Unit Plan

Pam Hatfield
EDUC 322
Bluefield State College
Professor Terene Stiltner
Overview of Unit Plan
1
My unit plan is based on my K-6 path of study. The topic I chose was from a book titled Sarah, Plain and Tall
and I chose fourth grade was my grade level. There are several concepts in my lessons; however, I feel that the
major concept to my unit plan is having students to compare and contrast the book with the movie. I want the
students to be able to visualize and understand the time period and how different it is from present day. I
planned my instruction completely around the book. I wanted to plan my instruction around the book because I
love reading and I feel that the students will really enjoy this book. I feel that my students are going to learn a
lot during this lesson. I have incorporated art so that they can show visually what they are taking from the
lesson. I incorporated a health lesson so that the students can see what kinds of food that people ate during that
time period and how different and similar it is from how we eat now. I think the students will really enjoy
comparing and contrasting the book and the movie. The students will be keeping a journal to keep track of what
they are learning in their book as well as the movie and I will encourage them to use some of the vocabulary
words that they are learning in their journals. By the end of the lesson, students will be able to use art to
visualize the prairie and the sea that are discussed in the book. Students will be able to look at what kinds of
meals were eaten in the 1800s and how they are similar or different to meals that we eat now. They will also
use geometric shapes to recreate a house that Sarah may have lived in. The students will also learn about the
two states that are discussed in the book and the states that separate the two states, along with figuring out the
distance between the two states. Students will also learn about the wild flowers that they are discussed in the
book and learn about when they bloom and identify their parts.
Lesson 1
Daily Lesson Plan
2
Name: Pam Hatfield Date: February 4, 2017
Subject: Art Topic: Prairie and Sea Landscape
Grade: 4th grade Length of Lesson: 60 minutes
Introduction (Essential Question): How does art help us to identify elements of two different environments?
How do we compare different artworks?
Standard: Early Learning Foundation
Cluster: Elements of Art and Principles of Design
Objective:
VA.S.4.2 Students will:
identify selected elements and principles of design as they relate to art and the
environment;
understand qualities of elements of art and principles of design as they apply to
two-dimensional and three-dimensional objects and artworks;
apply elements of art and principles of design as they relate to problem-solving
skills in the creation of art; and communicate expressive ideas that demonstrate
an understanding of structures and functions in art.
VA.S.4.5 Students will:

identify multiple purposes for creating works of art;
analyze contemporary and historic meanings in specific artworks through cultural
and aesthetic inquiry; and
describe and compare a variety of individual responses to their artworks and to
artworks from various eras and cultures.
Specific Objective: Students will be able to construct a landscape of the sea as well as the
prairie. Criteria for mastery is 80%
Method(s): Discuss that today we are going to make two drawings. One of the ocean and one of the prairie.
Materials: Plain white construction paper

Colored pencils
Direct Instruction: Teacher will:

Step 1: Explain to the students that today we are going to use colored pencils to make
two pictures to depict elements of the sea and prairie that we talked about in our
story, Sarah, Plain and Tall.
Step 2: Explain that the first picture needs to represent the sea.
Step 3: Explain that the second picture needs to represent the prairie.
Step 4: Explain that we are going to compare our artwork and how they are different or
similar.
3
Guided Practice: Teacher will:
Step 1: Instruct students to use the first piece of white construction paper to draw and
color a picture of the sea. Discuss what colors Sarah described the sea as
(blue, gray, and green) and have the students use those colors only in the sea
picture. In addition, have them identify specific elements that Sarah discusses.
Step 2: Instruct students to use their second piece of white construction paper and pencils
to draw and color a picture of a prairie scene. Have students identify specific
elements that they discuss in the book.
Step 3: Place students in pairs or small groups so they can compare the differences and
similarities of their drawings.
Independent Practice: Students will complete both of their drawings on their own. Students will need to
discuss their pictures and how they feel it related to our book, Sarah, Plain and f
Tall.
Differentiation: Tier 2: For student who may not understand or know what a sea or prairie scene looks
like, I will provide pictures to go by. If they still have difficulty, I will allow them
to choose which picture they wish to draw.
Tier 3: For students who are unable to do this, I will allow them to find a picture of the
sea and a picture of the prairie to print out.
Lesson Closure: Closure of lesson, I will recap and discuss what we see when we visit the sea as well as
what the prairie looked like.
Assessment: I will use the students coloring pages as assessment. Criteria mastery is 80%.
Lesson Reflection:
Time & Resources: Lesson should take approximately 60 minutes.

