Dreams... : Briony Furness Emma Mckenny Mckenzie Creagan Rebecca Leedham Drew Williams

Dreams...
By:
Briony Furness
Emma McKenny
McKenzie Creagan
Rebecca Leedham
Drew Williams
TL 322
Thematic Unit
Teaching About Dreams
Briony Furness, Emma McKenny
McKenzie Creagan, Rebecca Leedham
Drew Williams
Spring 2018
2
Thematic Unit Plan
Letter to Parents | 4
Rationale and Purpose | 5
Content Standards | 7
Learning Targets & Objectives | 10
Accommodations Throughout the Unit | 12
Student Voice | 14
Reading and Writing Materials | 15
Book Citations | 18
Websites | 19
Pre-Assessment | 22
Week 1: Who I Want to Be (Where we are from and where we want to go ) | 23
Week one, Day one | 24
Week one, Day two | 28
Week one, Day three | 38
Week one, Day four | 40
Week one, Day five | 43
Week 2: Inspirational Dreamers (How their big dreams affected our world ) | 45
Week two, Day one | 46
Week two, Day two | 50
Week two, Day three | 60
Week two, Day four | 63
Week two, Day five | 71
Week 3: Dreams For the Ourselves/ World (How we can support each other) | 76
Week three, Day one | 77
Week three, Day two | 88
Week three, Day three | 91
Week three, Day four | 111
Week three, Day five | 116
Letter home to parents/guardians

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Dear Parents/Guardians,
For the next three weeks, your fourth graders are going to be working on a
dream unit. During this time, we will be exploring what it means to dream and provide in
depth knowledge about influential dreamers in our society. Throughout this unit we will
be reading a variety of biographies about influential people like Rosa Parks, Martin
Luther King Jr.,Wilma, Neil Armstrong, Lance Armstrong Mr. George Ferris and various
influential women. Through these books we will extend our understanding of dreaming
to morning meetings, writing, read alouds, science experiments, art projects, math and
so much more. We ask that you have daily conversations with your students about what
they learned about dreams or influential people because these concepts will be
important for them to understand and remember throughout the unit. Remember that
students love to talk about what they learned because they are proud and excited to
share their new learnings!
At the end of each week, we will send the students home with a ton of work
samples for you guys to look at and explore with them. In our classroom, we work hard
and always do our best work. Students are lifelong learners and this unit will serve as
new learning experience for everyone. They will explore the concepts of dreams and
influential people in our society in many different ways. Some activities and projects will
be more challenging than others and we will encourage students to push through these
challenges because they will learn from it and also have a better understanding about
the challenges that some of the influential dreamers went through to reach those
dreams.
If you have any questions, feel free to contact us! We want to encourage you
guys to keep in contact with us and participate with your students throughout this 3
week unit!
Email: mckenzie.creagan@wsu.edu
Phone #: 425-478-9862
Best,
Ms. Creagan, Ms. McKenny, Ms. Furness, Ms. Leedham, Ms. Williams
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Unit Plan: Teaching About Dreams
Grade Level: 4 th
Purpose and Rationale

Around the age of 9-11, students are often asked the question “What do you want
to be when you grow up?” Easily, they can answer this with something like a doctor, a
teacher, a police officer, or another similar career choice. However, they don’t always
think about the kind of person that they want to be, or all of the things that they may
want to achieve one day. Dreams are so much more than just a title and that is the
basis of this unit.
We all have dreams. Sometimes it takes bravery and perseverance to make a
dream a reality but it can be done. Throughout our world, many different people decided
to follow their dreams that are now well known by all because of it. The interesting thing
is, not all of these dreams were just personal dreams. We can dream for ourselves, our
friends, our school, or even our world. With the right ambition, we can change the world
with our dreams. Martin Luther King Jr. had a dream that all would be created equal.
The interesting thing about this dream is that he would have never gotten anywhere with
it if nobody ever decided to support him. Students will explore well-known people who
worked hard for their dreams and the support they had by their side through it all. It is
equally as important to support others in their dreams as it is to persevere in your own
dreams.
