigrate/migrate.
Closure/Debrief: Return to the big learning target and debrief the work with students.
 “We all made our own maps, now we’re going to put our maps together to make one big one as
a class. This will help us see the space we all covered in our oral history interviews”
 Have students use computer to add their locations to the map padlet
 Show the map to the class. Have them think-pair-share observations about the map
 “What can this map tell us?”
 “Can this map show us the reasons why people move places?”
 “Do we see any patterns?”
 “People’s stories can help us understand the movement of people better”
 Connect to past!-connect movements on the map to events that have happened. This usually
connects to the WHY behind movement. Example, my grandma moved when her dad retired
from the air force. This was when the Vietnam war was about to start, he was worried about
being overseas again. This conversation can connect back to the terms they defined. They can
tell us a little bit about WHY people are moving. (This can connect to other historical
events/concepts, like the movement of native peoples or the influx of immigrants from different
countries for work)
 Exit slip: Write one thing they learned about migration, immigration, or refugees from their
interview, one thing from someone else’s presentation, draw/write a reason why people move,
write one way we can use this knowledge to treat others better/with respect.
Assessment: How will you know the students met the learning targets? Include any rubrics. What
formative/summative assessments will help me plan the next day’s work? How can students be involved in this
process? (creating rubrics, self-assessing, reflecting on their own data, etc.)
For informal and formative assessments, I will be using the class discussions and concept maps created from
those to determine how much support students need with understanding the concepts (immigration, migration, and
refugees).
 Informal/formative assessments: class discussions/concept map, definitions, and

practice interview. -all of these tasks will inform me about what the students
understand about the assignment and the vocabulary words. If a student is struggling to
understand the concepts on immigration, migration, and refugee, then I can provide
support before we move on to the next step. The practice interview will provide an
opportunity for me to see if students have prepared an interview that fits the project and
if they need any support before they actually conduct it.
 Summative assessments: Presentation, end of project discussion/padlet map, and check
list (see checklist below). I will use the checklist I gave to students to determine if they
met the learning goals. Did they complete all the tasks for this project and include
everything that was asked of them? The presentation will help me assess if students
understood the lesson. What did they focus on in their interview and presentation? Do
they talk about immigration and migration? Do they talk about the “why” behind the
movement of their interviewee?
Accomodations/Differentiation: How will you give varied options and meet the needs of varied learners?
What scaffolds can be offered/removed depending on student needs? What extensions are meaningful for
exceptional learners who are ready to move beyond the rest of the class?
 Partially filled out definition sheets and question sheets to provide scaffolding for students who
need extra support
 Have the CC/script for the video printed for students who are hard of hearing
 Provide extra time to work on stuff for students as needed.
 Enlarged print on worksheets for students who are hard of seeing.
Oral History Interview Project Check List
o Day one:
o Define immigration, migration, and refugee.
 Fill out definition sheets (5 points)
o Day two:
o Brainstorm who you will interview.
 Fill out brainstorming worksheet (5 points)
o Decide who you will interview. Write it down. (2 points)
o Day three:
o Create questions for interview. Write at least 10. (5 points)
 Put them on your questions sheet so they are ready to go for your
interview
o Day four:
o Practice your interview with a peer.
o Refine questions if needed
o Schedule a time to conduct interview
 Have your interviewee fill out the release form
 Take their picture if they will allow you to.
 Turn on recorder.
 Ask your questions.
 Be respectful.
 Take notes (optional since it is being recorded), Remember to listen and
ask follow-up questions.
 Thank them for their time and participation.
o Day five:
o Turn in release form (5 points)
o Use information from interview to create a map of where they have lived, where
they are from to demonstrate their movement. (5 points)
o Start working on presentation
 Includes: (15 points)
 Visuals-including a picture of interviewee if you got one.
 A picture of your map
 A summary of information you learned from your interview.
o Some of the information can be compiled into a timeline.
 Optional: clips from your interview, exact quotes
o Day 6:
o Finish working on your presentation.
o Day 7:
o Present your project (30 points)
 Dress semi-professionally
 5-8 min presentation
 Speak clearly
Brainstorming Graphic Organizer
ORAL HISTORY INTERVIEW RELEASE FORM
Project Name: _________________________________________________________________
Date of Interview: ______________________________________________________________
Location of Interview:____________________________________________________________
Name of Interviewer: ____________________________________________________________
Name of Person(s) Interviewed:____________________________________________________
The interview in which you are about to participate is part of a project seeking to collect and
compile oral histories from people who have experienced voluntary or involuntary movement,
immigration or migration, or who knows someone who has. While this interview is part of a
class assignment, the final products of the oral history will be shared in a final presentation. By
signing the form below, you give your permission for any tapes and/or transcripts made as a
result of this interview to be used for educational purposes and made available to the public
through the World Wide Web. You also grant ownership of the physical property and the right to
use the property that is produced as a result of your participation (for example, the interview,
photographs, and/or written materials) to the interviewee to use and share. By giving your
permission, you do not give up any copyright or performance rights that you may hold. I agree to
the uses of these materials described above, except for any restrictions, noted below.
Name (please print): _____________________________________________________________
Signature: _____________________________________________________________________
Date: ________________________________________
Interviewer’s signature: __________________________________________________________
Date: ________________________________________
Restriction description: __________________________________________________________
Adapted from: Hunt, M. (2003). The Smithsonian folklife and oral history interviewing guide. Retrieved from
http://www.folklife.si.edu/resources/pdf/interviewingguide.pdf
Interview Questions and Notes
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Example Interview Questions
1. What is your full name?
2. Where were you born?
3. Where else have you lived?
4. What memories do you have while you were living there?
5. How did you feel when you moved?
6. Why did you move?
7. Did you drive?
8. Where were your parents born?
9. Where else did they live?
10. Do you know why they moved?
11. How did they get to where they went?
12. What was life like for them where they lived?
13. Did they like moving?