My resources for this lesson will be:
Sarah, Plain and Tall book
Sarah, Plain and Tall and Journey in the Classroom Guide
My online resource for my lesson plans will be:
Sarah, Plain and Tall. (n.d.). Retrieved March 01, 2017, from
https://www.teachingbooks.net/tb.cgi?tid=5942
Rubric for Art
50- 41 40-31 30-21 20-0
4
Points__________ Students were very Students were Students creativity No creativity
creative in drawing somewhat creative is reflected in demonstrated in
and coloring their in drawing and either the either execution or
sea scene. Students coloring their sea construction or construction.
were able to use the scene. Students did execution. Does
colored pencils not use the colored not include a lot of
mentioned in the pencils mentioned effort on drawing
book in their in the book in their requirements.
drawing. drawing.
creative in drawing somewhat creative is reflected in demonstrated in
and coloring their in drawing and either the either execution or
prairie scene and coloring their construction or construction.
were able to prairie scene. execution. Does Students were not
incorporate specific Students were able not include a lot of able to depict any
element discusses to depict a few effort on drawing elements discussed
in the text. elements discussed requirements. in the text.
in the text. Students were
about to depict one
or two elements
discussed in the
text.
5
Lesson 2
Daily Lesson Plan
Subject: Health Topic: Meals
Grade: 4th grade Length of Lesson: 45 - 60 minutes
Introduction (Essential Question): What kind of meals were eaten in the 1800s?
Cluster: Wellness
Objective: WE.4.4.05
Plan a balanced meal using proper nutrition guides (e.g., Food Guide Pyramid
for Children).
WE.4.4.01
Analyze menus from culturally different restaurants for nutritional value.
.
Specific Objective: Students will understand what kinds of meals were eaten in the 1800s and
they will understand the cultural differences and how meals were different
from the 1800s to present. Mastery of the criteria is 40 points.
Method(s): Discuss that today we are going to discuss meals from the 1800s like the characters in Sarah,
Plain and Tall would have eaten. We will also discuss how the cultural was different in their
meals from the 1800s to present.
Materials: Construction Paper

Stapler
Paper and Pencil

Step 1: Explain that today we are going to do look at the research we did yesterday on the
meals that were eaten in the 1800s like in our book Sarah, Plain and Tall.
Step 2: Explain that we are going to make a cookbook with 5 recipes from the 1800s.

Step 1: Have students to compile their recipes for their booklets.
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Step 2: Have students use construction paper for the cover of their booklet and they may
decorate or color the cover as something pertaining to the 1800s.
Step 3: After students have put the book together, students will make an oral presentation
of their books.
Independent Practice: Students will use the pages that we printed out from the computer lab and then
make and decorate their recipe books. Students will then present their recipes and
nutritional information to the class. They will discuss how they feel the recipes
relate to our book Sarah, Plain and Tall.
Differentiation: Tier 2 Instruction is the same as above; however, if students need help with researching
on the computer, I will have the students work in pairs. If students still have difficulty, I
If students continue to struggle, I will assign tasks for individual students to allow them
to do the project as a pair or group.
Tier 3: For students who have difficulty on the computer, I will assist individually and
help put their books together if needed.
Lesson Closure: Closure of lesson, I will recap about our story that we read, Sarah, Plain and Tall and
how different some of the foods they may have eaten would be much different than the
types of foods that we eat now. I will briefly discuss different recipes that we found and
compare them to some of the foods that would be similar to the same we eat now. I will
also discuss nutritional information.
Assessment: My assessment will be the students recipe/cook book and I will use their presentation
information given orally. Mastery of the criteria will be 40 points.
Lesson Reflection:
Time & Resources: Lesson should take approximately 45 60 minutes each.

http://www.chronicleoftheoldwest.com/chuckwagon.shtml
https://www.chowhound.com/post/cook-books-late-1800s-early-1900s-links-free-online-
copies-800296
7
Health Rubric
50-41 40-31 30-21 20-0

creative in making somewhat creative is reflected in demonstrated in
their cookbook with in making their either the either execution or
authentic 1800s cookbook and construction or construction and
recipes and were incorporated execution. Does did not include
able to identify recipes that could not include a lot of 1800s recipes and
nutritional factors. have been made in actual 1800 recipes did not include any
the 1800s and were and were able to nutritional
able to identify identify one or two information.
some nutritional nutritional factors.
factors.
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Lesson 3
Daily Lesson Plan
Subject: Math Topic: two dimensional geometric shapes
Grade: 4th grade Length of Lesson: 45 60 minutes
Introduction (Essential Question): How do we create two dimensional geometric shapes?
Cluster: Operations and Algebraic Thinking
Objective: M.4.26
Draw points, lines, line segments, rays, angles (right, acute, obtuse) and
perpendicular and parallel lines. Identify these in two-dimensional figures.

