Name:

Ginnie Copeland

Date: 11/2/14

Southwestern College-Educator Preparation Program

Unit Template with Lesson Plan format
Directions: Use the following template for unit and lesson planning

Unit Title: Regions of the United States

th

Grade level(s): 4 grade

Goals: In the space below, list standards that will be addressed in the unit. Use Common Core Standards for ELA and Math. Use state
standards for other disciplines.

Standards include: CCSS.ELA-LITERACY.L.4.1

For ELA useStrand: Language
Boxed Sub-heading: Conventions of Standard English
Standard: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Code: L4.1

Strand: Reading
| Code RI.4.6
Boxed Sub-heading: Informational Text
Standard: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information
provided
Strand: Reading
Code: RI.4.1
Boxed Sub-heading: Informational Text
Standard: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Strand: History
Code:
Boxed Sub-heading: Places/Institutions
Standard: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content.
Strand: Writing
Boxed Sub-heading: Types & Purposes
Standard: Write informative/explanatory text to examine a topic and convey ideas and information clearly
Strand: Writing
Boxed Sub-heading: Research to Build and Present Knowledge
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Code: W.4.2

Code: W.4.9

What will student know, understand, be able to do as a result of this unit?

Know (nouns)
Definition
Identify Regions of the United States, refine use of English language, and explain why westward expansion was necessary in US history.

Regions of the United States: Midwest, Northeast, Southeast, West, Northwest

Proper Noun - the special word (or name) that we use for a person, place or organization
Pronoun- a word that takes the place of a noun
Fragment- an incomplete sentence
Run-on- a written sequence of two or more main clauses that are not separated by a period or semicolon or joined by a conjunction
Simile- comparison of two unlike things using like or as
Metaphor- comparing two unlike things
Idiom- an expression whose meaning is not predictable from the usual meanings of its constituent elements
Be Able to Do (Verbs)
Level I
Level II
Level III
Level IV

List the verbs that are key learning targets, then

determine the cognitive demand level (Blooms) with
verbs in context by placing a checkmark in the
appropriate square:

Knowledge/
Remembering
Memorize facts,
definitions, &
formulas

Comprehension/
Understanding
Perform
Procedures

Demonstrate

Use

x
Understand

x
Choose
x

Develop

This standard means a student will know and be able to do(use your own student friendly words)

Level V

Application
Demonstrate
understanding of
math

Analysis
Conjecture,
Generalize,
Prove

Synthesis/Evaluate/
Create; Solve nonroutine problems;
make connections

The students will learn and be able to apply knowledge gained to speak, write, understand, and read correctly using the English language.
The students will learn and be able to identify different regions of the United States.
Essential Questions: What big idea question(s) focus this unit? Think: broad overarching question that can bridge subject areas and units.-This unit wont end
the learning on this question.

Why did settlers migrate west?

 What rules are important to follow when using the English language?
Unit Questions: Guiding, open-ended, unit-specific question(s) that help build understanding of the Essential Question.

How can I use descriptive words to better represent items in the English language?
Where did explorers go when they first reached America?

Summary: In the space below, write a brief summary for the unit. Provide a concise overview of your unit explaining what is to be learned
and how students will attain the learning goals.
Through this unit, the students will review and practice with grade-appropriate information regarding geography as well as proper
language use in both spoken and written form. They will continue to develop a deeper understanding of the English language while
performing in engaging activities and games that also deepen their geographical knowledge. Students will work in small groups as well as
independently on projects. The students will do activities, participate in games, and discussions to review the materials in this unit.
(Why are you teaching this? Why is it needed? How will students benefit from this lesson? How can you justify the time spent?)
Thisanalysis:
unit has aWhat
dual purpose:
students
refine the
theirneed
use for
of the
English
language,How
both does
written
spoken,
anddifferences
they will also
be gaining
knowledge about the
Data
data do you
havewill
showing
this
unit/lesson(s)?
theand
data
indicate
in learner
needs?
geography
of
the
United
States.
There
is
crossover
with
both
Social
Studies
and
Science
in
this
unit.
When will these differences be addressed (small group differentiation during core, Tier II-supplemental intervention, Tier III-intensive
intervention)?
Data type: Standards review
Analysis details: This blends proper English form with a practical understanding and knowledge of regions throughout the United States. It is
important to teach these areas to the students early on so that they are able to establish and practice this as their education progresses. Knowing
where regions are will be essential for furthering understanding of the settlement and expansion of the US.
Assessment: (How will you know students have learned? It is important to think about your assessment before planning lesson(s). How will the
student(s) demonstrate they have met the objective? Formative Assessment should be conducted regularly throughout the lesson(s). Preassessment may be conducted prior to lesson(s). Summative assessment will generally be at the end of a unit or series of lessons on similar
learning goals. Assessment may be informal-teacher observation, checklist, journal entry, practice tasks. It may be formal-written task,
performance task, paper/pencil or computer based quiz/test. You may come back and make adjustments to the assessments as you progress