Art
Name: Date:
Hayley Fleischman and Savanna Kilborn April 15th
Subject: Topic:
K-3, Art Recycling/Ocean Waste
● There is trash in our oceans that harms sea creatures.
● Recycling and proper disposal of trash can help!
● How can we prevent trash from going into our oceans?
● How can we reuse items in creative ways?
● Visual Arts:
○ People create and interact with objects, places, and design that define, shape, enhance,
and empower their lives. (Visual Arts Anchor Standard 2)
○ VA:Cr2.3.Ka- Create art that represents natural and constructed environments.
○ VA:Cr2.3.1a- Identify and classify uses of everyday objects through drawings,
diagrams, sculptures, or other visual means.
○ VA:Cr2.3.2a- Repurpose objects to make something new.
● Science:
○ ESS2-K-3. Communicate solutions that will reduce the impact of humans on the land,
water, air, and/or other living things in the local environment.
Objectives
TSWBAT Identify the potentially harmful effects of

improperly disposing waste in natural
environments.
TSWBAT Create scenery art using recycled materials and
varying mediums.
TSWBAT Consider the impact of particular waste on the

environment, and brainstorm/apply solutions to
reduce waste in their lifestyle.

● Hot Glue guns
● Paper
● Recyclable/trash materials:plastic rings, bottle caps, pop tabs, bread package tabs, straws,
wrappers, and newspaper/misc paper.
● Markers/Colored Pencils
Potential barriers could include: range of motion limitations and sight/hearing impairments.
Other barriers could be the level of interest in art or skill level. Some students are not as interested in
art, or get frustrated that theirs does not look like others.
● Video
● Class discussion
● Cutting,gluing, and ripping for collages
● Providing different mediums and allowing for creativity
students):
● Video
● Images
they have learned):
● Multiple different mediums
● They can create any ocean scene they want, they can be creative
● Writing and drawing
● Ask students what they remember about compostable and non compostable materials?
● Have them think-pair-share about it. Create a list of examples of each.
● Explain to students that we will be learning more about non compostable materials. Mention
that many of the examples on our non compostable list impact the world around us in negative
ways if not disposed of correctly.
● Show this video: https://www.youtube.com/watch?v=VUUUxOl715s&t=69s
● Tell students that it isn’t just plastic that is harmful, other non compostable materials are too!
There are many ways we can help! Not only can we recycle and use reusable materials, but
we can also reuse materials. “Today we will be making art with many materials that we
typically throw away. We can reuse these materials in creative ways.”

will do) 1. This is to activate the prior lesson to help
1. Think-Pair-share about compostable vs. students understand the difference in
non compostable materials. Have students materials. This also helps students begin
think about the difference between making connections between the items
compostable and non compostable they recycle and how they can incorporate
materials. What students share can be them into their art.
connected back to the introduction and
video. 2. This is to present material in multiple
2. Show students images and short videos of ways to appeal to all learners.
oceans. Explaining to them that we will
be making ocean scene art with
recyclable materials.
3. Model to the students the process of 3. Modeling the process before sending
making the art project students off on their own will help them
a. First, collect recyclable materials feel more confident and allow them to
for the project (have students grab focus more on being creative rather than
a set amount for each material trying to figure out what it is they are
from bins). For the sake of supposed to be doing.
modeling, have piles ready.
b. Second, brainstorming how the
materials can be used to create an
ocean themed art piece. Referring
back to the inspirational images
and videos.
c. Thirdly, laying the materials down
where they should end up, and
then flipping each one to glue it. 4. Students can choose the materials they
4. Students will collect recyclable materials could use to create a marine scene--
from the bins. anything they can find to reuse will be
acceptable.
5. Students will use materials to create an 5. Students get the chance to practice getting
ocean scene creative with reusing materials.
Closure/Reminders:
● Lesson recap-- we learned about compostable and non-compostable materials. Which are we
more likely to find floating in the ocean? It is important for us to dispose of our waste
properly, so it doesn’t pollute the ocean and make the ocean life sick.
● We made art with our recycled materials, what are some other ways we can upcycle our
recyclables? (Basket weaving with newspaper, paper crane, etc.)
● Remind students that we can use recyclable materials in creative ways, like making art, as a
way to help limit the amount of non-compostable materials in the oceans.
● Various assessments will be used throughout the lesson to assess student understanding.
Students will be assessed on their ability to describe how improper disposal of waste can have
harmful effects on the natural world.
● Students will demonstrate their understanding of how to use recycled materials by
constructing art with an ocean theme.
● Students will communicate solutions that reduce the impact of humans living on the earth.
● Accommodations and differentiation will be evaluated upon the needs of the class, and
individual students.
● General accommodations that can be made include:
○ Varying size requirements for final product
Assisting students in locating recyclable materials to use for their piece
Sending home materials to finish unfinished pieces
○ Using varying mediums in addition to the recyclable materials.
Example:
Example one is a piece constructed after delivering this specific lesson. The student used materials
they could find in the recycling and created a marine scene using those materials.
In this piece they used:

Green soda bottle-- as seaweed
Yellow soda cap-- as the sun
Bread clips-- as marine life
Cardboard-- as a sailboat & the structure for the art
Tissue paper-- as the water background
Egg carton-- as the shark
Additionally, the student used leftover blue food coloring to enhance the water, and markers to draw
eyes on the shark.
Name: Hayley Fleischman Date: March 2020
Subject: Art/Social Studies Topic: Mail Art-Moscow City Hall

“ How does knowing the contexts histories, and traditions of art forms help us create works of art and
design?”
“What factors prevent or encourage people to take creative risks? How does collaboration expand the
creative process?”
(Idaho Fine Art Standards)
Visual Arts:
VA:Cr1.2.4a- Collaboratively set goals and create artwork that is meaningful and has purpose to the
makers.
VA:Cr2.1.4a - Explore and invent art-making techniques and approaches.
Social Studies:
4.SS.1.1.3 Explain the role of explorers and missionaries in the development of Idaho
Writing:
W.4.3 Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences
Objectives
TSWBAT Use what they know about mail art and the
history of Moscow to create a unique and
meaningful collage.
TSWBAT Establish a purpose for their mail art through the
use of art techniques and writing a letter.

● Computer/Projector (if using the powerpoint)

● Lined Paper
● Pencils/Pens
● Glue sticks
● Envelopes (any size or type works, the students just need room to create collages on the flat
side)
● Newspapers, Magazines (make sure there are a variety of images students can use for the
purpose of this project), Construction/scrap paper

plan UDL-based instruction): (also see accommodations/differentiation)
Potential barriers could include: range of motion limitations, sight/hearing impairments, varying
levels of writing abilities. Other barriers could be the level of interest in art or skill level. Some
students are not as interested in art,or get frustrated that theirs does not look like others.
● Think-pair-share, socializing with peers
● Cutting, ripping, gluing for their collage
● Writing
● Images
● Providing different mediums: newspaper, magazines, lined paper, construction paper (different
colors)
students):
● Printed checklists as well as verbal communication of what is expected
● Write City hall’s address on the checklists, board, and on example art
they have learned):
● Writing and drawing (students can draw pictures to support their writing)
● Then can write in pen, pencil, colored pencils, etc
● Providing different mediums: newspaper, magazines, lined paper, construction paper (different
colors)
● There are only a few requirements for their art, they get to be creative! Not one will look the
same.
Ask students, “Why do you think Moscow is called Moscow?” Tell them we will make a list of
possible reasons as a class. Make a list. “Those are all great ideas!”
“It is possible that the name is connected to Moscow, Russia but there is no concrete proof. It is
believed that it may be because the postmaster who selected our name when completing official
papers was born in Moscow, Pennsylvania. There are many different reasons why Moscow was
chosen as our town name.”
do)
1. Tell students, “But, Moscow was not 1. Students may not know this! This is a
always called Moscow. It was originally great opportunity for them to learn a fun
called Paradise Valley. Even before that it fact about Moscow. This is also to engage
was called, Hog Heaven.” students before bringing up City Hall.
2. Think-pair-share will engage the students
2. Have students think-pair-share about why and allow them to have time to talk. With
they think it was called Hog Heaven. History it can often feel like the teacher is
talking at the students, so any opportunity
to let the students talk to the teacher or to
each other should be taken.
3. Now that students have had a chance to
3. Tell students, “It was called Hog Heaven think-pair-share about it, they get to hear
because the farmers who came to the area, the real reason.
after the civil war, brought pigs with
them and the area provided an abundance
of good pig food. Like, Camas Bulbs”
4. This acts as a transition for moving to
4. It wasn’t called Hog Heaven forever. The talking about Moscow City Hall.
name changed to Moscow in 1875. This
was a few years after the first US Post
office in the area opened (1872).
We are going to switch gears a bit and