.
M.4.28
Recognize a line of symmetry for a two-dimensional figure as a line across
the figure such that the figure can be folded along the line into matching
parts. Identify line-symmetric figures and draw lines of symmetry.
Specific Objective: Students will create a two-dimensional house using geometric shapes.
Mastery of the criteria is 40 points.
Method(s): Discuss that we are going to create a two-dimensional house to compare with what they think the
characters in our story Sarah, Plain and Tall lived in.
Materials: Construction Paper

Popcycle sticks
9
Scissors
Glue

Step 1: Ask students if they can envision what they think the house looked like that our
characters from Sarah, Plain and Tall lived in?
Step 2: Tell students we are going to use construction paper, popcycle sticks, scissors,
and glue to make ourselves a two-dimensional house using geometric shapes
(triangles, squares, rectangles, circles, ovals, etc) to what we think the house from
our story Sarah, Plain and Tall looked like.

Step 1: Ask students what they think the house looked like that our characters from
Sarah, Plain and Tall lived in?
Step 2: Ask them if they think the house looked like their homes.
Step 3: Tell students that we are now going to use construction paper and popcycle
sticks to cut out geometric shapes to make a two-dimensional shape house to
represent the house that Sarah, Caleb, Anna, and Papa lived in back in the 1800s.
Independent Practice: Students will use construction paper, pop cycle sticks, scissors, and glue to make
their 1800s-house using geometric shapes.
Differentiation: Tier 2: If students have difficulty, I will allow the students to work in pairs or
small groups to discuss and work together to figure out how to cut their geometric
shapes out and to put them together to make their house.
Tier 3: If these students have difficulty, I will help them cut their geometric
shapes out and help them glue their house project together.
Lesson Closure: Closure of lesson, I will recap talk about the differences in the houses that we live in now
compared to that of our characters in the 1800s. I will discuss the geometric shapes that
we used to make the houses, trees, sun, etc. for our project.
Assessment: My assessment will be the students house projects with their geometric shapes. Mastery
of the criteria is 40 points.
Lesson Reflection:
Time & Resources: Lesson should take approximately 45 60 minutes.

http://wwwhelpingwithmath.com/by_subject/geometry/geo_shapes.htm
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Math Rubric
50-41 40-31 30-21 20-0

creative in making somewhat creative is reflected in demonstrated in
their 2-dimensional in making their 2 either the either execution or
house with their dimensional construction or construction and
geometric shapes geometric shapes execution of their 2 did not include
and looked accurate and most of their dimensional correctly used
and used the shapes geometric shapes geometric shapes geometric shapes.
correctly were accurate and but only some of
the shapes used their shapes were
correctly. used correctly.
11
Lesson 4
Daily Lesson Plan
Subject: Math Topic: Distance and Time
Introduction (Essential Question): How long will it take to get from the coast of Maine to Topeka, Kansas?
Cluster: Measurement and Data
Objective: M.4.19
Know relative sizes of measurement units within a system of units, including the
metric system (km, m, cm; kg, g; l, ml), the standard system (lb, oz), and time (hr,
min, sec.). Within a single system of measurement, express measurements in a larger
unit in terms of a smaller unit. Record measurement equivalents in a two-column
table.(e.g., Know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft
snake as 48 in. Generate a conversion table for feet and inches listing the number
pairs (1, 12), (2, 24), (3, 36), ...)
M.4.20
12
Use the four operations to solve word problems involving distances, intervals of
time, liquid volumes, masses of objects, and money, including problems involving
simple fractions or decimals and problems that require expressing measurements
given in a larger unit in terms of a smaller unit. Represent measurement quantities
using diagrams such as number line diagrams that feature a measurement scale.
Specific Objective: Students will understand how long it will take to get from Maine to Kansas.
Method(s): Discuss that we are going to talk about where Sarah from our story Sarah, Plain and Tall lived
at on the coast of Maine and where she moved to in Topeka, Kansas.
Materials: Paper and Pencil

Step 1: Tell students that Sarah lived on the coast of Maine and moved all the way to
Topeka, Kansas.
Step 2: Explain that this is a distance of approximately 1500 miles.
Step 3: Explain that we are going to figure out how long it would take Sarah to get to
Anna, Caleb, and Papa.

