DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3 SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate Sierra Wall & Sarah Beard Grade Level 4 Title Change Comes to Utah
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CONTEXTUAL FACTORS (classroom factors)

Contextual Factors:

31 students

21 girls

10 boys

No ELL students

2 IEP students (Sophie & Brinlee)- Severe Special Education (pulled out all day).
Behavior Modifications:
Hunter (very social)
Sarah (talks during lessons)
Lindy
Classroom environment:
The classroom is very full. The desks are arranged in groups of three throughout the classroom. There is
no rug in the front of the classroom, students stay in their desks during lessons. There is a promethean
board at the front of the classroom as well as a white board. There is no ELMO. In the front corner of the
classroom there is a round table for small group work. In the back of the room there is a U shaped table
for small group as well as the teachers desk. Along the back wall there are bins for students to put their
personal belongings in as well as a lunch box bin. On the left side of the classroom there is a small library
with beanbags for students to sit in. Next to the library there are cubbies for each student, this is where all
student mail will go.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be
able to do?)
State Standard/Objective:
Standard 2: Students will understand how Utahs history has been shaped by many diverse people, events,
and ideas. SIOP 3
Content Walk-Away: I will be able to understand how the development of transportation impacted
Utah. SIOP 1
Language Walk-Away: I will be able to write and discuss my thoughts and feelings about the changes in
Utah. SIOP 2
Vocabulary: discrimination, ethnic, import, mosaic, ore, porter, transcontinental, transportation
SIOP 9

ASSESSMENT
EVIDENCE (What evidence

Modifications/Accomodations (ELL, IEP, GATE, etc.)

do I need to show the students

have learned the Walk-Away?)
Formative Evidence (checking for
understanding throughout the
lesson):
Question and Answer
Questions from video
Discussion (whole &
small group)
Writing Prompt
Content Walk-Away Evidence
(Summative):

Behavior: proximity, specific questions

High-Level Learners: open-ended questions, & prompts.
Low-Level Learners: use of video, group discussions, leveled
questions, and explicit instruction.

 Letter home
Language Walk-Away Evidence
(Summative):
Letter home
SIOP 30

Approx.
Time

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge
You have been learning about pioneers and their journey to
Utah, as well as their lives in Utah. What can you tell me
about pioneers, what have you learned about the life in Utah?
WAIT
Discussion about change coming to Utah and why it occurred
(p. 145).
SIOP 7, 8, 15, 18
Formative assessment:
Learning Goal
Activate students
background
knowledge about
pioneers.

Success Criteria
Students can
successfully retell what
they have learned
about pioneers.

Assessment
Strategy
Observation,
listening to
discussion.

Modification/accommodations: (ELL, IEP, GATE, etc.)

Leveled questions: What group of people lived in Utah at this time?
What was life like at this time? Did a lot of people live in Utah? Use
these to probe students for understanding.
Focus Lesson (I do it)
Review Objective
Review Vocabulary
Intro to new forms of transportation (wagon trains &
stagecoaches).
SIOP 9, 10, 11, 16
Formative Assessment:
Learning Goal
Students will know
what we will be
learning in this
lesson.

Success Criteria
Students will repeat the
learning objective and
vocabulary words.

Assessment
Strategy
Observation

Modification/accommodations:
Lesson objectives and vocabulary will be posted for students to view
and read. Use of proximity and direct questions will be used to keep
students on task.
Guided Instruction (We do it)

Discussion about the Pony Express

Students answer questions about the Pony Express.
Group discussion about the questions.
o After the Pony Express went out of business the
methods of transportation improved and the railroad
was built.
Watch video about The Golden Spike
o Probe students to look for specific things in the video
(will help behavior students stay on task).
o Discussion about the new railroad and the changes it
brought to Utah, based on information learned in the
video.
SIOP 9, 10, 11, 12, 16, 17, 18, 21, 22, 23, 24, 25
Formative Assessment:

Learning Goal

Success Criteria

Students will know

the different changes
that the Pony
Express and the
railroad brought to
Utah.

Students will be able

to answer questions
and participate in
discussions about the
changes.

Assessment
Strategy
Observation,
questions and
answer, class
discussion

Modification/accommodations:
Collaborative/Cooperative (You do it together)
After the railroad was completed in Utah there was a big
boom in mining.
With your table discuss why you think mining began to boom
after the railroad was complete. What caused the boom? How
did the railroad play a part in this boom?
o Whole-group discussion on mining in Utah.
SIOP 9, 16, 17,18
Formative Assessment:
Learning Goal
Students will be able
to discuss with their
peers their
knowledge about
mining in Utah.

Success Criteria
Students will discuss
the questions they are
provided with (posted
on presentation).

Assessment
Strategy
Observation and
listening in on
student
discussion.

Modification/accommodations:
Independent (You do it alone)
Based on what you have learned during the lesson and the feeling this
lesson has evoked please respond to the prompt on page 162.
Summative Assessment:
Students will write a letter about how they would feel if they were a
new immigrant to Utah. They will be given a prompt from the book
on page 162. The prompt will also be on the board.
SIOP 30

Modification/accommodations:
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or
demonstrations.)
Review Objective
Review Vocabulary
With your shoulder partner discuss one thing you learned
during this lesson on the changes that occurred in Utah.
SIOP 27, 28, 29
SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary
materials, 5-Adaptation of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22Language skills: reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students
engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate
time needed for this lesson?

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How
can I transfer what I learned from teaching this lesson to future teaching? What was effective and not
effective? What goals can I set to improve my practice and student learning?