McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

Revised August 2015

Teacher: Haylee Caldwell Date: January 31, 2020

Title of Lesson: Oregon Trail Cooperating Teacher: Cady Pinell

Core Components
Subject, Content Area, or Topic
Language Arts/Writing
Student Population
Fourth Grade
Learning Objectives
The students will be able to use various resources to support writing literary nonfiction.

Virginia Essential Knowledge and Skills (SOL)

VDOE Technology Standards

English Language Proficiency Standards (ELPS)

Materials/Resources

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used
Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety (if applicable)

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Time
(min.) Process Components
*Anticipatory Set
TTW read the students stories from the book, “Voices from the Oregon Trail.”

*State the Objectives (grade-level terms)

I can use various resources to gather information for my fiction narrative.

*Instructional Input or Procedure

1. TTW share with the students how the excerpts from the book are literary nonfiction.
2. TTW recall the literary nonfiction journal she read the previous day and discuss with the
students how literary nonfiction tells true things in a story telling format.
3. TTW stress the fact that literary non-fiction has a beginning, middle, and end just like a
fictional story.
4. TTW review the sensory details used in the excerpts she read.
5. TTW remind the students that sensory details are words that appeal to your senses
therefore making you feel, hear, see, smell, or touch something in your imagination as you
read.
6. TTW give an example of some sensory details by saying example sentences. TTW also
explain how the words in her example sentence appealed to various sentences.
*Modeling
1. TTW show the Oregon Trail packet on the document camera. TTW show the students
the map of the Oregon Trail and connect it to the excerpts from the “Voices from the
Oregon Trail” book.
2. TTW show the students the journal and nonfiction article they read on the previous
days and remind that when they are doing their own writing they can refer back to their
packets for information.

*Check for Understanding

TTW ask the students, “How can you use resources to help you in writing your fiction
narratives?” TTW allow the students some “Think Time” and then have them share their
thoughts with the class.
*Guided Practice
TTW take the students to the library where the TST will show the students how to use the
virtual reality goggles. TSW use the virtual reality goggles, writing down the things they
notice during their experience.
*Independent Practice
TSW begin writing ideas for their fiction narratives. TSW work with their partners to come
up with various ideas as they work on their individual fictional narratives. After the
students finish writing their ideas, they will begin writing their fiction narratives. TSW
include sensory details describing things they saw during their virtual reality experience,
as well as information gathered from the various resources discussed in class.
Assessment
TTW monitor the students as they work on their writing as a formative assessment. TTW
use the information gathered from formatively assessing the students to determine and
formulate teaching moments if she sees common misconceptions as she confers with the
students.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 *Closure *
TTW ask the students how working with a partner while brainstorming their fiction
narratives helped them.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

TTW work with students who are struggling to come up with ideas.
The Special Education teacher will come into the classroom and pull a small group to help them.
TTW encourage students who need to be challenged to use additional sources like the books from
the library or encyclopedias to help them further their ideas and writing.
Classroom Management Issues (optional)
TTW use various call and response techniques to gather the student’s attention when needed.
TTW ensure students are on their best behavior when using the virtual reality goggles. TTW ensure
the students are quiet in the hallways when moving from the classroom to the library.
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?
The lesson went well. The students listened to and followed the directions well. The virtual reality experience really
allowed the students to see what covered wagons looked like. Many of the students included details from the things they
saw in the virtual reality experience in their writings.
*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015