Step 1: Ask students how long they feel it would take Sarah to get from Maine to
Kansas?
Step 2: Now, ask them to think about how Sarah traveled. She traveled by train.
Step 3: Explain that we are going to figure out how long it would take Sarah to get to the
family if she traveled 500 miles in 24 hours and how long it would take her if the
train only traveled 300 miles in 24 hours
Independent Practice: Students will use paper and pencil to figure out how many days it would take
Sarah
to go approximately 1500 miles traveling 500 miles a day in 24 hours. Students
will then figure out how many days it will take Sarah to get there traveling 300
miles a day in 24 hours.
(This will be students first attempt at 3 digit division Give more examples with
different miles)
small groups to discuss and work together.
Tier 3: If these students have difficulty, I will guide them in the right direction as to how
to figure out the division of the two problems.
13
Lesson Closure: Closure of lesson, I will recap how Sarah traveled 1500 miles to get to Anna, Caleb, and
Papa. We used division to figure out how long it took her to get to them if the train she
rode traveled 500 miles a day and 300 miles a day.
Assessment: My assessment will be our oral discussion in addition to the students papers
with their division. Mastery of the criteria is 40 points.
Lesson Reflection:

http://www.brighthubeducation.com/lesson-plans-grades-3-5/69723-cross-
curriculum-unit-Sarah-plain-and-tall/
Math Rubric
50-41 40-31 30-21 20-0

Points__________ Students were able Students were able Students were able Students were
to correctly to correctly to understand the unable to
calculate the correct calculate the first concept but were comprehend how to
amount of days it problem given. not able to fully figure out how to
would take Sarah to work the problems work either
reach Kansas with given. problem but
both problems understood the
given. concept.
14
Lesson 5
Daily Lesson Plan
Subject: ELA/Reading/Writing Topic: Compare and contrast
Introduction (Essential Question): How do we compare and contrast two different works?
Cluster: Key Ideas and Details
Objective: ELA.4.1
Refer to details and examples in a literary text when explaining what the text
says explicitly and when drawing inferences from the text.
15
ELA.4.3
Describe in depth a character, setting, or event in a story or drama, drawing
on specific details in the literary text (e.g., a characters thoughts, words, or
actions).
ELA.4.4
Refer to details and examples in an informational text when explaining what
the text says explicitly and when drawing inferences from the text.
Specific Objective: Students will have already read the book Sarah Plain and Tall and wrote
summaries of each chapter in their journals. Students will have watched the
movie of Sarah Plain and Tall. Today, students will compare and contrast
any differences of the text to the movie. Mastery of the criteria will be 80
points.
Method(s): Discuss that we are going to compare and contrast the book and the movie, Sarah, Plain and
Tall.
Materials: Students journals books.

Paper and pencils

Step 1: Explain that today we are going to review our notes from the book and
movie, Sarah, Plain and Tall.
Step 2: Explain that will compare and contrast between the movie and the book and the
movie, Sarah, Plain and Tall.
Step 3: Explain that we will write a two-page paper comparing and contrasting the book
and movie, Sarah, Plain and Tall.

Step 1: Have students to review their notes from the book and the movie, Sarah,
Plain and Tall.
Step 2: Have students to write a minimum two-page paper comparing and contrasting the
book and movie, Sarah, Plain and Tall.
Independent Practice: Minimum two-page paper comparing and contrasting the book and movie, Sarah,
Plain and Tall.
small groups to discuss and work together or do a Readers Theater and have them
16
compare their parts of the book to the movie.
Tier 3: If these students have difficulty, I will help them by recalling information from
the book or movie and help students to summarize.
Lesson Closure: Closure of lesson, I will recap a summary of the book and the movie, Sarah, Plain and
Tall and discuss brief comparisons.
Assessment: My assessment will the students minimum two-page paper. Mastery of the criteria is
Lesson Reflection:

ELA/Reading Rubric
100-81 80-71 70-61 60-31 30-1 0

Points Students Students Students Students were Students were Students
_________ were able to were able to were able to not able to not able to did not
_ compare and compare and compare and compare and compare and complete
contrast very contrast contrast contrast contrast their
well between between the somewhat between the between the comparison
the book and book and between the book and book and the paper.
the movie movie and book and movie; movie and
and were able were able to movie and however, was were only
to write a write a page were able to able to write able to write
minimum of and a half in write a page simple facts vague
two or more their in their from each information
pages in their comparison comparison one. in their
17
comparison paper. paper. Students did comparison
paper. try to make paper.
an effort.
Lesson 6
Daily Lesson Plan
18
Subject: ELA/Vocabulary Topic: Having fun with our vocabulary words
Introduction (Essential Question): How do we learn to use our vocabulary words?