Everyone has the right to dream big and this is something that should be
developed and supported at a young age. How many times have you had an idea that
seemed just too far-fetched? No idea should ever be pushed out of your mind just
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because you think it may not be feasible. It is also important to support our friends in
reaching their goals just as we would hope that they would support us. Our goal is to
show students that they can be or do whatever they want in this world if they work for it
—just as Walt Disney, Martin Luther King Jr., and so many other people in this world
did. A dream isn’t just something that happens at night, but it can be something we have
for ourselves, our friends, or even for our world. Together, even our craziest dreams can
come true.
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Content Standards:
Writing:
CCSS.ELA-LITERACY.W.4.2.A
Introduce a topic clearly and group related information in paragraphs and sections;
include formatting (e.g., headings), illustrations, and multimedia when useful to aiding
comprehension
CCSS.ELA-LITERACY.W.4.3
Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences
CCSS.ELA-LITERACY.W.4.3.D
Use concrete words and phrases and sensory details to convey experiences and events
precisely.
CCSS.ELA-LITERACY.W.4.3.C
Use a variety of transitional words and phrases to manage the sequence of events.
Draw evidence from literary or informational texts to support analysis, reflection, and
research.
CCSS.ELA-LITERACY.RI.4.2
Determine the main idea of a text and explain how it is supported by key details;
summarize the text.
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical
text, including what happened and why, based on specific information in the text.
Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.
Conduct short research projects that build knowledge through investigation of different
aspects of a topic.
Reading- Informational Text:

Explain how an author uses reasons and evidence to support particular points in a text.
Integrate information from two texts on the same topic in order to write or speak about
the subject knowledgeably.
Language:
CCSS.ELA-LITERACY.L.4.3
Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
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clearly.
Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 1-3 above.)
Speaking and Listening:

CCSS.ELA-LITERACY.SL.4.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas
and expressing their own clearly.
CCSS.ELA-LITERACY.SL.4.1.D
Review the key ideas expressed and explain their own ideas and understanding in light
of the discussion
Paraphrase portions of a text read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally.
Report on a topic or text, tell a story, or recount an experience in an organized manner,
using appropriate facts and relevant, descriptive details to support main ideas or
themes; speak clearly at an understandable pace.
Add audio recordings and visual displays to presentations when appropriate to enhance
the development of main ideas or themes.
CCSS.ELA-LITERACY.SL.4.1.C
Pose and respond to specific questions to clarify or follow up on information, and make
comments that contribute to the discussion and link to the remarks of others.
Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 4 topics and texts, building on
others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.RF.4.4.B
Read grade-level prose and poetry orally with accuracy, appropriate rate, and
expression on successive readings.
CCSS.ELA-LITERACY.RF.4.4
Read with sufficient accuracy and fluency to support comprehension.
CCSS.ELA-LITERACY.SL.4.1.B
Follow agreed-upon rules for discussions and carry out assigned roles.
Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 4 topics and texts, building on
others' ideas and expressing their own clearly.
Technology Standards:
1.3.2 Locate and organize information from a variety of sources and media
2.3.2 Select and use online applications
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Science Standards:
4-LS1- Construct an argument that plants and animals have internal and external
structures that function to support survival, growth, behavior, and reproduction.
Art Standards:
VA:Cr2.1.4a Explore and invent art-making techniques and approaches
VA:Re.7.2.4a Analyze components in visual imagery that convey messages.
Math Standards:
CCSS.MATH.CONTENT.4.OA.A.2
Multiply or divide to solve word problems involving multiplicative comparison, e.g., by
using drawings and equations with a symbol for the unknown number to represent the
problem, distinguishing multiplicative comparison from additive comparison.
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Learning Targets and
Objectives
Pre-Assessment:
SWBAT use prior knowledge to form a definition of what it means to dream.
SWBAT create a dream for themselves and post it on the dream tree.
Week 1: Day 1
SWBAT write a poem about where they are from using descriptive details.
SWBAT use correct conventions and language when writing a poem about themselves.
Week 1: Day 2
SWBAT summarize the main points of a text using supporting evidence.
SWBAT create a presentation on collected information from a topic.
SWBAT summarize information found in the text and on the internet.
SWBAT create a presentation with the facts and information that they have found.
SWBAT create a presentation using visual aids.
