Lesson Title: Mt. Rainier Cont.

Lesson #: 3
Total time allotted: 1 hour
Grade Level: 4th.
Goals:
CCSS.ELA-LITERACY.SL.4.4
CCSS.ELA-LITERACY.SL.4.6
CCSS.ELA-LITERACY.RI.4.9
Objectives:
-Students will report on a topic using appropriate materials.
-Students will understand when to use formal and unformal
discourse during their projects.
-Student will use multiple texts to discuss the subject
knowledgably.

Pre-requisite knowledge or skills

Basic ASL skills.
Turn-Taking skills.
Understanding of how to research and collect materials-learned from a project a few weeks
ago.
Materials/Equipment/Supplies/Technology/Preparation
iPads or computers.
Poster making materials
-Paper, markers, paint, glue, pencils, tape, etc.

Procedure:
A. Anticipatory set, Motivation, or Hook
Teacher will review what has been done the last couple days and tell students that once
everyone has finished their posters they will share their projects with the class.
B. Teaching
The teacher and students (as a group) will find more information on the smart board and
the teacher will show examples of other posters for inspiration.
C. Group Application
Students partner up and give feedback to each other about their posters face-to-face so
they can add or get rid of parts of their posters. Students finish their posters.
D. Independent Application
Students show their posters to the whole class one-by-one and share why we should
change the name of Mt. Rainier or not.

E. Closure
The teacher wraps up the class by having a quick discussion about the importance of Mt.
Rainier to Washington State and give students a chance to add anymore comments on the
topic.
Meeting Varying Needs:
Students with anxiety: Practice their presentation one-on-one with them to prepare for presenting
in front of the whole class. Or allow them to present to the teacher without other students
watching.
Students with Cerebral Palsy: Depending on the level of hand mobility, provide a one-on-one
aide to cut and paste things to the poster. Have students work in partners to create posters.

Assessment:
Formative: Teacher can ask questions during the poster-making process and presentation to
figure out their comprehension. Students can show their understanding of discourse by
presenting their posters with the appropriate language choices.
Summative: Teacher can use depth of information on the posters to see the amount of
knowledge students got out of the activity.