3 Week Lesson Plan Overview

Days:
Language Arts
Social Studies
Related Arts
Technology
Week 1
Monday
ELA 4.SL.2.1
IO: The students will identify goals
for literature circles and make
predictions about their text.
AO: The teacher will evaluate the
students identification of literature
circles and prediction of their text.
LO: Teacher will describe directions
and expectations for literature
circles. She will then allow students
to work in their groups to define
goals for next week and make
predictions about their text.
Students will record their goals and
predictions in a premade sheet.
ELA 4.W.2.1
IO: The student will write in legibly
writing a letter as a slave including
reasons that are historically
accurate.
students letter for legibly
handwriting and staying focused on
the topic of slavery in the South.
LO: The teacher will review the
treatment of the slaves with the
students and brainstorm a list of
what the students could write
about. The students will then have
work time to work on their letters.
S.S. 4.1.7
IO: The student will compare and
contrast the two sides and the
conflicts between them.
students comparison and contrast
of the two sides and the conflicts
between them.
LO: Teacher will define the Civil
War and both sides, students will
complete a KWL chart and teacher
will explain the conflicts between
both sides. Students will complete a
Venn Diagram comparing the North
and South sides.
S.S. 4.1.7
IO: The student will interpret the
treatment of slaves and reasons for
slaves wanting to escape.
students interpretation of the
treatment of slaves and reason for
slaves wanting to escape.
LO: The teacher will review with
students the treatment of slaves
on the plantation. The teacher will
compare this to the conflict
between the North and the South.
The students will create a flyer of
how the slaves were treating unfair
and wanting freedom.
S.S.4.1.7
IO: The student will define the
Underground Railroad and why it
was a cause of the Civil War.
students definition the
Theatre 4.1.1
LO: The teacher will have
several road blocks set up
throughout the classroom
and mark off territory areas.
The teacher will turn out the
Technology 1.c.
LO: The teacher will present
the students with computer
to participate in a runaway
slave simulation. The
students will develop a
Tuesday
Wednesday
ELA 4.SL.4.2
ELA 4.SL.2.1
IO: The students will collect
information regarding their side
(North vs. South) in preparation for
a debate.
Thursday

students progress and information
collected.
LO: The teacher will divide the
students into two groups (North or
South). The teacher will explain
how a debate works and the
purpose for the debate. Then, the
students will be given specific jobs
to fulfil within their groups. The
students will be given work time to
complete their jobs. The students
will be provided with a rubric.
ELA 4.SL.4.2
ELA 4.SL.2.1
IO: The students will collect
additional information regarding
their side and make final
preparations for debate.
students information and provide
assistance with debate material.
LO: The teacher will allow each
group time to bring information
together and prepare for debate
the following day. The teacher will
have time for each group to ask
questions and show their
information that is collected.
Underground Railroad and why it

was a cause of the Civil War.
LO: Teacher will provide an
Underground Railroad simulation,
treatment of slaves and talk about
Harriett Tubman, Levi and
Catherine Coffin and other
influential people in helping
runaway slaves. Students will fill
out a flip book listing all the
different tabs.
S.S. 4.1.7
S.S. 4.1.15
IO: The students will examine the
motives of the Liberia colonization
movement and other anti-slavery
groups. The student will use all
information from the week to
create a timeline of events
regarding the causes of the Civil
War.
students examination of the
motives of the Liberia colonization
movement and anti-slavery groups.
The teacher will evaluate the
students creation of a timeline.
LO: The teacher will define antislavery groups and their impact in
starting the war. The teacher will
focus on the Liberia colonization
movement which started in
Indiana. The students will create a
pyramid listening Liberia
colonization movement and details
about it. The teacher will then
provide the students with work
time to create a timeline of all the
lights and the students will

have to try and escape
without a flashlight being
flashed on them.
better understanding of how