talk about Moscow’s post office. It was 5. It would be boring to just tell students that
built in 1911 Moscow City Hall is that post office. This
gives them another opportunity to be
5. Show students a picture of Moscow City engaged through discussion. Many of
Hall.Tell them this is the Post office that them may have at least seen the building
was built in 1911. Ask them, “does in passing. This also, connects the history
anyone recognize this building” Give to them in the present time.
students a chance to share thoughts. Then
share, “Our city hall used to be the post
office”
6. This gives a purpose for the project we
6. The building is turning 110 years old this will be doing.
year. We are going to celebrate by
creating mail art.
7. Seeing examples of mail art will help
7. What is mail art? - quickly provide an students gain inspiration for their art, and
explanation and then give students an understand why we will use certain
opportunity to look at some examples techniques.
(Ray Johnson and Kurt Schwitters)
8. Modeling will help students understand
8. Demonstrate/model how to make today’s how they are expected to create the mail
mail art. Describe that they will be art, and give them techniques they can
making collages like the example artists. use.
Point out that you are also writing the
address of city hall on the envelope (leave
it up on projector so students can copy
address later) they will need to leave room
for it (suggest that they write it first) or
they can write it on top of their art.
9. Provide time for students to work on their 9. They need to do this before they can
write their letters. This time should be
envelopes/mail art. Project checklist, or fun! It also acts as a break from
hand out printed copies for them. instruction.
10. If students have a purpose for what they

10. Explain that any art has a purpose or are doing and a message they are trying to
message to it. Take a letter out from the portray they are more likely to be
model envelope. We will give our art motivated to do it.
meaning by writing a letter and putting it
inside our envelope.
11. (same as above)
11. Write a letter (starting “Dear Moscow,”)
describing the different names Moscow
has had, and how the post office is now a
city hall. Then, let your creativity flow.
(model the thought process) 12. Allows students to get creative and use
12. Write what you think Moscow will be their imagination
like in 110 years from now. Will it have a
different name? What would that be?
Will our City hall still be the city hall? Do
you think people then knew how things
would change?
13. Breaks up the envelope decorating
13. Tell students to take out a lined piece of portion. Allows students to focus on their
paper to write their letter on, while they writing. Checklists help give some
do so hand out their letter checklist or structure.
project it from them.
14. (same as above)
14. Provide time for the students to write their
letters, remind them to put the letters in
their envelopes when they are finished.
Closure/Reminders:
Ask students if there was anything today that they learned about Moscow that stuck out to them.
Remind students that history can be used to inspire art. That we can use art to display information in
a creative way and to send a message. All art has a message or meaning.
Use the checklists for envelope and letter
● Your envelope must:
○ Be addressed to City Hall
○ Include at least 2 images related to Moscow or Moscow’s history in some way (pigs,
farmers, flowers, etc)
● Things to include in your letter:
○ Moscow’s past names
○ What City Hall used to be
○ A description of what changes you think will exist in 110 years
■ Name?
■ Buildings?
■ Landscape?
■ People?
Assess creativity of letter and mail art: did the student copy what the teacher did or did they make it
their own? did the student use concepts of mail art in their own way?
Provide pre-cut clippings for students who struggle with using scissors (range of motion) so they can
pick the ones they want and then glue them easier on their envelope. Also, provide envelopes with the
address already written. This can also accommodate for students with sight problems
Printed powerpoint slides to help students follow along who struggle to see or hear.
Speech to text for writing letters can accommodate many students’ needs. The teacher can print off
their letter and put it inside their envelope.
If a student gets behind, provide extra time for them to work on their envelope or letter. They can also
take home clippings in a zip-block bag and either type or write their lesson at home.
Resources:
● Moscow/Moscow City Hall:
○ https://enacademic.com/dic.nsf/enwiki/11767555
○ https://en.wikipedia.org/wiki/Moscow_City_Hall_%28Idaho%29
○ https://en.wikipedia.org/wiki/Moscow,_Idaho
● Mail Art:
○ http://www.all-art.org/art_20th_century/johnson_ray1.html
○ https://www.tate.org.uk/art/art-terms/m/mail-art
Other/Integrated /Thematic Plans
Thematic Unit Plan- Costa Rica

Reading Lesson:
Name: Date: April 2020

Hayley Fleischman
Subject: Topic:
Kindergarten- Reading Countries-Costa Rica (theme), Print Features
● What animals live in Costa Rica?
● What kind of environment is Costa Rica? -Is it warmer or colder than here? How does it look
differently?
● What features do all texts/books have in common? -why are they important?
● RI.K.10: Actively engage in group reading activities with purpose and understanding.
● RI.K.1: With prompting and support, ask and answer questions about key details in a text.
● RF.K.1: Demonstrate understanding of the organization and basic features of print.
Objectives
TSWBAT Identify animals that live in Costa Rica (tree

frogs, tapirs, toucans, jaguars, sloths, and
monkeys)
TSWBAT Identify that Costa Rica’s environment, a
Rainforest, is different from where we live.
TSWBAT Point out the basic features in the text: words

separated by spaces, words are followed left-to-
right, and spoken words are represented by letters
on the page.