through planning or even after teaching the lesson to ensure objectives, instruction, and assessment are aligned and students are meeting the
objectives.
Performance Task(s):
Through what authentic performance tasks will students demonstrate the desired understandings?
By what criteria will performances of understanding be judged?

I will use both formative and summative assessment during my lessons. At the start of each subsequent lesson, we will have a whole class
discussion reviewing briefly what was covered the prior day. I will adjustments to my teaching style as needed if students are struggling to
understand. Ways I will use formative assessment include: observation, discussion, and reviewing student work that is graded. I will use
summative assessment when I give quizzes and the end of unit test. This will give me a good understanding of the students understanding and
progress that occurred through the lessons.
Other Evidence:

Through what other evidence (e.g., quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired
results?
How will student reflect upon and self-assess their learning?

Formative1. Teacher observation

2. Small group activities
3. KWL Charts
4. Homework assignments
5. Questioning
Summative1. Quizzes
2. End of Unit Exam

Materials and Resources: In the space below, brainstorm any materials you might need to complete the lesson in your classroom. This
may include teacher and student books, guest speakers, technology, materials/supplies needed for demonstration and instruction or
needed by students to complete tasks, etc. As you continue to work on your lessons, you will likely add to this list.
Student name sticks, Smartboard, maps of the United States, crayons, worksheets, computers

Unit Outline-Lesson Segments: Provide a brief description of each session in the unit sequence.
Session
1
2
3
4
5
6

Instruction and Learning Experience

Students are reviewing proper grammar use with informational texts
Students are reviewing and practicing using Proper nouns
Students are identifying regions of the United States
Students are identifying major water systems in the US
Students are reviewing migration habits of American settlers
Students are reviewing key details of an expository essay.

7
8

Students are practicing writing an expository essay.

Students are showing their understanding of editing and rewriting their essay.

Lesson 1
Lesson title: Grammar Review
Objective (s): The student will be able to show his/her understanding of proper grammar usage.
Assessment: This will be a formative assessment through observation. Using the smartboard, students will play the Gorilla Grammar
game and raise hands to answer questions.
Meeting the needs of various learners/accommodations: Students that are ELL or strugglers will be given a little extra time on the
game and will be given a chart with definitions and examples of adverbs, nouns, verbs, etc use during the game.
Instructional Plan- after detailing each plan component, indicate the approximate time allocated to carry out that part.
Opening: The teacher will review the different parts of speech in a whole group setting. The teacher will ask what the definition of a
noun is and will call on a student to define a noun. (Students have already been taught what this is as this lesson serves as a review.)
Students should be able to say that a noun is a person, place, thing, or idea. The teacher will then ask students to call out different
examples of nouns (ex: oranges, the grocery store, a dog, their sister, etc.) Once many students have provided examples, the teacher
will move to the white board. Teacher will repeat with verb, adverb, adjective, and proper noun. (10 minutes)