hard it was for runaway
slaves and the problems that
could occur.
Technology 3.b.
LO: The teacher will provide
students with time on the
computer to research
additional information and
put information in a
document for all group
members to have a copy.
The teacher will be available
to help students and answer
any questions in regards to
their presentation for the
debate.
causes.
Friday
ELA 4.SL.4.2
ELA 4.SL.2.1
IO: The students will present their
point of view including historically
accurate information.
students presentation for debate.
(rubric will be used)
LO: The teacher will set up the
expectations for the debate once
again and allow students to divide
the room in half. Each side will
have a set time to talk and the
teacher will evaluate conversation
based off the rubric. The teacher
will have guided questions for
debate if students need assistance.
Week 2
Monday
ELA 4.SL.2.1
ELA 4.RN.2.3
IO: The students will identify if they
met their goals and participate in
group discussions about their book.
students identification of the goals
they met and their participation in
group discussion.
LO: The teacher will allow the
students to begin discussion with
their literature circles. Students will
be provided with a recording sheet
to record if they met their goals
and how many times other group
member participated and
contributed to the discussion.
S.S.4.1.7
IO: The student will research and
present information on an
important person of the time
period using historically accurate
information.
students information and
presentation of the information.
LO: The teacher will provide
students with access to computer
to research information on a
famous person who was influential
in the causes of the Civil War. The
students will be provided with work
time and will be allowed to select a
method of presentation
preapproved by the teacher.
S.S. 4.1.8
IO: The student will identify
Abraham Lincolns impact on the
start of the Civil War and the first
major events of the Civil War.
students identification of Abraham
Lincolns impact and the first major
event of the Civil War.
LO: The teacher will present the
students with Abraham Lincolns
stand on slavery and the start of
the Civil War. The teacher will
discuss succession of the Southern
States and how this was the start of
the Civil War. The students will
create foot prints of the start of the
Civil War.
Theatre 4.6.3
expectations for students
previous to this lesson to
allow students to dress as
though they were from the
time period and align their
view points with those from
the North or the South.
Technology 3.b.
LO: The teacher will set the
expectation for using the
computers. Students will use
technology to locate
information about an
important person who
influenced the start of the
Civil War. The student will
present the information to
the teacher
Tuesday
ELA 4.W.3.1
IO: The students will write a
persuasive piece about why Indiana
citizens should join the North or
South side.
students writing of a persuasive
piece for information about why
Indiana citizens should join a
particular side.
students about Indianas
involvement and how the state was
split. The teacher will present
students with a RAFT on the
options they may pick to create
their persuasive piece.
S.S. 4.1.8
IO: The student will identify Indiana
citizens and the impact that they
fought in the Civil War. Students
will chronologically label each
battle of the Civil War. (up to 1863)
students identification of Indiana
citizens and their impact. She will
evaluate the students listing of
battles up to 1863.
LO: The teacher will provide the
student with information about
Indiana citizens and their impact in
the battles and major events up to
1863. Students will continue to
create more footprints listing the
battles and what happened at each.
Theatre 4.1.1
IO: The students will reenact
a battle to better understand
the history of the Civil War.
AO: The teacher will
evaluate the students
reenactment for
participation and historically
accurate information.
LO: The teacher will present
the students with the
different battles in Social
Studies. The students will
create a reenactment of the
battle dividing the class in
half and using theatre to
help the student to better
understand the history of
the battles.
Technology 3.b.
LO: The students will use the
computers to collect and
organize their persuasive
piece. Students will be
allowed to use pictures and
other multi-media to make
their project more
interesting.
Wednesday
ELA 4.W.2.1
IO: The student will write in legibly
hand writing a letter as a soldier of
either the North or South side.
students writing for legibly hand
writing and staying on topic.
the students what life was like as a
solider. The teacher will help the
students brainstorm a list of ideas
of details that they could
incorporate. Once the students
have created their list the teacher
will provide time to write.
Fine Arts 4.8.4

LO: The teacher will talk and
review with the students
about life as a Civil War
soldier. The students will
then take the information
they know about soldiers
and find pictures or multimedia to display what it may
have been like to be a
soldier.
Technology 3.b.
LO: The students will be
using the computers to
create a collage of pictures
and multi-media about life
as a Civil War soldier. The
work that the students
create should display the
hardships and difficulties
that the soldiers faced
during the war. The students
will be allowed to do
additional research on the
computer if needed.
Thursday
FIELD TRIP TO CONNER PRAIRIE
S.S. 4.1.8
IO: The student will describe the
fighting that occurred in Indiana
and who was involved.
students description of the fighting
that occurred in Indiana and who
was involved.
LO: The teacher will present the
student with the battles that were
fought on Indiana soil. The teacher
will give students specific details
about each of the major events that
occurred. The students will be given
an outline of Indiana and will list
the different places that part of the
war took place on and what
happened in that area.
S.S. 4.1.8
IO: The student will investigate
Theatre 4.6.3
LO: The students will visit
FIELD TRIP TO CONNER

PRAIRIE
Friday
ELA 4.W.2.1
IO: Students will compose a
diamante poem write in legibly
handwriting about Indianas
involvement in the civil war.
students diamante poem for
accurate information and legible
handwriting.
LO: The teacher will teach the
students how to write a diamante
poem and do any example with the
students. Then, the teacher will
allow the students to write their
diamante in regards to Indianas
involvement in the Civil War.
Week 3
Monday
ELA 4.SL.2.1
ELA 4.RN.2.3
IO: The students will answer
questions about their book and
participate in group discussion
about the concepts.
students answers about their book
Indiana citizens participation in the

war and how it impacted life in
Indiana.
students investigation of Indianas
citizens participation and how it
impacted life.
LO: The teacher will take the
students on a field trip to Conner
Prairie. The teacher will have
already visited the location and
have preplanned questions and
guides to help students understand
Indiana involvement during the Civil
War.
S.S. 4.1.8
end of the war battles and the
impact that the events occurred in
Indiana had.
students description of the end of
the war and the impact that it had
on Indiana.
LO: The teacher will describe the
end of the war to the students and
finish making their foot prints to
help them understand the
chronologically what occurred. The
students will create a google lit trip
and list details about the battle and
what occurred.
S.S. 4.1.8
IO: The student will be able to
describe at least two impacts that
Abraham Lincoln made on the war.
students description of at least two
impacts that Abraham Lincoln made
on the war.
Conner Prairie and