Cluster: Vocabulary Acquisition and Use
Objective: ELA.4.39
Determine or clarify the meaning of unknown and multiple-meaning words

and phrases based on grade 4 reading and content, choosing flexibly from
a range of strategies.
Use context (e.g., definitions, examples, or restatements in text) as a clue to the

meaning of a word or phrase.
Use common, grade-appropriate Greek and Latin affixes and roots as clues to the
meaning of a word (e.g., telegraph, photograph, and autograph).
Consult reference materials (e.g., dictionaries, glossaries, and/or thesauruses),

both print and digital, to find the pronunciation and determine or clarify the
precise meaning of key words and phrases.
ELA.4.41
Acquire and accurately use grade-appropriate general academic and

domain-specific words and phrases, including those that signal precise
actions, emotions, or states of being (e.g., quizzed, whined, and
stammered) and that are basic to a particular topic (e.g., wildlife,
conservation, and endangered when discussing animal preservation).
Specific Objective: Students will learn and understand their vocabulary words. Students will be
able to pronounce the words, define the words, and use them in a sentence.
Method(s): Discuss that we are going to review our vocabulary words.
Materials: Vocabulary words

Step 1: Explain that today we will learn about our vocabulary words by playing a game.

Step 1: Give students index cards and allow them to place their vocabulary words on the
front of an index card and have them place the meaning on the back of the index
card.
19
Step 2: Have students play vocabulary game with index cards
(Place students in pairs and give each pair index cards with
their vocabulary words on them. Have the students shuffle the cards and
allow the student that is holding the cards to place a card on their forehead
and allow their partner to say words that are defining the vocabulary word
for them to guess the correct vocabulary word. Give each student a turn)
Independent Practice: Students placing the vocabulary words on index cards and putting the meaning of
each word on the back of the card.
Differentiation: Tier 2: If students have difficulty playing the game, I will allow them to make their cards
and write 1-2 sentences using their vocabulary words.
.
Tier 3: If these students have difficulty, I will allow them to write their vocabulary words
five times each.
Lesson Closure: Closure of lesson, I will recap our vocabulary words and discuss their meanings and
reference them from our book Sarah, Plain and Tall. Mastery of the criteria is 83
points.
Assessment: My assessment will be oral from our games.
Lesson Reflection:
Time & Resources: Lesson should take approximately 45 - 60 minutes.

Vocabulary Words
reins tumbleweeds
petticoat pungent
20
squall peering
eerie squawk
sputtering wretched
pesky feisty
ELA/Vocabulary Rubric
100-83 75-66 58-0

Points Students were able to define Students were somewhat able Students were able to
__________ and participate in our to define and participate in participate in the vocabulary
vocabulary game and get 10 our vocabulary game and get game; however only were
12 vocabulary words 8 9 vocabulary words able to get 0 7 words
correctly. correctly. correctly.
21
Lesson 7
Daily Lesson Plan
Subject: Science Topic: Booklet with flowers
22
Introduction (Essential Question): How do we identify wild flowers and when they bloom? How do we
compile our information for our flowers?
Cluster: Structure, Function, and Information Processing
Objective: SC.0.4.1.12
Draw and support conclusions, make predictions, and inferences based on patterns
of evidence (e.g., weather maps, variation of plants, or frequency and pitch of
sound).
SC.0.4.2.6
Identify human uses of plants and animals (e.g., food sources, or medicines).
Specific Objective: Students will learn about flowers from our story Sarah, Plain and Tall.
Method(s): Discuss that we are going to make a booklet with drawings of our finding from our previous
research.
Materials: Sarah, Plain and Tall

Construction paper
Paper
Pencil
Crayons

Step 1: Talk to students about the flowers that we have talked about in our story Sarah,
Plain, and Tall.
Step 2: Tell students we are going to take pictures of 5 different flowers that we have
discussed in our story and already printed out.
Step 3: Discuss that we will use the information that we previously obtained from our
research and then use the information for our booklets.