● The Umbrella by Jan Brett
● White board
● Computer/projector
● Tablets/iPads (if using Voki)
● Paper/pencils/coloring utensils
Potential barriers for this lesson are sight and hearing impairments. These barriers will affect how the
student can engage during the read aloud. Other barriers could be students who do not like to read or
write.
 Read aloud- fun book
 Class discussion/Think-pair-share
 Making Lists
 Students get to pick their own animal
 Technology
 Writing/drawing
students):
 Read aloud
 Lists (left up for students to use as checklists to provide needed support)
they have learned):
 Verbal explanation(s)
 Drawing
 Writing
 Technology
 Show students something they are familiar with, with words not separated by spaces or
reading it right to left (lacking text features)- this could be street signs, restaurant signs, book
covers, etc.
 Explain to students that all text has important features that make it easy to read, understand,
and help it to make sense. If writing didn’t have spaces, was read right to left, or the letters did
not represent the words the writer wanted, we would struggle to make sense of the story.
 Tell students that today we are going to learn about the features all texts have that it help us to
read them and make sense of them.-We will be using a book that is set in a rain forest, like
Costa Rica, to learn about these features.
do)
1. Before we can identify text features in the 1. Transition from hook to first activity
book, we need to be familiar with the text.
2. Do a read aloud of The Umbrella by Jan 2. Read aloud is a good way to get students
Brett - make list of animals we see, as we engaged and is an appropriate activity for
see them. Pointing out that these animals this age. Reading the book once through
do not live here and how the pictures
depict a rain forest environment. will help students feel more comfortable
when we read it again for text features.
This book is also a good text for both the
theme and for this age.
3. Do a second read aloud, this time tell 3. Connecting back to the hook will help
students that we are going to look out for students understand what text features are,
text features. Tell students what text which will help them during this read
features are, connecting back to the hook. aloud to make observations.
4. Model while reading how to pay attention
4. Modeling gives even more support to
to text features-find the first text feature
students to help them determine what text
(ex. The letters on the page represent the
words I am speaking) features are, and how to point them out.
5. As you continue reading, stop 5. Think-pair-share engages the students and
occasionally and have students think-pair- decreases the level of support slightly,
share about what they notice about the allowing students to try and find text
words on the page? As they make features on their own with help before
observations- Make a list of text features they use them on their own.
6. Tell students, “now that we have a list of 6. Transition. This activity is an opportunity
text features and animals that we would for students to practice individually what
find in a rainforest, you are going to they have learned and to use the lists we
create a small project that puts the two made.
lists together. I want you to pick an
animal from the list and then you can
either draw the animal or create a Voki of
the animal. Then you are going to write a
couple sentences about the animal using
the text features we discovered”- make
expectations clear: sentences are not being 7. Modeling will help students understand
assessed for being great writing, but just what is expected of them.
on text features. They are not expected to
write long sentences, just short and clear 8. Independent practice work time.
sentences.
7. Model to students with your favorite
animal-model the writing, and how to use
Voki.
8. Provide time for students to work- walk
around helping where needed and
pointing out where students are/aren’t
using text features in their writing (refer
them back to the list)
Closure/Reminders:
 Have students share what animal was their favorite while in line for lunch/recess- share with
the whole class
 When students get back, provide a time for students to share their writing/drawing or Voki.
 Read aloud- did the students engage in the reading and catch onto what animals were being
presented and what the text features are?
 List Making- can students identify the animals and text features?
 Drawing and writing or Voki activity-did students pick an animal from the list? Does their
drawing or Voki demonstrate they know what their animal is/looks like? Does their writing
include text features?
 Printed copies of the book
 Guided writing for writing activity at the end if students need more writing help-the point of
this lesson is for them to understand text features and the animals not to write perfectly
 The read aloud could be done in centers to help differentiate the lesson- after reading the book
once for the animals, students who aren’t reading with the teacher can start picking their
animals and drawing them. This could allow teachers to provide necessary support by having
smaller groups.
 Pictures of the animals if students can’t remember what they look like from the book or leave
book out for the students to use.
Resources:
https://www.voki.com/site/create
Art Lesson:
Subject: Kindergarten- Art Topic: Countries-Costa Rica (theme),

constructing environments , shapes
● What kind of environment is Costa Rica?-Is it warmer or colder than here? How does it look
differently from what we are used to?
● How can we construct a natural environment in a creative way?
● How can we use different shapes to construct that environment?
● VA:Cr1.1.Ka- Engage in exploration and imaginative play with materials.
● VA:Cr2.3.Ka -Create art that represents natural and constructed environments.
Objectives
TSWBAT Identify that Costa Rica’s environments,

Rainforest and jungles, are different from where
we live.

monkeys)
TSWBAT Create a natural, rainforest and/or jungle
environment with provided art materials utilizing
different shapes.

