Student Teaching edTPA Lesson Plan Template

Subject: 4th Grade Reading, Writing, Central Focus: P.O.V. and The Trail of Tears
Social Studies

Essential Standard/Common Core Date submitted: Date taught:

Objective: 11/1/17 10/23/17
4.H.1.1 Summarize the change in
cultures, everyday life and status of
indigenous American Indian groups in
NC before and after European
exploration.
4.RL.4.3 Describe in depth a character,
setting, or event in a story or drama,
drawing on specific details in the text
(e.g., a character's thoughts, words, or
actions).
4.RL.4.6 Compare and contrast the point
of view from which different stories are
narrated, including the difference
between first- and third-person
narrations.

Daily Lesson Objective:

Students will be able to independently write a 5-7 sentence diary/journal entry from the point
of view of a character from Soft Rain: A Story of the Cherokee Trail of Tears that incorporates
Social Studies vocabulary. Students are expected to earn at least 8 out of 10 points to show
mastery.

21st Century Skills: Academic Language Demand (Language Function

Life and Career Skills- By
communicating and collaborating with
their peers, students will be developing
their social skills.
Learning and Innovation Skills- By
thinking from a different point of view
and by creating a story that incorporates
social studies vocabulary, students will
be learning valuable skills.
and Vocabulary):
Describe, summarize, compare/contrast: Students
will summarize how Native Americans lives
changed in their journal entry. Students will
describe specific details from their book as they
write in the P.O.V of a character. Students will
compare/contrast P.O.V when they discuss 1st
person vs. what is used in the book.
Students will be listening and speaking during
 teacher input. Students will be reading and
speaking during guided practice. Students will be
listening and writing during independent practice.

Prior Knowledge:
Students should have heard of point of view before and have a general idea of what it is.
Students should know the basic information of the Trail of Tears and they should know some
vocabulary like the Indian Removal Act. Students should be familiar with what a journal or
diary entry looks and sounds like.

Activity Description of Activities and Setting

Time

1. Focus and Review Okay scholars, you have been reading Soft Rain. 5 min
Although we are not done reading, we have
learned a lot about Soft Rain and her family. Take
two minutes summarize what has happened with
someone sitting near you. Give students time to
talk about the book then bring class back together.
Remember how we have talked about each main
character. Today, I am going to explain first person
point of view to you so that you can write a journal
entry from the point of view of a character in our
book.

2. Statement of Tell students: Today we are going to work on 2-3 min

Objective writing using a different point of view. We will be
for Student using our books. We are going to discuss the Trail
of Tears and how the Native Americans may have
been feeling. You are all going to be writing a
journal or diary entry from the Point of View of a
character in our book, but you are going to be
incorporating some social studies vocabulary into
your writing. By the end of this lesson you will be
able to write in first person and also describe
events using social studies terms.

3. Teacher Input We are going to start by looking at some pictures 10-15 min
of the Trail of Tears. I want you to look closely at
everything in the picture and think of some ways to
describe what you think the people are feeling. I
will give you a few examples first. The teacher will
 use the projector to display the pictures. For the
first picture the teacher will walk students through
how they should be thinking and responding.
http://www.pbs.org/wgbh/aia/part4/4h1567b.html
Teacher points to little girl. I am going to be talking
as if I am this little girl. I am so cold and tired. I
dont know where we are going. I am worried about
my mother and baby brother. The men wont let us
take a break.
Teacher points to soldier on horse. The Native
Americans need to walk faster. I can walk faster
than them. I dont understand why they are so
worried. We are just following the Indian Removal
Act that was signed by Andrew Jackson.
Teacher will show other pictures and point to
different people in the picture and get students to
share how those specific people would be feeling.
http://wp.patheos.com.s3.amazonaws.com/blogs/w
arrenthrockmorton/files/2011/02/trailoftearscheroke
e.jpg
http://wp.patheos.com.s3.amazonaws.com/blogs/w
arrenthrockmorton/files/2011/03/trail_of_tears.jpg
We used words like I, my, and we. What point of
view is this?
To relate to book, ask: Based on what we see in
these pictures and what we have read in the book,
do you see some similarities? Any differences?