SWBAT explain to the class information on their chosen person through a presentation
using examples and visual aids.
Week 1: Day 3
SWBAT write about the process of plant growth explaining the needs of the plant.
SWBAT clearly write in their science journals providing evidence for their claims.
SWBAT understand the needs of plants for growth and development.
Week 1: Day 4
SWBAT explain to the class information on their chosen person through a presentation
using examples and visual aids.
Week 1: Day 5
SWBAT actively and appropriately participate in the scenario
SWBAT contribute to the class discussion
Week 2: Day 1
SWBAT find at least 5 words and/or phrases from the speech that stood out to them
SWBAT work collaboratively to make their “found poems”
SWBAT use at least two words and/or phrases from each group member in the final
“found poem”
Week 2: Day 2
SWBAT write informative and explanatory texts to examine a topic and convey ideas
and information clearly
SWBAT explain how fractions are equivalent to other fractions using visual
representation
Week 2: Day 3
SWBAT use guidance and support from peers to develop and strengthen their writing
SWBAT make connections between math problems and real world scenarios using
fractions
Week 2: Day 4
SWBAT develop clear and concise ideas to create a rational connection
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SWBAT identify the good traits and characteristics of an influential leader
Week 2: Day 5
SWBAT solve word problems involving multiplication and division.
SWBAT find the distance traveled when given time and speed.
Week 3: Day 1
Content Objectives
1. SWBAT…identify the main idea of the text along with key details about the influential
person they chose.
Language Objectives:
1. SWBAT…write key details from the text and how they relate to dreams.
2. SWBAT...create a story wheel that includes the key details they identified from the
text.
Week 3: Day 2
SWBAT answer questions about their dreams and ambitions
SWBAT identify if their dreams and ambitions are realistic
SWBAT determine how they will reach their dreams and ambitions
SWBAT collaborate with peers about their dreams
Week 3: Day 3
Content:
SWBAT.demonstrate their understanding of the dreams unit by creating a visual
representation (dream catcher) that conveys their goals and aspirations.
SWBAT use descriptive details to convey steps that will be taken to achieve their
dreams.
SWBAT demonstrate their understanding of the dreams unit by creating a visual
SWBAT organize their ideas in a clear sequence of events that they will use to reach
their goals.
Language:
SWBAT discuss their dream catchers with their peers and large group discussions.
SWBAT express their ideas about their own dreams and compare/contrast those ideas
with their peers (dreams and artistic responses).
Week 3: Day 4
SWBAT describe what it means to face challenges and how to overcome them.
SWBAT work collaboratively in groups of 2-3 to design an attraction of their choosing.
SWBAT construct a written response that describes their attraction and the challenges
they faced/might face.
Week 3: Day 5
SWBAT work individually to revise their definition of what it means to dream and be a
dreamer.
SWBAT gather previous resources to write about an influential person.
SWBAT reflect on past activities to create a detailed written response about the unit in
its entirety.
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Accommodations Throughout
the Unit
This unit was designed for the purpose of showing students the importance of
their dreams for themselves, for each other, and for the world. As fourth graders,
students are all very different. They have different interests, they learn in different ways,
and they are academically at varying levels. We took this into consideration when
creating this unit.
We focused on incorporating the theme in many different subject lessons. By
doing this, students who enjoy science will enjoy something that includes the theme just
as much as students who like reading. We found that it is important to take students’
interests into account when creating a unit such as this one.
When it came to assessing, we made sure to do many different kinds of
assessments since we know some students may enjoy presentations while some may
enjoy something more along the lines of a structured paper. We give the students many
different chances to share their thoughts throughout the unit as well. The teacher will
constantly be involved and asking for opinions during this lesson. Since the whole basis
of this lesson is based on students’ individual selves, it will be a priority to make sure
that they are all sharing their thoughts. We also plan to pay special attention to the
grouping of students during this unit. A lot of the lessons during this unit require
students to be together as a whole group for a large part of the time. This helps
students to support each other’s learning throughout the lessons. Pairings would be
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intentional whenever they are necessary so students who may need extra help are
paired with students who can support them.