Instruction: The teacher will write 4 sentences on the board and have students identify the parts of speech in each sentence. (10
minutes).
Practice: Students will then be divided into two small groups, one will be told to go to a computer and play the Gorilla Grammar
game, http://www.funbrain.com/grammar/. The other group will work with the teacher as they read together a short story, People
of the Breaking Day by Marcia Sewall. The will raise their hands as they identify Proper Nouns.
(2 - 20 minute sessions)
Closing: Students will be given this short worksheet that they have to fill out before they finish for the class period to see how well
they understand the different parts of speech. (5 minutes)
In the paragraph below, circle the nouns, use your highlighter to highlight words that are Proper Nouns,
underline verbs, double-underline adjectives, and place a box around the adverb.
We are Wampanoags, People of the Breaking Day. Nippa'uus the Sun, in his journey through the sky, warms
us first as he rises over the rim of the sea. At his birth each new morning we say, "Thank you, Nippa'uus, for
returning to us with your warmth and light and beauty."
But it is Kiehtan, the Great Spirit, who made us all: we, the two-legged who stand tall, and the four-legged;
those that swim and those that fly and the little people who crawl; and flowers and trees and rocks. He made
us all, brothers sharing the earth.
Reference: (Sewall, Marcia. People of the Breaking Day. Anthem Books for Young Readers, 1990.)

After Assessment: The teacher will meet with students that seemed to struggle during the game and review parts of speech with
them to see what it is they struggle with. The worksheet will be a form of assessment as well.
Lesson 2
Lesson title: Proper Noun Review

Objective (s): The learner will demonstrate his/her ability to recognize proper nouns in a different texts and will choose appropriate
use of proper nouns in a sentence.
Assessment: Students will be given a worksheet at the end of the class period where they will review a paragraph and correct the
Proper Nouns that they see. Students will then list out the proper nouns below the paragraph.
Meeting the needs of various learners/accommodations: Some students may struggle identifying proper nouns. The teacher will
note which students are struggling with this skill and provide assistance if needed during the activity.

Instructional Plan- after detailing each plan component, indicate the approximate time allocated to carry out that part.
Opening: The teacher will begin by asking the students to think about the geography of the United States. The teacher will utilize a
map of the United States and introduce the concept of regions. (5 minutes)
Instruction: The teacher will talk about ways that can identify different regions: geographically (North, South, Midwest, East, West,
Northeast, Southeast) as well as by cuisine and music. (10 minutes)
Practice:
The teacher will divide the class into 7 groups. Using their social students textbook and classroom computers, students will be
assigned a region in the US to research. They will need to come up with 5 characteristics that define the region. It can be location,
types of food, climate, music and culture, animals and plants that inhabit the area, or something else. (20 minutes)
Closing: The teacher will gather the class back as a whole. Using the map of the 50 states, each group will be called upon to identify
geographically where their region is located and share some of their facts with the class. (10 minutes)

After Assessment: At the end of the class period, students will be given a worksheet with a map of the US. They will need to identify
the 7 different regions by circling or shading/coloring the area for each. This will be turned in for a formative assessment.

Lesson 3
Lesson title: Regions of the US
Objective (s): Students will demonstrate an understanding of the location of regions across the United States.
Assessment: The teacher will assess through observation as the students participate in the small group activities. A formative
assessment will be given in the form of a worksheet.
Meeting the needs of various learners/accommodations: ELS learners will have access to a different worksheet where the labels
are provided and they have to draw arrows to the different regions.

Instructional Plan- after detailing each plan component, indicate the approximate time allocated to carry out that part.
Opening: Teacher will capture the attention of the students by playing this video describing features of different regions on the
Smartboard: https://www.youtube.com/watch?v=b-lO7UMsEEc (8 minutes)
Instruction: The teacher will then ask students to identify the states in each region. Accessing prior knowledge, students will be
called upon to give 3 more details about each region. (5 minutes)
Practice: Students will be work through different centers in small groups where they get to experience information about each of
the specific regions. Working independently at each center, students will write three sentences for each center, describing
characteristics of the area. (5 sessions of 10 minutes each)
Closing: After students have created their key facts pieces, the students will be given time to construct a 1 page reflective essay on
the different characteristics of regions across the United States using proper grammar usage. (15 minutes)
After Assessment: A formal assessment will be given after tomorrows lesson on additional geographic features across the US.