● Construction Paper (multiple colors)
● Glue sticks
● Poster paper
● Markers

Potential barriers could include: range of motion limitations, sight/hearing impairments, varying
levels of writing abilities. Other barriers could be the level of interest in art or skill level. Some
students are not as interested in art, or get frustrated that theirs does not look like others.
● Videos
● Pictures
● Think-pair-share
● Ripping and gluing
● Multiple color options of paper
students):
● Pictures
● Videos
● Modeling the art process
● Write the steps on the board and leave the example up on the projector
they have learned):
● Drawing
● Ripping/gluing
● Do a picture walk of the book, The Umbrella by Jan Brett to review.
● Ask students if they can remember what kind of animals live in the rainforest. Can they
remember the animals from the story? Have students think-pair-share about it.
● Make a list as students share.
● “Remember the environment from the story is different from the environment here, allowing
for all those animals to live there. Rainforests and those animals can be found in Costa Rica.
Rainforests and Jungles are both environments you can find there. Today we are going to learn
about jungles, look at a famous artist who created jungle artwork, and make our own!”
do)
1. Before we make our art we need to have an 1. Multiple means of representation, provide
idea of what jungles look like, let’s look at visuals for students to inspire their artwork
some pictures of jungles in Costa Rica. (Show later in the lesson.
pictures).
2. Ask students to think-pair-share about 2. Keep students engaged, break up instruction.
observations they have about what jungles
look like.
3. Now that we have an idea of what jungles 3. More inspiration and provides students with
look like, let’s look at how the artist Henri knowledge about famous artists.
Rousseau created jungle art. Show images
(and video if there is time)
a. Video:
https://www.youtube.com/watch?
v=Zr_MQ4h6r7Y 4. Modeling the process before sending
4. “We will be using his art work as inspiration students off on their own will help them
to make our own jungle/rainforest art. Model
feel more confident and allow them to
what the art project will be and how to do it.
a. Show that there are printed copies of focus more on being creative rather than
Henri Rousseau’s art work and trying to figure out what it is they are
pictures that were shown at the supposed to be doing.
beginning to use as examples.
b. Demonstrate drawing with a pencil
the shapes of trees and animals on
poster paper-reminding students to
draw lightly so if they mess up they
can easily erase
c. Tell students they will be ripping
construction paper and gluing it down
to bring their jungle drawing to life.
They will grab a piece of paper for
each color - remind students to rip
their paper in different shapes to
match the shapes they drew and the 5. Do not want to rush students, allow them to
shapes they see in the pictures/Henri take their time. It will help them create their
Rousseau’s art. best work, and make it less stressful/more fun
5. Give students time to start working on their for them.
art, they can have some more time after recess
to work on it and some more time throughout
the week (during art time throughout this
unit). Remind them that they will have time. 6. Students who are still confused will get the
6. Walk around the room as students work to support they need and it will make the process
help where needed, and provide extra support more engaging and fun.
where needed. Also, reminding them of what
they are making (a jungle),so it should look
like a jungle.
Closure/Reminders:
● Remind students that they will have time to keep working on it throughout the week and during free
time if they need that extra time (if they can’t finish after recess)-send them off to recess/line up
● As students line up, ask them what kind of animals and things they are incorporating into their art.
Remind them what animals live in rainforests and the jungle.
● Give them a high five as they leave the classroom, telling them “good job on your jungle Rousseau
projects so far! Can’t wait to see how they turn out!”
● Check to see if there are elements of Henri Rousseau’s art or the jungle pictures in their art
● Check if the student included at least one animal
● Did the student use the correct colors for certain parts (green for leaves, brown for tree trunks, etc)?
Does the picture portray a jungle?
● Questions at the end-do students remember what makes a jungle a jungle and the kinds of animals that
live there?
● Provide pre-ripped construction paper clippings for students who struggle with using scissors
(range of motion) so they can pick the ones they want and then glue them easier on their
envelope. This can also accommodate for students with sight problems
● Multiple copies of the printed pictures for students who struggle to see from far away, so they
can have them at their desks while they work.
● Students who need more time to finish can work on their art work during extra free time, or
take it home to finish.
Examples:
● Henri Rousseau images:
● Jungle Images:
● Inspiration for art project/example of the desired end product:
Dance Lesson:
Subject: Kindergarten-Dance Topic: Concept of dance: body (parts), time

(speed), Animal Movements (animals from Costa
Rica)
● How can we move like animals by using different body parts, changing our speed, and using
different locomotor movements?
● DA:Cr1.1.K- . Respond in movement to a variety of stimuli (for example, music/sound, text,
objects, images, symbols, observed dance).
● DA:Cr2.1.K- Express an idea, feeling, or image, through improvised movement moving alone
or with a partner.
Objectives

we live.
monkeys)
TSWBAT Express how a specific animal moves when the
sound it makes plays by changing speed (do
students understand the concept of speed?) and
which body parts we move (locomotor
movements).