Step 1: Have students to choose the 5 flowers that they wish to make their flower booklet
with.
Step 2: Have students make a booklet by stapling the pages together and using
construction paper as their cover.
Step 3: Have students to present their booklets and their information that they found on
the flowers and any uses that they may have had for foods, medicines, etc.
Independent Practice: Students will use construction paper, paper, pencil, previously printed materials to
make themselves a flower booklet discussing information that they have found
about the flowers that are talked about in our book Sarah, Plain and Tall. The
booklets will discuss any uses that these flowers may have had for food,
medicines, etc.
23
Tier 3: If these students have difficulty, I will allow students to make their flower
booklet and only name their flower.
Lesson Closure: Closure of lesson, I will recap our flowers that we talked about in the students research
and their findings about the flowers and their uses.
Assessment: My assessment will be the students flower diagram with their research and presentations.
Lesson Reflection:

Rubric for Science
50- 41 40-31 30-21 20-0

Points__________ Students flower Students were Students creativity No creativity
booklets were very somewhat creative is reflected in demonstrated in
creative and the with their flower either the either execution or
information on the booklets. Most of construction or construction and no
flowers were all the information execution but does information was
correct and given was correct not include any given as to any
informative and and somewhat information as to uses they may
obtained informative and their uses that they have/ had.
information on any obtained some may have/had
uses that they information as to
have/had. their uses that they
have/had..
24
Lesson 8
Daily Lesson Plan
Subject: Science Topic: Flower Parts
25
Introduction (Essential Question): How do we identify flower parts?
Cluster: Structure, Function, and Information Processing
Objective: SC.O.4.2.1
Describe the different characteristics of plants and animals, which help them to
survive in different niches and environments.
SC.O.4.2.
Identify and classify variations in structures of living things including their systems
and explain their functions (e.g., skeletons, teeth, plant needles, or leaves)
Specific Objective: Students will learn and identify flower parts. Mastery of the criteria is 50
points.
Method(s): Discuss that we are going to look at flowers, their parts, and their functions.
Materials: Sarah, Plain and Tall

Science Book
Flower Diagram
Pencil
Crayons
White board with markers

Step 1: Go to the white board and draw a diagram of a flower.
Step 2: Students will label each part of the plant (Pistil, Petal, Stamen, Leaf, Stem,
Roots)
Step 3: Explain that student will label and identify the flower parts and then discuss their
functions.
Step 4: Explain that we will color our flowers.

Step 1: Give students their flower diagram.
Step 2: Have students to look at their science book, label and identify the flower parts
and give specific information as to its function(s).
Step 3: Have students to color their flower parts.
Independent Practice: Students will use their flower diagram and pencil along with their science book to
identify and label each flower part along with give information about each part.
Students will then color their diagram.
Small diverse groups to discuss and work together.
26
Tier 3: If these students have difficulty, I will assist.
Lesson Closure: Closure of lesson, I will recap our flowers parts and discuss what we found out about
them. Mastery of the criteria is 50 points.
Assessment: My assessment will be the students diagrams and the information they gathered from
their books on their functions.
Lesson Reflection:

Rubric for Science
60 50 40 30 20 10 0
Points_______ Students Students Students Students Students Students Students
labeled all labeled five labeled labeled labeled two labeled one did not
six parts out of six four out of three out of out of the out of the complete
correctly parts the six the six six parts six parts assignment.
and gave correctly parts parts correctly correctly
specific and gave correctly correctly and gave and gave
informatio specific and gave and gave informatio informatio
n as to their informatio specific specific n as to their n as to their
functions. n as to their information informatio functions. functions.
functions. as to their n as to their
functions. functions.
27
28
Lesson 9
Daily Lesson Plan
Subject: Social Studies /Geography Topic: Kansas and Maine
Introduction (Essential Question): How do we compare and contrast two different states?
Cluster: Geography
Objective SS.4.8
Describe and locate examples of the major physical features of the United States
(e.g., bodies of water, mountains, rivers, grasslands, oases, etc.) using references
and technology (e.g., atlas, globe, geographic information system, etc.)
SS.4.9
Document the effects of and explain how people adapted to geographic factors
(e.g., climate, mountains, bodies of water, etc.) on the following:
Transportation routes
Settlement patterns and population density
Culture (e.g., jobs, food, clothing, shelter religion, government, etc)
Interactions with others (local and national)
Specific Objective: Students will be able to identify characteristics of the states Maine and
Kansas and compare and contrast them. Mastery of the criteria is 40 points.
Method(s): Discuss that today we are going to learn about the differences and similarities of the states
Kansas and Maine from our story Sarah, Plain and Tall. Also, we will locate each state on a
map.
Materials: Paper and Pencil

United States Map

Step 1: Discuss with the class that the two states mentioned in our book are Kansas and
Maine.
Step 2: Discuss that we will use our research information that we did yesterday on the
states Kansas and Maine.
Step 3: Discuss we will compare and contrast the two states today during the 1800s time
period.

