Teacher Candidate: Madeline Cho Date: 5/6/17

MS 2016-2017 edTPA and CAT UCI LESSON PLANNER

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Part 1: Classroom Information
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Grade: 5 Content Area: History Social Science

Group Size: 30 Lesson Length: 65 minutes

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Part 1: Planning for the Lesson
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A: Standards
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i. Key Content Standard:
HSS 5.8: Students trace the colonization, immigration, and settlement patterns of the
American people from 1789 to the mid-1800s, with emphasis on the role of economic
incentives, effects of the physical and political geography, and transportation systems.
4. Discuss the experiences of settlers on the overland trails to the West (e.g.,
location of the routes; purpose of the journeys; the influence of the terrain,
rivers, vegetation, and climate; life in the territories at the end of these trails).
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CCSS.ELA-LITERACY.W.5.3
Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
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ii. Related ELD Standard (must be included when using an ELA Standard):
C. Productive
10. Writing literary and informational texts to present, describe, and explain ideas and
information, using appropriate technology
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B. Objectives
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i. Learning Objective/Goal: The students will (DO __) to (LEARN ___).
The students will work in groups to function as a family during the westward movement to
plan their journey West and write a letter from the perspective of their role in the family
about their first day on the overland trail in order to understand the experiences of settlers
on the overland trails to the West.
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ii. Language Objective (transfer this from "Incorporating Academic Language"):
The students will describe their experience on their first day on the overland trail as a
pioneer in the 1800s using syntax that describes why they have decided to travel westward,
the major landmarks they will pass through, and some experiences and challenges have
faced along their journey so far.
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C. Assessments:
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 i. Informal assessment strategies you will use during class (What informal
assessment strategies will you use, what specific evidence will you see and/or
hear and how will you note it?)
Assessment Strategy Evidence of Student Learning