participate in role-playing
what would have occurred
when the Civil War moved
into Indiana territory.
Technology 4a
students using computers to
create a google lit trip. The
students will start from the
beginning of the civil war
and move through the
events chronologically. The
students will add details
about each event and what
occurred at this location.
Theatre 4.6.3
LO: The teacher will allow
the student to research
information about either
Abraham Lincoln or another
influential person who knew
Lincoln. The students will
create their character based
Tuesday
Wednesday
and their participation in classroom

discussion.
their literature circles. Students will
be provided with a recording sheet
to record their answers and how
many times other group member
participated and contributed to the
discussion.
ELA 4.W.2.1
ELA 4.W.3.2
IO: The student will write an
informative piece with legible
handwriting about the resolution
of the war.
students writing for an informative
piece with legible handwriting
about the resolution of the war.
the students the resolution of the
war and the impact that the
resolution had on Indiana citizens.
The students will then create an
informative piece about the
resolution. The students will be
permitted to use pictures to help
demonstrate the resolution of the
war in more detail.
4.RN.2.3
IO: The student will explain
relationships between events of
the Civil War.
students explanation of
relationships between the events
LO: The teacher will talk about what

happened after the war. The
students will complete a graphic
organizer on Abraham Lincoln
comparing him before the war and
after the war and the impact he
made. Students will make
inferences and use information to
understand how this impacted
Indiana.
S.S. 4.1.7
S.S. 4.1.8
impact that the causes of the war
and Indiana citizens and how they
were resolved at the end of the
war.
students description of the impact
and how they were resolved at the
end of the war.
LO: The teacher will review the
causes of the war and Indiana
citizen involvement briefly. The
teacher will talk to the students
about the resolution of the war and
students will complete a cause and
effect chart. Then, the students will
decide whether the causes were
resolved or not. Class will finish
KWL chart. The students will display
their timelines for all to see and
compare their major events.
S.S. 4.1.7
S.S. 4.1.8
IO: The student will make
inferences and conclusions based
off prior knowledge whether the
Civil War could have been avoided.
off historically accurate

information and dress up.
The students will pretend to
be the person and give facts
about that persons life.
Technology 3.b.
Technology 4.a.
LO: Students will use the
computer to research and
collect their information on
if the Civil War could be
avoided. The students will
in the Civil War.

LO: The teacher will talk with the
students about their overall causes
and resolutions of the war. The
teacher will then present the
students with a tic tac toe board
where students will be able to
select the different activities to
present their information about
relationships between events of
the Civil War.
Thursday
4.SL.4.2
IO: The student will present one
part of their tic-tac-toe board using
multimedia demonstrating a
relationship between events of the
Civil War.
students presentation of using
multimedia demonstrating a
relationship between events of the
Civil War.
Friday
ELA 4.SL.2.1
ELA 4.RN.2.3
IO: The students will summarize
their novel and participate in
discussion regarding the novel.
students answers and their
participation in classroom
discussion.
students research and whether or

not the student has used prior
knowledge.
LO: The students will be doing
research and using knowledge from
unit and books to decide whether
or not the Civil War could have
been avoided. The teacher will
present the students with
instructions of what their project
should include and an option of
how to present their information.
S.S. 4.1.7
S.S. 4.1.8
IO: The student will make
inferences and conclusions based
off prior knowledge whether the
students research and whether or
not the student has used prior
knowledge.
LO: The students will be doing
research and using knowledge from
unit and books to decide whether
or not the Civil War could have
been avoided. The teacher will
allow the student time to prepare
their projects.
S.S. 4.1.7
S.S. 4.1.8
IO: The students will present their
information on whether or not the
students presentation for
historically accurate information
and supporting whether it could
have been avoided.
LO: The teacher will have a rubric
use the computers to

organize their information
into a presentation.
Technology 3.b.
Technology 4.a.
LO: Students will use the
computer to research and
collect their information on
if the Civil War could be
avoided. The students will
use the computers to
organize their information
into a presentation.
Technology 4.a.
Technology 3.b.
LO: The students will use
technology to present their
information using a variety
of multi-media. The students
will present the problem of
the Civil war and their
questions and answers on if
it could have been avoided
or not.
their literature circles. This is the

last literature group for the unit
and the students will summarize
and talk about the storys depiction
of the Civil War. Students will be
provided with a recording sheet to
record their answers and how
many times other group member
participated and contributed to the
discussion.
for each student. Each student was

given the option of their
presentation and the teacher will
take that into consideration when
evaluating. The student will present
their prediction and reasons for
why the Civil War could have been
avoided.

3 Week Lesson Plan Overview

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Days:

AO: The teacher will evaluate the

Underground Railroad and why it

lights and the students will

better understanding of how

Fine Arts 4.8.4

FIELD TRIP TO CONNER PRAIRIE

FIELD TRIP TO CONNER

Indiana citizens participation in the

Conner Prairie and

and their participation in classroom

LO: The teacher will talk about what

off historically accurate

in the Civil War.

students research and whether or

use the computers to

their literature circles. This is the

for each student. Each student was

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