4. Guided Practice Now that I have shown you some pictures to 10-15 min
discuss point of view, lets read part of a
diary/journal entry to see what point of view it is in.
While we read, play close attention to the details
the writer is using and how they use descriptive
words.
http://www.learnnc.org/lp/editions/nchist-
newnation/4532
Whole class would read a few paragraphs and then
discuss. What point of view is this? How do you
know?
The teacher should write S.S. vocabulary words on
the board and ask students to pull from the diary
entry where the author discusses some of the
words. Do you see any of this vocabulary in this
diary entry? (Stockade, Indian Removal Act, Trail
 of Tears)
We read about the stockade in our book. Who can
explain what that is to me? If students struggle,
teacher will explain the word.
Weve also read about the Indian Removal Act
and the Trail of Tears. Who can explain those to
me? Allow a few students to share ideas.
The teacher should now model how to write a
journal entry.
If I am going to write a diary entry, it is very
important to include the date so that if people look
at it 100+ years later they will know when I wrote it.
You could even write something like Dear Diary or
Journal Entry at the top. I am going to write Dear
Diary. So I have my date(May 1838) which I got
from the entry we just read. Now I am going to
write Dear Diary or Dear Journal. Now I would start
writing. I am going to be very descriptive with what
I say because it is only a short 5-7 sentence entry.
I am also going to make sure to include our Social
Studies vocabulary. Now that we have discussed
first person point of view, talked about different
peoples points of view, and read part of a diary
entry, it is time to write your own.

5. Independent Practice Students will write as a character from the book. 10 min
Girls write as Soft Rain and boys write as Hawk
Boy. Students will have to include the S.S.
vocabulary words shown on the board. They will
write 5-7 sentences for a diary entry. Students will
write on brown bag paper, so it looks like an older
piece of writing.
Okay scholars, you are now going to write your
own journal entry. Girls, you will be writing as Soft
Rain. Boys, you will be writing as Hawk Boy.
Remember what words you use when writing in
first person. Remember to include stockade, Indian
Removal Act, and Trail of Tears in your writing.
You are writing 5-7 sentences, but if you would like
to write more then you may. Think back to what
you have read in the book to help you with your
writing. Once you are done, I will be collecting your
work and you will be given some time to share your
journal entries. I will be walking around to help you.
 If you have any questions, just raise your hand.

6. Assessment Methods Formative: I will check for understanding by asking questions

of throughout the lesson.
all Summative: Students can earn up to 10 points for their
objectives/skills: journal/diary entry.
-4 points for writing in 1st person POV
-4 points for including S.S. vocabulary
-2 points for using the correct character from the book

7. Closure Students diary/journal entries will be collected and 5-10 min.

graded. The teacher should give the option for a
few students to share their work with the class. Ask
students closing questions: Why is point of view
important? What does it help us do? Later on we
will learn about different types of point of view.

8. Assessment Results 18 out of 20 students were able to write 5-7 sentences and use
of the S.S. vocabulary that was discussed during the lesson. 20 out
all of 20 students wrote in first person using the correct character
objectives/skills: from the book. 18 students would get a 100. 2 students would get
a 60. This shows that the whole class did not master the lesson.
90% of the class achieved mastery based on the grading criteria.
Student strengths include being able to write in first person,
describe how Native Americans lives changed over time, and
incorporate vocabulary into their writing. The two students who
did not achieve mastery did not include any of the social studies
vocabulary. They may not have listened or looked at the board, or
they may have struggled with understanding the vocabulary.

Targeted Students Student/Small Group

Modifications/Accommodations
Students who have a hard time focusing will
sit up closer to the board.
Students who have a hard time sitting for too
long will get chances to get up to get their
notebook, book, turn in their work, share
their work.
One student will be sitting at the small group
table, so that they may focus easier and not
Modifications/Accommodations
If students are confused while giving examples
of what people are thinking and feeling using
1st person during teacher input and if students
are struggling to understand journal entries or
vocabulary, the teacher can pull a small group
to the carpet to discuss further. Students may
need further examples and explanation before
they write their entries. If students are still
distract other students. struggling, the teacher may have to shorten the
Students who finish early will be allowed to writing or help students use first person to write
add drawings to their work before they share as either Hawk Boy or Soft Rain.
with their peers.

Materials/Technology: Projector, Whiteboard, paper, pencil, diary paper, pictures, diary entry
example

Reflection on lesson:
Overall I think the lesson went really well. After reading the journal entry, I should have gone
over some vocabulary within the entry other than what I gave students to write about. For
example, the journal entry talked about a bayonet. Students probably did not know what that
was so it would have been beneficial for me to go over all unknown words in the journal entry.
Students seemed engaged for the overall lesson. Their favorite part was sharing their journal
entries to the class. I was surprised to see that not every student included the three
vocabulary terms even after we went over them and I made sure to remind them to include
them in their writing. The students were excited when I passed out the brown bag pieces for
them to write their entries on. I think they were happy to write in something other than their
writing journals. The teacher enjoyed the lesson and asked to keep the student work once I
was done. It may have been helpful to play a video that explains first person point of view
before using the pictures of Native Americans on the Trail of Tears to explain it. I think
students already had a good idea of what first person was, but it may have been more
engaging for them if they had got to watch a quick video first.

CT signature: ________________________ Date: ______ US signature:

____________________________Date: ______