In our specific classroom, there is a student with a learning disability in the
discipline of writing and a student who is hard of hearing. We kept these in mind when
creating our lessons. We limited the amount of physical writing by adding projects that
were more hands on. We also incorporated many visuals that will support the student
who is hard of hearing. However, these students have their support, the aid and the
paraprofessional, when they need them throughout the unit.
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Student Voice
Student-based evidence to Description of how students
be collected (things produced will reflect on their learning.
K-12 students will by students: journals, exit
be able to: slips, self-assessments, work
samples, projects, papers,
etc.)
1. Explain student Checklists and rubrics Students can use these

learning targets and resources so they can see
what is required to their learning goal in the
meet them. process of getting ready to
complete the assignment.
Students can clearly see
what is need from them by
the teacher.
2. Monitor their Checklists/Rubrics Students will use checklists

own learning and rubrics to see the
progress toward the highest expectations as
learning targets opposed to the lowest, and
using the tools to understand what the
provided (checklists, teacher wants to see.
rubrics, etc.).
3. Explain how to Journals & Daily Agendas Students use these

access resources resources to better
and additional understand and remember
support when the assignments that were
needed (and recently completed
how/why those
resources will help
them).
Reading and Writing Materials

A long Walk to Water: Based on a True Story
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This book is about two different storylines of a boy named Salva and a girl names Nya.
These Sudanese people lived during two different time periods. Salva lived in 1985 and
Nya lived in 2008. Their stories are completely different but they come together to
intersect in the end. We use this book throughout the unit as a read aloud. Students will
listen to this book at the end of most days so they can listen and reflect.
Amazing Grace
Amazing Grace is a beautifully done book about a young girl who loves to act. She tries
out for the lead part of Peter Pan for the school play but finds out some of her
classmates have some opposing opinions about it. They tell her that she cannot play
this part because she is a black girl and not a white boy. Her family tells her that those
kids are ignorant and that she would play a great Peter Pan. She ends up getting the
part, as well as admiration from her peers. This book is used in our unit for a literacy
lesson where it is compared to another book about a young girl fighting against
prejudice and beating the odds.
Dream: A Tale of Wonder, Wisdom, and Wishes
This is a book about dreaming. It talks about dreaming at a young age as long as an old
age. There are stories of all sorts of types of dreams from good to bad. This is a great
book for kids to remind them that dreaming is important and no one is ever too old to
dream and that it is important to follow their dreams.
Drum Dream Girl: How One Girl’s Dream Changed Music
Told in a series of short poems, this story portrays a young girl who wanted to play the
drums, while living in a city where only boys could do such a thing. Her father finally let
her go to a music teacher to see if she was talented enough to be heard. The music
teacher was blown away by what she heard when the drum dream girl began to play.
Finally, she got to play her drums at a cafe and it was decided that boys and girls
should be free to drum and dream however they please. This book is used in a read
aloud and then in comparison to, Amazing Grace. It shows how dreaming and
persistence can make a positive change.
I Am Rosa Parks
Using cartoons, Meltzer provided a fun perspective about learning about bravery,
standing up for what you believe in, and making your legacy knwn. This book was used
for read aloud due to its fun and light-heartedness for kids to understand how she came
to be an influential leader and the steps and hardships it took for her to get there.
Last Stop on Market Street
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This is a book about a boy named CJ who lives with his grandmother. He is surrounded
by privileged children but his family is poor. In the story, he sees all of his friends doing
things that he and his grandmother cannot afford and complains and asks his
grandmother why they can’t do those things. She always makes the best of the
situations and sees the beauty in everything. At the end of the book, CJ realizes how
great life is and that you don’t need to be rich to be happy with life.
My Daddy, Martin Luther King, Jr.
This book is written by Martin Luther King Jr.’s son, Martin Luther King the third. It
shows the life of Dr. King Jr. from a new lens. It puts his life, and his family, in
perspective for the readers. Because it is told from the point of view of Martin Luther
King the third as a child, it is easier for young readers to understand. This book is used
to introduce who Dr. King was and his dream for the world. It will get the students
thinking about him before we move onto the lesson about his famous speech at the
march at Washington.