Lesson 4
Lesson title: Water Systems Across the US
Objective (s): Students will be able to show that they understand and identify different water systems in the US.
Assessment: Students will write rough draft of facts on regions in the United States and identify major land formations or water
systems in the area.
Meeting the needs of various learners/accommodations: Some students may struggle with writing sentences and paragraphs
correctly. Students will do a peer review of the rough draft, and the teacher will provide additional assistance where needed.

Instructional Plan- after detailing each plan component, indicate the approximate time allocated to carry out that part.
Opening: The teacher will share short video on the SmartBoard about interesting facts about water:
https://www.youtube.com/watch?v=-YZhOvqLeUg&list=PLSAN_r3S1wZRVWH5rrhL2sHfITZ8u_SA6. The teacher will share
information about where Wichita gets their water and our water conservation plans for the future. Another short video will follow:
https://www.youtube.com/watch?v=bySIiPDV6wo&list=TL3fHb8Hw2RUM (10 minutes)
Instruction: At their tables, students will discuss why having access to clean water is important. (5 minutes)
Practice: Students will complete an activity from the EPA site http://water.epa.gov/learn/kids/drinkingwater/kids_4-8.cfm:
BACKGROUND: The following demonstration illustrates how the water cycle helps to purify water.
The key terms are evaporation and condensation. Evaporation is defined as the process through which a
liquid becomes a vapor. Condensation is the process through which a vapor becomes a liquid, and is the
opposite of evaporation. In the case of water, the main mechanisms for evaporation and condensation are
heating and cooling, respectively.
MATERIALS NEEDED:
4 cups of dirt or sand
a dozen stones
2 quarts of water
a large glass bowl with tall sides (mixing bowl)
a short glass
clear plastic wrap
a sunny day. (15 minutes)

Closing; Students will answer the following follow up questions:

1. What are the two processes responsible for purifying the water? (Evaporation and Condensation)
2. Where else do you see condensation? (Cold drink outside on a hot day)
3. How does this process work on Earth?
4. What is the plastic wrap? (Our atmosphere)
5. What is the condensation? (Clouds and rain)
6. What would happen if the plastic wrap was dirty? (Air pollution)

After Assessment: Teacher will check the students understanding of adverbs/adjectives based on the worksheet of follow up
questions that the students take. The teacher will then work with students that need more assistance on this topic. Students that
finish early may do a word scramble found here (printed copies will be available for students):
https://www.dropbox.com/s/gyp2h7ofl9ebuhh/Screenshot%202014-11-04%2020.18.40.png?dl=0

Lesson 5
Lesson title: Settlement & Migration in the US
Objective (s): Students will be able to show that they understand where settlers initially came to America, and how they migrated
West.
Assessment: Students will take a quiz at the end of the lesson to show that they can identify events on a timeline.
Meeting the needs of various learners/accommodations:
Students that are struggling with this lesson during the time on their own will be given assistance at the discretion of the teacher.
Instructional Plan- after detailing each plan component, indicate the approximate time allocated to carry out that part.
Opening: The teacher will ask students to share what they know about settlement in the United States. Teacher will start a KWL
chart (5 minutes)
Instruction: The teacher will read aloud to the class, Jacqueline Morleys book You Wouldnt Want to Be an American Colonist: A
Settlement Youd Rather Not Start.(20 minutes)
Practice: After reading together, the teacher will then engage the class in whole group discussion and pose questions like:

What are some of the reasons people decided to colonize America?

What do you think the Native people thought of the new arrivals?

What are 3 things you would take with you if you had to move to a new country?
Thinking back to our lesson yesterday about water, what factors do you think colonists looked for when choosing a locating
to settle?

After discussion, students will create their own United States timeline from 1600 present day with at least 5 dates that were
significant in our history. (15 minutes)
Closing: After the whole class discussion, the teacher will add items to the KWL chart. What did the students learn in the lesson
today? (5 minutes)
After Assessment: The teacher will assess by questioning and observing.