● Computer/projector-to play video with sound- video: https://www.youtube.com/watch?
v=GvxJWsr7uao
● Space to move
Potential Barriers
● Video
● Sound
● Encouraging imagination
● Verbal instruction
students):
● Video/sound/words on video
● Verbal instruction
they have learned:
● Making sound (s)
● Movement
● Verbal explanation (think-pair-share)
● Remind students of the book we have been looking at (The Umbrella by Jan Brett). Remember
that Costa Rica is different than here, meaning there are all these different animals there!
(point to list made from reading lesson)
● Ask students what their favorite animal has been so far. Have them think-pair-share
● Tell students that we will be learning more about the animals that live in Costa Rica-how they
move and what sounds they make! We will even get to act like them!
● Before we can act out our animals, we need to warm up our bodies-have students stand up and
find a spot on the rug that gives them a good amount of personal space.
do)
1. Warm up:
a. To find the animals in the jungle 1. Warmup will help prepare students for the
and rainforest that we are going to movement. Pretending that we are going on a
learn to move like, we need to trek trek into the jungle/rainforest is to engage the
students and make it fun. It will give the
there. Have students warm up their
animal movements purpose. Dance Concepts
bodies by jogging in place-we are also introduced- locomotor movements
want to get our blood moving and (running), speed.
hearts racing. Then have students
stretch their bodies for the
journey.
b. Now that we are stretched for the
journey, we can start walking. Do
this by having them walk in place.
Change the speed they need to
walk in (they hear a noise, run up
a hill, environment).
c. Tell Students that speed is
something we can change about
how we move! We can also
change which body part we are
moving and how fast.
d. Tell the students they have come
2. The video provides variety for how
to a clearing; they will be able to
information is being presented. Seeing how
spot many kinds of animals here. the animals move not only helps engage
2. Let’s see what kind of animals we will students but makes what they are learning
spot: seem more real/tangible. Modeling how to
Play video: make the movements based on the video will
https://www.youtube.com/watch? help students understand the activity better
v=GvxJWsr7uao and same with pointing out body parts and
a. Stop after each animal: say its speed. This will introduce the dance concept.
name and ask students to repeat This also gives the students time to practice
the sound it makes and try moving the movements before the culminating
like the animal (model the first activity.
one). Point out the parts of the
animal and how we can use our
body parts to move like that too.
Also point out the speed of the
animal. We can change how fast 3. Gives students some autonomy and
we move too introduces the culminating activity.
3. After going through the animals as a class,
split the class into two groups (split the class
in half). Each group will be assigned an
animal. One a slower animal and one a faster
animal (ex. Tiger). Tell the students we are
going to see how well we were paying 4. Again, give students some autonomy with
attention to the animals we saw today on our their learning. This also can act as a form of
exploration. assessment to see how well they were able to
4. Give students time to figure out how they will pick up on the animal movements from the
move like their animal, they can do it video.
individually or with others in their group.
They will do their movement(s) one group at
a time when the animal sound from the video
is played.
Closure/Reminders:
● Tell students they did a great job demonstrating the animal movements they saw on their journey. They
did a great job changing their speed and locomotor movements to be the animal they were trying to
portray.
● Now it’s time to cool down after such a long trek. Have students circle up and sit down on the rug.
They should be able to all see each other and you.
● Have students do the butterfly as they deep breathe-you can tell them that on their way home from
their journey they see a butterfly. Continue to let students stretch-they can stretch to reach their toes,
stretch their legs, etc.
● Have students transition to laying down in any way that is comfortable to them, as long as they have
personal space. Have them keep breathing deeply, but now have them close their eyes and imagine the
rainforest/jungle they experienced today. Tell them to imagine their most favorite animal from the
video and/or book and think about how it moves.
● “What a great journey we had today, class!”-have students sit up and ask them to share what animal
they imagined and how it moved. Was it slow? What body parts were moving?
● Class activity-Do students change their speed when needed? Can students see what body parts of the
animals are moving? This is an informal and formative assessment done visually.
● Culminating activity-were students able to mimic the animal movements without the video? Can they
identify the animal from its sound?
● Cool down-how did students apply what they learned about speed and body parts (dance concepts) to
talking about the animal they imagined?
● Verbalization of how animal move for students who have physical limitations
● Instead of splitting the class into two animal groups, accommodations could be made by
having multiple animal groups or by doing centers.
Writing Lesson:

Subject: Kindergarten-writing Topic: Countries- Costa Rica (theme),
narrative writing and story elements.
● What kind of environment is Costa Rica? -Is it warmer or colder than here? How does it look
differently from what we are used to?
● What are narrative stories?
● What elements do these stories have? -characters, plot (beginning, middle, end), setting, main
idea/theme
● How can we take experiences we have and use writing to tell other people about them?

Writing Standards:
● W.K.2- Use a combination of drawing, dictating, and writing to narrate a single event or
several loosely linked events, tell about the events in the order in which they occurred, and
provide a reaction to what happened
● W.K.8 With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question.
Reading Standards:
 RL.K.5- Recognize common types of texts (e.g., storybooks, poems).
 RL.K.10- Actively engage in group reading activities with purpose and understanding.
Objectives

we live.

monkeys,etc)
TSWBAT Compose their own travel narrative in their
passport booklets: at least two sentences with
each drawing, there is an order to their story
(story elements), and elements of Costa Rica they
have learned are present.
TSWBAT Explain what narrative writing is and identify the
story elements of a narrative.