My Name is Blessing
My name is Blessing, was about a young boy named Muthini, whose name meant
suffering. His mother had named him this before she abandoned him with his
grandmother. Muthini, whose name eventually becomes Baraka (Blessing) was born
with a physical disability. Blessing was born with no fingers on his left hand and two
fingers on his right. Despite the living conditions that he was in, his grandmother always
provided him with a lot of love and enough food even though he was always last in line
to eat his meals because he was the youngest of all the grandkids. We included this
book in our unit because despite Baraka’s physical disability, he did everything that all
the other children around him were doing. His grandmother has dreams and aspirations
for Baraka because she feels like she can’t give him everything that he needs. Although
Blessing has a physical disability, he has so much to offer to the world and the people
around him.
Mr. Ferris and His Wheel
This book is a great story for young adults because it focuses on the World’s Fair
in Chicago in 1893, but it portrays it in a simpler and more exciting way because it
focuses on the famous Ferris Wheel. Mr. George Ferris was the one that created the
Ferris Wheel for the World’s Fair, but his journey wasn’t an easy one. He went through
many challenges, financially, structural, etc. Students will be able to see the process
that Mr. George Ferris went through the complete his Ferris Wheel. This is a great book
for students because they get to see how Mr. George Ferris put his dreams to work and
he accomplished a famous attraction that we now see at fairs and amusement parks
around the world. We chose to use this book for our thematic unit on dreams because
Mr. George Ferris had dreams like all of us and he went through a lot of long and
exhausting days to get his Ferris Wheel done in time.
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Neil Armstrong for Kids
This book incorporates a lot of great facts and pictures that kids will find interest in
reading about. The book itself provides many great areas to teach from and to get the
Neil Armstrong part of the unit to go hand in hand with the rest of the day.
She Persisted: 13 American Women Who Changed the World
This book summarizes the stories of 13 different women who have made an impact in
history through their perseverance. These women all have stories that vary with details,
but they were all faced with obstacles and challenges when trying to reach their goals.
They persevered to make a difference, not only for their own lives, but for the lives of
people in the future as well. We used this book as the basis of a bigger lesson.
Students choose a specific woman from this book and do further research to create a
presentation.
When Pigs Fly
This is a book about a cow that really wanted to have a bike but his dad refused to give
him one “until the day when pigs fly”. Instead of being discouraged, the cow pursues
many ways to figure out how to get pigs to be able to fly so that he can have his bike.
This is an awesome story about ambition to read to students to remind them to never
give up on their dreams and to pursue their ambitions.
Wilma Unlimited: How Wilma Rudolph Became the World’s Fastest Woman.
This book is about a young girl that is paralyzed at a very young age. Although she was
told that she would never walk again, she didn’t give up on her dream. She continued to
do all that she could to not only walk, but run. She eventually made it to the olympics
where she was awarded three gold medals in one olympiad-- the first woman to do so.
We used this book as a read aloud that went along with the unit.
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Book Citations
Bosak, S. V. (2014). Dream: A tale of wonder, wisdom, & wishes. Toronto: TCP Press.
Clinton, C., & Boiger, A. (2017). She persisted 13 American women who changed the
world.New York: Philomel.
Coulman, V., & R. (2006). When Pigs Fly. Aukland: Reed.
Davis, K., & Ford, G. (2014). Mr. Ferris and His wheel. Boston: Houghton Mifflin
Harcourt.
Engle, M., & López, R. (2015). Drum dream girl: How one girl's courage changed music.
Boston: Houghton Mifflin Harcourt.
Hoffman, M., & Binch, C. (2014). Amazing Grace. Scholastic.
King the third, M., & Ford, A. (2013). My daddy, Martin Luther King, Jr. HarperCollins
Publishers.
Krull, K., & Diaz, D. (2000). Wilma unlimited: How Wilma Rudolph became the world’s
fastest woman. San Diego: Harcourt.
Meltzer, B. (2014). I Am Rosa Parks. New York, NY. Dial Books for Young Readers.
Park, L. S. (2018). A long walk to water: Based on a true story. S.1.: OneWorld
Publications.
Peña, M. D., & Robinson, C. (2016). Last stop on Market Street. London: Puffin.