Lesson 6
Lesson title: Expository Writing
Objective (s): Students will demonstrate the understanding of the parts of speech and writing properly. Students will show that they
can construct an informational essay about the information theyve learned in the unit: a specific region in the United States, water
systems and resources in the area, and information on when the area was settled.
Assessment: Students will submit a rough draft for informal review/completion points.
Meeting the needs of various learners/accommodations:
Many students struggle with the proper layout for writing a paper. Guides will be available that show an outline for how to write
their paper. ESL students may have difficulty with the vocabulary and writing more challenging sentences. I will pull a group of
students who are struggling and work with them in a small group while the rest of the class works independently.

Instructional Plan- after detailing each plan component, indicate the approximate time allocated to carry out that part.

Opening: The teacher will ask students to share facts that theyve acquired about the US regions, resources, and settlement of the
areas within the United States. On the Smartboard, the teacher will play this song about Expository Writing:
https://www.youtube.com/watch?v=3sNHpXjRuL8. (5 minutes)
Instruction: On the Smartboard, the teacher will share this video about Expository Writing:
https://www.youtube.com/watch?v=YpCzBdWdpTs. Throughout the video, the teacher will pause the video to ask the class for
examples of things that theyve learned in this unit that would be an example of a main idea, supporting information, etc. (12
minutes)
Practice: Students will then get the opportunity to use the worksheet below to outline ideas they want to discuss in their expository
essay. (15 minutes)
Like this:

Closing; After the students have completed their worksheets outlining their topic for the expository paper, the teacher will close
with information about the expository essay they will complete. It will need to be no fewer than 5 paragraphs and can either be
handwritten or typed. More details will come in the next lesson. (10 minutes)
After Assessment: The teacher will monitor the students to see if there is any confusion about the writing assignment. The teacher
will also review each topic worksheet to make sure each student is on track.

Lesson 7
Lesson title: Writing Practice
Objective (s): The students will be able to demponstrate writing expository pieces in a class newspaper.
Assessment: The students will turn in their articles for a class newspaper.
Instructional Plan- after detailing each plan component, indicate the approximate time allocated to carry out that part.
Opening: The teacher will poll the class to see who reads the newspaper. The teacher will ask a series of questions: Does the paper
get delivered to their household? Every day or just Sunday? Who in their family reads the paper? What types of stories are in the
newspaper? (8 minutes)
Instruction: The teacher will divide the class into pairs using name sticks. Each pair will then draw a topic: one of the 5 US regions,
water conservation, arts & culture news, real estate, and music and food news. Each pair will work together to write an article for a
classroom newspaper. Before dismissing to work with partners, the teacher will ask the class for suggestions of names and narrow it
down to one. (15 minutes)
Practice: The students will have to activate knowledge from the unit to come up with a factual, informative story for the paper. It
will be checked for grammatical accuracy. (15 minutes)

Closing: The articles will be circulated around to small groups so that everyone can hear the contributions. Then the teacher will
tape the articles together to form the classroom newspaper and display it outside the classroom.
After Assessment: Students will be given time to work on their expository writing piece. If students seem to be struggling with how
to incorporate their topic and key information, the teacher will work one-on-one or pull students into a small group if necessary.

Lesson 8
Lesson title: Expository Writing
Objective (s): Students will be able to demonstrate an understanding of Expository writing and proper grammatical usage in a formal essay.
Assessment: Students will submit their essay for grading.
Meeting the needs of various learners/accommodations: ELL and strugglers will work in a small group with the teacher while other
students may work independently.

Instructional Plan- after detailing each plan component, indicate the approximate time allocated to carry out that part.
Opening: The teacher will ask the students to review what an expository piece is. (5 minutes)
Instruction: The teacher will provide an Expository Writing Idea Helper to all students to assist in writing their essays. Like this:

Practice: The teacher will provide the worksheet and assist students with questions as they complete their essays. Students will be
given time to finalize their essay, and then switch with a peer for peer critique. There will be time for revisions.
Closing: The teacher will collect the essays for grading and put them in the students writing portfolio to be shared with parents at
Parent-Teacher conferences, and then eventually sent home at the year end to show how the students writing improved over the
year.