Students point out some key

moments from the story such as why
Ask the students what some of the the family decided to move West,
Larkin familys experiences were on necessary equipment they brought,
the overland trail to the West from major landmarks along the trail,
the story. activities along the trail, including
cooking, hunting, setting up camp,
crossing rivers, and caring for the
sick and injured, etc.
Walk around and monitor students as Students are working together to
they work in groups to plan their assign each team member a role in
journey West. the family, plan an appropriate travel
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Walk around and monitor students supplies to bring. Students are
during think-pair-shares to listen in appropriately choosing supplies based
on student conversations and as they on the specified amount of money
complete the journal prompt and they have for the trip, and the
letter. weight the wagon can hold.
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ii.Written assessment you will use to determine, for each individual student, to
what extent they have met your learning objectives. (What evidence will you
collect?)
Each student will complete the Westward Expansion Letter, where they will write a letter
to someone special (a friend or family member who couldnt come on the trip) from the
perspective of their family role, describing what their first day has been like on the
overland trail. Students will have met the learning objective if they have stated some key
aspects of the settlers experiences on their journeys West. These key aspects include
location of the routes, purpose of the journeys, and some of the effects of the terrain,
rivers, vegetation, or climate along the journey.
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D. Lesson Resources/Materials (e.g., student handouts, manipulatives, PPTs, text
pages, special supplies) Attach copies of any student handouts or worksheets:
To the West, We go! worksheet
Daily Life in a Covered Wagon by Paul Erickson
Chromebooks/internet access for Google Classroom
chart paper
US Map handout (Source: )
Westward Expansion Supplies List (Source: http://www.mrgigliotti.com/
Westward_Supply_List.pdf)
Westward Expansion Letter worksheet
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Part 2: Instructional Sequence - Engaging Students in the Learning Process
Optional: Starter and/or Homework Discussion (___ min.)
n/a
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Introduction (10 min.): Describe how you will 1) make connections to prior knowledge,
tap into their experiences and interests or use a hook, AND 2) let students know what
the objective of the lesson is.
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Engage
Ask students to imagine what they would do if a family member came home and
announced, We have sold the house and we are moving to Oregon!
Show the students a suitcase and tell them to imagine that they could only bring
belongings that would fit in the suitcase. (ELL support - Provide visuals.)
Give students 5 minutes to respond to the journal prompt in Google Classroom: Imagine
that one day a family member came home and announced, We have sold the house and
we are moving to Oregon! What would your initial reaction be? What emotions would
you be feeling? Why? What would you pack if you could only bring belongings that would
fit in a suitcase? (Struggling reader support: Read aloud directions.)
Display sentence frames: If a family member announced that we were moving to Oregon,
my initial reaction would be _________. I would be feeling _________, because
_________. I would pack __________. (ELL and struggling writer support - Provide
sentence frames.)
Walk around and monitor students as they complete their journal response, assisting
students as needed.
Select 2-3 students to share out their responses.
Remind the students that yesterday they learned about the push and pull factors that
caused people to travel West.
Tell the students that today they are going to learn about what everyday life was like for
families who decided to travel West in the 1800s during the westward movement.
Prompt a think-pair-share to ask the students if they have any ideas on what life was like
for families along their journeys West to assess their prior knowledge. (ELL support - Use
wait time.)
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Body of the Lesson (50 minutes): Describe step-by-step what the teacher and the
students will be doing during the lesson.
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Develop (15 minutes)
Read aloud Daily Life in a Covered Wagon by Paul Erickson.
Point out objects as they are read during the read aloud. (Ex. When reading the title,
point to the covered wagon on the cover.) (ELL support - Provide visuals.)
Prompt a think-pair-share about some of the Larkin familys experiences on the overland
trail to the West from the story. (ELL support - Use wait time for processing question.)
As students share out, brainstorm their ideas on chart paper to create an anchor chart of
life on the overland trails. (ELL support - Provide visuals.) Students might note things
from the story such as why the family decided to move West, necessary equipment to
bring, major landmarks along the trail, activities along the trail, including cooking,
hunting, setting up camp, crossing rivers, and caring for the sick and injured.
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Explore (20 minutes)
 Explain to the students that they will be working in their table teams in groups of 4-5.
Each team is going to function as a family during the westward movement. As a team,
they need to first assign each team member with a role in the family (children, mom,
dad, grandma, grandpa, aunt, uncle). Second, they must work together to map out their
travel route on the US map handout, and last, they need to decide on which supplies to
pack in the wagon using the Westward Expansion Supplies List. Tell the students their
family only has $750 to spend for everything that is needed, not only for the trip, but also
to start your new life in Oregon, so they should spend wisely. They also need to keep in
mind that each wagon can only hold approximately 2000 lbs. of weight.
Encourage students to look up supplies on the list they might not be familiar with using
their Chromebooks.
Pass out To the West, We go! worksheet, US map handout, and Westward Expansion
Supplies List to each team.
Walk around and monitor students as they work in their teams, assisting students as
needed.
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Apply (18 minutes)
Pass out Westward Expansion Letter worksheet.
Explain to the students that now they are going to write a letter to someone special from
the perspective of their family role describing what their first day has been like on the
overland trail.
Prompt: Now that you have planned a travel route to Oregon and packed all the supplies
in your wagon, you are ready to depart on your journey West! Write a letter to someone
special, such as a friend or family member who wasnt able to come on the trip and
describe what your first day has been like on the overland trail. Why has your family
decided to travel West? What emotions are you feeling? Who are you traveling with?
What major landmarks will you pass through? What supplies/personal items did you
bring? What has happened so far on the trail? What challenges have you faced? (Ex.
cooking, hunting, setting up camp, harsh weather, geographical obstacles, crossing
rivers, etc.) (Struggling reader support: Read aloud directions.)
Display sentence frames: Today we departed on our journey West. We have decided to go
West because _________. I am feeling ________. I am traveling with ________. On our
route, we will pass through _________. We have packed the wagon with _________. I
decided to bring along with me _________. So far, we have _________. One challenge has
been _________. I will write again soon! (ELL and struggling writer support - Provide
sentence frames.)
Give students additional time to complete letter if needed. (ELL and struggling reader/
writer support - Give students additional time to complete work.)
Walk around and monitor students as they work independently, assisting students as
needed.
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Homework (if you are assigning homework, what will it be?):
n/a
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Closure ( 2 minutes): Describe how you will prompt the students to summarize the lesson
and restate the learning objective.
Prompt a think-pair-share about what the students learned about the westward
movement. (ELL support - Use wait time for processing question.)
 Select 2-3 students to share out.
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Part 3: Incorporating Academic Language
(to be completed after you have planned the content part of your lesson plan)
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1. Describe the rich learning task(s) related to the content learning objective.
The students will engage in small group discussions as they collaborate to function as a
family during the westward movement, plan a travel route, and decide on supplies to
bring. They will also describe their experience on their first day on the overland trail as
a pioneer in the 1800s by writing a letter that describes why they have decided to
travel westward, the major landmarks they will pass through, and some experiences and
challenges have faced along their journey so far. This will also give the students the
opportunity to incorporate the key vocabulary of this lesson into their letters.
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2. Language Function: How will students be communicating in relation to the content in
the learning task(s)? Identify the specific function (purpose or genre) you want to
systematically address in your lesson plan that will scaffold students to stronger
disciplinary discourse. The language function will always be a verb. Some examples are:
describe, identify, explain, justify, analyze, construct, compare, or argue.
Describe
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3. Language Demands: Looking at the specific function (purpose or genre) your students
will be using, what are the language demands that you will systematically address in
this lesson?
Vocabulary:
Key to this lesson: westward movement/expansion, overland trail, covered
wagon, Oregon, Oregon trail, pioneer, settler, vegetation, supplies, Rocky
Mountains, Great Plains, journey
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Syntax1: Today we departed on our journey West. We have decided to go West
because _________. I am feeling ________. I am traveling with ________. On our
route, we will pass through _________. We have packed the wagon with _________. I
decided to bring along with me _________. So far, we have _________. One
challenge has been _________. I will write again soon! (Syntax will vary among
student responses)

Discourse2: written responses and oral discussion

4. Language Objective: What is/are the language objective(s) for your lesson? (The
students will (FUNCTION) (LANGUAGE RELATED TO CONTENT) (SYNTAX AND/OR
DISCOURSE)

1 Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.

2Discourse includes the structures of written and oral language, as well as how member of the discipline talk, write, and
participate in knowledge construction.
 For example: The students will compare different types of parallelograms using
transition words such as similarly, different from or by contrast. Note: be sure to copy
and paste this into the top of the lesson planner.
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The students will describe their experience on their first day on the overland trail as a
pioneer in the 1800s using syntax that describes why they have decided to travel westward,
the major landmarks they will pass through, and some experiences and challenges have
faced along their journey so far.
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5. Language Support: What instructional strategies will you use during your lesson to
teach the specific language skill and provide support and opportunities for guided and
independent practice?

Instruction Guided Practice Independent Practice

! Think-pair-share, small Writing the letter (written
Provide sentence group discussions during assessment)
frames, pointing out group work
vocabulary during read
aloud
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6. Be sure to incorporate your ideas in #6 above into your actual lesson plan!

Assessment Notes:
* Be sure to incorporate assessment items of your targeted academic language into your
assessments.
* Be sure to review any assessments you are going to use, and consider what modifications
you may need to make for your language learners.