Smith, J. (2014) Neil Armstrong Biography for Kids Book: The Apollo 11 Moon Landing,
With Fun Facts & Pictures on Neil Armstrong. Amazon Digital Services LLC.
Smith, J. (2014) Walt Disney - A Kids Book With Fun Facts About The History & Life
Story of Walt Disney. Amazon Digital Services LLC
Walters, E., & Fernandes, E. (2013). My name is Blessing. Toronto, ON. Tundra Books.
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Websites Used Throughout the
Unit
https://www.teacherspayteachers.com/Product/Mr-Ferris-and-His-Wheel-Design-an-
Attraction-and-Writing-Activity-2812583.
This website was used during the 3rd week of the unit after reading Mr. Ferris and His
Wheel. This website/packet gave us a lot of great ideas for students to complete a fun
and engaging writing activity about this book. Students will be creating their own
attraction just like Mr. Ferris did with the Ferris Wheel during the World’s Fair in
Chicago. Student will have a chance to work in a group to design their own attraction
and then write about their challenges that they faced along the way. This activity allows
students to work together, while also reflecting on Mr. George Ferris and his dreams
and how he accomplished them with many of his own challenges.
http://www.litbridge.com/creative-writing-prompts/creative-writing-prompts-about-
dreams/
This website was used during the 3rd week of the unit because it provided a lot of
amazing prompts about dreams for students to complete. Since week three of the unit
was focused on the students own dreams, while reflecting and incorporating other
activities, information, stories, etc. from previous weeks of the unit, this website was
perfect for a quick and easy writing activity.
http://webcache.googleusercontent.com/search?
q=cache:Vv1BTs84oGEJ:www.wqsb.qc.ca/mydestiny/lesson%2520plans/lesson
%2520plans%25208/lesson%2520plan%25207%2520-%2520dream,%2520dream,
%2520dream.doc+&cd=2&hl=en&ct=clnk&gl=us
I wanted to use the lesson on this website because I thought it was a great way to get
students thinking about their dreams and aspirations. It got students thinking about if
their dreams were realistic and how they could achieve their dreams.
https://www.scholastic.com/teachers/blog-posts/addie-albano/teaching-importance-
dreams-and-aspirations-legacy-project-s-life-dreams/
I chose this website because it had great ideas for lessons about dreams and
aspirations. I used the book Dream in one of my lessons along with the decorative
journals in another. I thought these were fun ideas for lessons and wanted to
incorporate them.
https://www.pinterest.com/pin/179862578839477234/
http://www.corestandards.org/
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This is the website where we located our grade level standards for our lessons
throughout this unit.
http://www.nationalartsstandards.org/
This website was used for the art standards that we used for many of our art lessons in
the unit.
This website was used for our main lesson in the 3rd week of the unit. Students will be
making a dreamcatcher about their dreams for themselves, their school, country and
world. This is a great idea to tie influential dreamers and students personal dreams
together.
https://www.pinterest.ie/pin/312507661621329182/
This rubric was used to score the writing samples from the dream catchers. Students
were asked to expand on each of their dreams and the steps that they might take to
reach those. There are a variety of great teacher rubrics online that we can access and
we thought that this one was appropriate for this specific writing activity.
This will be used in the third week of the lesson for a fun math activity. Since students
are learning about influential people
http://www.k5learning.com/free-math-worksheets/fourth-grade-4/measurement/units-of-
length
This website was used to get a math worksheet to help introduce units of measure.
https://edsitement.neh.gov/lesson-plan/let-freedom-ring-life-legacy-martin-luther-king-
jr#section-20222
This website helped us teach our students about Martin Luther King, Jr. In particular, it
helped us with the idea of using the last part of his speech to make “found poetry” in
one of our lessons.
https://www.education.com/worksheets/fourth-grade/measurement/
We used a worksheet from this website to help students begin to comprehend how to
convert units (yards, feet, inches).
This was used for the moon phases science lesson on week 2 day 4 to help stay
consistent with the theme of moons, space, and Neil Armstrong.
https://www.teacherspayteachers.com/FreeDownload/Neil-Armstrong-1730502
This was the worksheet used on week 2 day 4 for the Neil Armstrong unit. I chose this
to stay consistent with the theme as well as showcase an ELA mini-lesson.
https://www.teacherspayteachers.com/Product/Rosa-Parks-Writing-2404209
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This was a worksheet that was used for week 2 day 2. This specific mini-lessn went
hand in hand with the Rosa Parks unit.