Step 1: Students will first label their maps, showing Kansas and Maine.
29
Step 2: Have students write a paper comparing and contrasting the two states, using the
research that they did yesterday in the computer lab. Have them define the
similarities (if any) in addition to their differences during the 1800s time period.
Independent Practice: Have students to use their research and compare and contrast between the two
states Kansas and Maine and have them use their map to label each state.
Tier 3: If these students have difficulty, I will help them with their research and
compiling their information in addition to help them with their paper.
Lesson Closure: Closure of lesson, I will recap the things we have learned about the states of Kansas and
Maine and their locations on our maps.
Assessment: My assessment will be oral in addition to the students research papers. Assessment will also be
the students maps and if they were able to correctly locate the two state. Mastery of the criteria
is 40 points.
Lesson Reflection:

30
31
Rubric for Social Studies
50- 41 40-31 30-21 20-0

Points_________ Students did very Students did well on Students research Students were
_ well on their their research; was not done very able to locate the
research as well as however, their paper well and their paper two states but did
their papers. Their was only somewhat only had a few not write down
information was very informative and informational pieces any information
informative as to the identified some in it about the for the two states.
geographic features geographic features geographic features
and characteristics of and characteristics and characteristics of
the states and their of the states and the states. Students
cultures and they their cultures. were able to locate
used technology to Students were able the two states on their
obtain the to locate the two maps.
information. states on their maps.
Students were able
to locate the two
states on their maps.
32
Lesson 10
Daily Lesson Plan
Subject: Social Studies/Geography Topic: Identifying the states between

Kansas and Maine.
Introduction (Essential Question): What are the states between Maine and Kansas?
Cluster: History/Geography
Objective: SS.4.9
Document the effects of and explain how people adapted to geographic factors
(e.g., climate, mountains, bodies of water, etc.) on the following:
Transportation routes
Settlement patterns and population density
Culture (e.g., jobs, food, clothing, shelter religion, government, etc)
Interactions with others (local and national)
SS.4.10
Compare and contrast the physical, economic and political changes to America
caused by geographic conditions and human intervention (e.g., bridges, canals,
state boundaries, transportation, etc.).
Specific Objective: Students will understand and identify the states between Maine and Kansas
that Sarah from our story, Sarah, Plain and Tall traveled. They will also
be able to identify geographic and culture aspects of each state. Students 4
will also be able to discuss the modes of transportation that Sarah traveled.
Mastery of the criteria will be a minimum of 41 points.
Method(s): Discuss that today we are going to discuss the states between Kansas and Maine that Sarah from
our story, Sarah, Plain and Tall may have traveled along with geographic and any culture
aspects of each state. Discuss that we will look at the modes of transportation that Sarah would
have taken during her travels.
Materials: Paper and pencil

State map from previous lesson
33
Step 1: Have students take their maps from the previous lesson.
Step 2: Explain that today we are going to talk about the possible states that Sarah
traveled in her trip from Maine to Kansas.
Step 3: Have students reflect on yesterdays research that they obtained from the
computer lab.

Step 1: Have students get their states map out from the previous lesson and then review
their information that they obtained from the computer lab on each state.
Step 2: Have students compile a list of states that Sarah may have traveled during her
trip from Maine to Kansas.
(Maine, Vermont or New Hampshire, New York, Pennsylvania, Ohio or West
Virginia, Indiana or Kentucky, Missouri and Kansas
Step 3: Have students discuss the geographic and any culture aspects of each state.
Step 4: Have students discuss the modes of transportation that Sarah would have traveled
during her trip from Maine to Kansas.
Independent Practice: Students will compile a list of all possible states that Sarah could have traveled
through during her trip from Maine to Kansas. Students will also use their
research from yesterday and discuss geographic and any culture information that
they found on each state. Students will lastly discuss the modes of transportation
that Sarah may have used to travel.
small groups to discuss and work together and present their information as a pair
or group.
Tier 3: If these students have difficulty, I will help them with their research and
compiling their information in addition to helping with their papers.
Students will
also be able to use i pads to reference any additional information needed.
Lesson Closure: Closure of lesson, I will recap our findings of the states that Sarah could have traveled in
our story, Sarah, Plain and Tall. I will also discuss geographic and culture aspects of
those states and lastly, I will recap on the mode of transportation that Sarah would have
taken during her travels.
Assessment: My assessment will be our list of states and the geographic and culture information that
they gathered. Another part of the assessment will be discussing the modes of
transportation that Sarah would have taken during her travels. Mastery of the criteria will
be a minimum of 41 points.
Lesson Reflection:

34
Rubric for Social Studies
50- 41 40-31 30-21 20-0

Points_________ Students were able Students were able to Students were able Students were able to
_ to identify all states identify most of the to identify some of identify only very few
that Sarah could states that Sarah could the states that Sarah or none of the states
have taken as a route have taken as a route could have taken as that Sarah could have
from Maine to from Maine to Kansas a route from Maine taken as a route from
Kansas. Students Students were able to to Kansas. Students Maine to Kansas.
were able to identify identify some were able to identify Students were able to
geographic and geographic and culture a few of the only identify one or
culture information information on some geographic and two things about the
on those states. of the states. Students culture information geographic and culture
Students were able were able to discuss on a few of the information about a
to discuss the mode the mode of states. Students few of the states.
of transportation that transportation that were able to identify Students were able to
Sara could have Sara could have taken the mode of identify that the mode
taken during her during her travels. transportation that of transportation that
travels. Sara could have Sarah could have taken
taken during her during her travels.
travels.
35
Bibliography
MacLachlan, P. (2004). Sarah, Plain and Tall. New York, NY, United States: HarperTrophy.
MacLachlan, P. (2007). Sarah, Plain and Tall and Journey in the classroom. Teachers Created Resources, Inc.
Sarah, Plain and Tall. (n.d.). Retrieved March 01, 2017, from https://www.teachingbooks.net/tb.cgi?
tid=5942
36

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Pam Hatfield

Overview of Unit Plan

Subject: Art Topic: Prairie and Sea Landscape

Grade: 4th grade Length of Lesson: 60 minutes

Cluster: Elements of Art and Principles of Design

VA.S.4.5 Students will:

Materials: Plain white construction paper

Direct Instruction: Teacher will:

Time & Resources: Lesson should take approximately 60 minutes.

Rubric for Art

50- 41 40-31 30-21 20-0

Name: Pam Hatfield Date: February 4, 2017

Subject: Health Topic: Meals

Grade: 4th grade Length of Lesson: 45 - 60 minutes

Standard: Early Learning Foundation

Materials: Construction Paper

Direct Instruction: Teacher will:

Guided Practice: Teacher will:

Time & Resources: Lesson should take approximately 45 60 minutes each.

50-41 40-31 30-21 20-0

Name: Pam Hatfield Date: February 4, 2017

Subject: Math Topic: two dimensional geometric shapes

Grade: 4th grade Length of Lesson: 45 60 minutes

Introduction (Essential Question): How do we create two dimensional geometric shapes?

Standard: Early Learning Foundation

Cluster: Operations and Algebraic Thinking

perpendicular and parallel lines. Identify these in two-dimensional figures.

Recognize a line of symmetry for a two-dimensional figure as a line across

parts. Identify line-symmetric figures and draw lines of symmetry.

Materials: Construction Paper

Direct Instruction: Teacher will:

Guided Practice: Teacher will:

Time & Resources: Lesson should take approximately 45 60 minutes.

50-41 40-31 30-21 20-0

Name: Pam Hatfield Date: February 4, 2017

Subject: Math Topic: Distance and Time

Grade: 4th grade Length of Lesson: 45 minutes

Standard: Early Learning Foundation

Cluster: Measurement and Data

min, sec.). Within a single system of measurement, express measurements in a larger

unit in terms of a smaller unit. Record measurement equivalents in a two-column

table.(e.g., Know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft

pairs (1, 12), (2, 24), (3, 36), ...)

simple fractions or decimals and problems that require expressing measurements

given in a larger unit in terms of a smaller unit. Represent measurement quantities

Materials: Paper and Pencil

Direct Instruction: Teacher will:

Guided Practice: Teacher will:

Time & Resources: Lesson should take approximately 45 minutes.

50-41 40-31 30-21 20-0

Name: Pam Hatfield Date: February 4, 2017

Subject: ELA/Reading/Writing Topic: Compare and contrast

Grade: 4th grade Length of Lesson: 45 60 minutes

Cluster: Key Ideas and Details

says explicitly and when drawing inferences from the text.

Describe in depth a character, setting, or event in a story or drama, drawing

on specific details in the literary text (e.g., a characters thoughts, words, or

Refer to details and examples in an informational text when explaining what

Materials: Students journals books.

Direct Instruction: Teacher will:

Guided Practice: Teacher will:

Time & Resources: Lesson should take approximately 45 60 minutes.

100-81 80-71 70-61 60-31 30-1 0