● Computer/projector
● Book: Knuffle Bunny: A cautionary tale by Mo Willems
● Passport booklets
● Story elements graphic organizer (see resources at the end)
● List of animals from Costa Rica-made in reading lesson
● List of text features- made in reading
Potential barriers could include range of motion limitations, sight/hearing impairments, varying levels
of writing abilities. Other barriers could be the level of interest in writing and varying levels of
reading comprehension.
 Videos
 Think-pair-share
 Graphic Organizers
 Books (one they are familiar with)
 Writing and drawing
students):
 Videos
 Books
 Graphic Organizers
they have learned):
 Writing
 Drawing
 Graphic Organizer
 Verbal explanation
● Use a book the students are familiar with- tell students that this story we have already read is
an example of narrative writing so it has important story elements: plot (beginning, middle,
end), characters, setting, and main idea (what the story is about).
● Go through the book and work with students to identify each story element (model)
● Watch this video with the students: https://www.youtube.com/watch?v=-_nePjWXecQ
do)
1. Tell the students that we will be reading a 1. Introduces the lesson and prompts the
new book to help us practice identifying students about what to look out for.
these story elements, we will also be
writing our own narrative stories, so we
need to pay attention to how the book is 2. Engages the students and gives them an
organized. example text for what narrative writing is
2. Do a read-aloud of Knuffle Bunny: A and a book that has a clear plot,
cautionary tale by Mo Willems characters, and main idea
3. Go through all the elements of the story 3. Think-pair-share will help keep students
and have students think-pair-share to try engaged and help them brainstorm about
and identify them. story elements on their own before the
4. Model filling out the story elements teacher says anything. Learning does not
graphic organizer for Knuffle Bunny: A just happen by the teacher stating things.
cautionary tale by Mo Willems- fill out 4. Modeling this will help students
parts of it understand how to identify the elements
of a story even better and model what
they will be doing on their own later.
5. Do guided writing for the rest of the 5. This allows students to practice what they
graphic organizer will do later with minimal teacher help,
and help the teacher assess what the
students do/don’t understand about story
elements
6. Tell students that they will be writing 6. Transitions into the writing activity and
their own narratives in their passport ties the lesson into the theme/unit.
booklets about visiting Costa Rica. They
can create their own characters, main
idea, and plot but their setting needs to be
Costa Rica.
7. Show them an example of what you want 7. This will make the expectations clear to
them to do- a couple sentences, some the students.
drawings, and a filled out graphic
organizer for their story.
8. Pass out passport booklets and graphic 8. Reminding students of the lists will tie
organizers-remind students of the lists this lesson back to the theme/unit even
(text features and animals) they can use more and provide support to those
the animals to help set their story in Costa students who need it and can’t recall
Rica or as characters and animals from Costa Rica or struggle with
writing with text features on their own.
Closure/Reminders:
 Have students turn in their stories and graphic organizers
 Remind students what narrative stories are and what the story elements are. Their stories
should all have had the same setting-Costa Rica
 Provide time for students to share their stories (author’s chair) later that day or after
recess/lunch
 Class discussion and graphic organizers-could students identify the elements of a story?
 Writing- does it include the story elements? Is it a narrative? Did they attempt to use text features? Is
the setting Costa Rica?
 Printed copies of the books
 Allow for students to take their writing home and provide extra time if they need it
 Writing centers to provide extra support during the writing process
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ELA: Writing and Reading

TSWBAT Convey ideas and state information clearly in a

TSWBAT Use resources provided to pull out important

Materials and/or technology:

UDL-based planning (expand this box):

Activities/strategies used: (what you/students Rationale: (why you/students will do it)

Resources used for this lesson:

Robert Smalls-- Civil War hero who later became a Congressman. :

Jesse Owens- Track and field Olympic gold medalist:

Margaret Thatcher-The first woman Prime Minister of the United Kingdom:

Empress Wu- Only woman to be an emperor of China:

Subject: Kindergarten- Writing Topic: Writing strategies-organization,

State of Idaho and/or Common Core standards addressed:

TSWBAT Fill out the graphic organizer for If You Give a

TSWBAT Generate ideas for their writing as a class.

UDL-based planning (expand this box):

TSWBAT Describe how nonfiction writing is different than

TSWBAT Explain what expository writing is, and why it is

TSWBAT Fill out the Topic Graphic Organizer with

Materials and/or technology:

Closure/Reminders: (2-5 min)

The big idea(s) or essential question(s):

Activities/procedures (include anticipated time for each)

As students come back from recess, I will do call and

I will hang up their pictures on a classroom

Diversity goals: (where relevant)

box they try to do it independently.

3. Introduction to stretching sounds: Now 3. Transition

we are going to stretch sounds for words

that aren’t in the sentence.

a new word and ask them to practice

stretching out the sounds under their

breath, then as a class fill out the box

sections (students raising their hands

after whispering if they know what

section each letter goes in)

5. Introduction/Model to sound box 5. Transition

game: “Now you are going to practice

using the boxes on your own in a fun

game. You are going to be froggies and

hop to letter lily pads around the room to

sound out words on your list. The goal is

to hop to each letter for the word, sound

it out (like we did when we stretched out

familiar. Model how to do the game with segmenting and stretching.

the first word. While hopping and

showing them how to do it, go over

expectations/safety rules. -The list of

words the students get will have a

column for the word itself and a column

right next to it for them to put the sounds

in the boxes. They can cross off

to find the letters of their word. When assessment.

students have found the correct letters,

they must identify the phonemes in the

word. Once students have found and said

each sound of their word, they must write

the letters of the word in the correct box

on the activity worksheet (which will be

on clipboards), then move onto the next

word, following the same process.

and segment words on their own?

boxes? Are the students engaged?