This was the original idea for the Reading Chalkboard. I altered it to fit more with the
theme and I felt that it be fitting that the students talk abut what they want to be in the
future.
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Pre- Assessment:
Purpose:
The purpose of this assessment is for students to form a definition of what it means to
dream and one dream that they have for themselves as a fourth grader. This will set the
platform for teachers to see where students are and how much previous knowledge
they have about dreams and what it means to dream. Their leaves will stay on the tree
for the whole three week unit and then at the end they will alter their thinking after they
have exposure to influential dreamers and dreams.
Overview:
Before we begin the unit on Dreams and Influential members of our society that had
dreams, we will do a short activity to see what students already know about dreams. On
the bulletin board outside of our classroom we are going to make a “dream tree”. It will
say “my hopes and dreams as a fourth grader.” Each student will write their definition of
a dream and a current dream they have for themselves as a fourth grader. This will
allow us to see where the students are at currently and then at the end, we will have
students revise their definition of a dream based on their knowledge of Rosa Parks,
Wilma, Walt Disney, Neil Armstrong, Dr. Martin Luther King Jr. and Mr. George Ferris.
Assessment:
For this pre-assessment, students will be formatively assessed and teachers will write
notes about each of the students dreams and definition, so they have an ongoing
record. By assessing students at the beginning, we are just seeing what they already
know before they have access to the many resources, activities, projects, discussions
that will be provided within the next three weeks. The pre-assessment will take place
the Friday before the three week unit about dreams and influential individuals in our
society.
Accommodations:
Student A has a learning disability in the domain of writing, so for this assessment he
will work with his aid to help him write his dream definition and dream for himself. He will
tell the aid what he wants to write and she will write it for him.
Materials:
-26 leaves for the dream tree
-pencils
-bulletin board and dream tree in the hallway
22
Week One:
Who I want to be (where we are from and where
we want to go)
23
Week 1: Day 1 (Monday)
Daily Activities:
8:30AM-9:00AM: (Morning Meeting)
Every morning we will start the day off with a morning meeting. For this morning meeting, we
are going to introduce the topic of dreams to the students. Each student will go around the circle
and talk about a dream that they remember having recently and they will give a one word
descriptive word on how they felt when they woke up from it.
9:00AM-9:30AM: (Read Aloud)
Read Wilma Unlimited: How Wilma Rudolph Became the World’s Fastest Woman by Kathleen
Krull to the class. Have the class take notes about the different courageous acts that Wilma took
to fulfill her dream throughout the book. Discuss these points as a class.
9:30AM-10:15AM: (Writing)
In this silent writing time, students will free write to the prompt “Write about a time you wanted
something so bad that you had to work really hard to get it.” At 10:00, students will trade their
papers with a partner and then they will write a short response to their peers writing. These will
be a part of the students’ writing journals that get turned in at the end of every week so the
teacher can check-up on and respond to the students.
10:15AM-10:30AM: (Recess)
Brain break for students and teachers.
10:30AM-11:30AM: (Literacy)
Literacy groups- Students are in groups of 3-4 by reading level. They are each reading
assigned chapter books in their groups that are assigned by reading level. Then they will think
about a scene that they can do a readers’ theatre to in the future. Students will be given this
rubric (Appendix A )prior to starting their book so they can find a scene appropriate for the
assignment.
During this time, the teacher will go around to check in with each group to discuss progress,
questions, etc.
11:30AM- 12:00PM: (Lunch)
12:00PM- 1:00PM: (Lunch Recess)
12:15PM- 1:00PM: (Specialist- Music)
Working with recorders.
1:00PM- 1:30PM: (Math)
Having recently learned about measuring area, students will begin to design the bottom floor of
their dream tree house. They will figure out measurements and potentially start sketches on grid
paper.
1:30PM-2:15PM Thematic Lesson
“Where I’m from” Poem. Students will discuss the importance of realizing where you’re from
before trying to jump forward and fulfill your dream. After reading my personal example
(Appendix B) we will give students time to go through and find the pattern used in the example.
They will write their own with the example as one format that they could choose to use. For
homework, students will finish, edit, and formally write out their poems.
2:15PM-2:45PM: (Read Aloud)
A Long Walk to Water: Based on a True Story.By: Linda Sue Park Begin book with class to end
the day.
2:45PM-3:00PM: (Pack up)
Students will pack up their belongings and get ready to leave.
24
Activity Title: Where I’m From
Purpose: The purpose of this activity is to help students look at where they are from
and to to further see how it will affect them in their journey of where they want to go.
Students will write a poem that will make them think about the details of their
background.
Overview:
The teacher will begin this lesson by presenting her personal poem to the class.
Students will go through this poem as a class and they will find the pattern that the
teacher presented. The students can use this pattern completely, they can use ideas
from this pattern, or they can even stray from the pattern to create one themselves.
Then, the students will be given time to draft up their own ideas for their personal poem
about where they are from. They will be encouraged to really focus on the small details
that show where they come from. Students will then trade their drafts with a partner for
feedback. They will then revise their poem. When they are ready, they will create a final
draft that is neat and presentable. This will also be something that many students will
complete as homework since many will not make it all the way through during class
time. The final drafts will be pinned on the wall under the students names the next day
so each student can look at where they come from as well as the background of their
peers.
Materials:
Example: where I’m from poem (appendix A)
Projector
Paper and pencils for all students
Final copy materials- cardstock, markers
Assessment:
Students will turn in their final copy of their “Where I’m From” poem and they will pin it to
the wall under their picture for everyone else to see. The teacher will go through and
make sure students all did this assignment and put effort into it, however, they will not
put an actual grade to accuracy because the task was more of an introduction task.
Since the lesson wasn’t for students to focus on their poetry writing, it is important that
the teacher can simply see that they shared where they came from in well thought out
way.
Accommodations:
Students have the teachers example to go off of. Although they do not need to follow
the pattern, it is there for students who feel like they need a little bit more guidance with
the assignment. Students also share with a partner after their first draft so they can use
their peer’s writing as another example if they need more help and ideas. The teacher
will also be assisting students in their thinking process throughout the lesson by going
around the room and checking up with each student to see if anyone needs extra help.
25
Appendix A: Readers Theatre Rubric
26
Appendix B: Where I’m From Poem Example
Where I’m from
I’m from hand me downs,

From cloth diapers, from band aids and Neosporin.
I’m from a two-story tree house built by my father.
I’m from honeysuckles.
I’m from large bushy trees-
Who dropped their prickleys all over my front yard.
I’m from popcorn with chocolate surprises
I’m from the musical clock,
From the Corbetts and the Leedhams.
I’m from the honest
The forgiving.
From the “who you talkin’ to” to the Egyptian dances
And the late-night music sessions.
I’m from the John 3:14 and the nursery.
I’m from the small pink bible.
I’m from the vineyards and the strawberry stands.
I’m from the morning sugar cubes and the sweet sun tea.
From the strength my family had when my father was sick.
From his recovery to the instant wind in my hair on the Harley Davidson.
In the shed there are many boxes
Filled with developed films,
Memories of my childhood
All summed up
The beauty of where I am from
Developing more and more every day.
27
Week 1: Day 2 (Tuesday)
Daily Activities:
8:30AM-9:00AM:(Morning Meeting)
Students will have the opportunity to share their Where I’m From poem with their peers.
They will then post them under their class photos on the wall.
9:00AM-9:30AM:(Read Aloud) - part of thematic lesson
Read She Persisted: 13 American Women who Changed the World by: Chelsea Clinton
to the class. Have students pick one of the 13 womens’ stories to work with later. Have
students write small summaries of the story of the woman they chose to refer back to
later.
9:30AM-10:15AM(Writing)
Students will free write to the prompt “What is perseverance to you?”
At 10:00, students will trade with a partner and write a short response to their partners
writing in their journal.
10:15AM-10:30AM(Recess)
10:30AM-11:30AM(Literacy)
Students will continue to work in their small literacy groups on creating their readers
theatre script and they will continue to read their books. Teacher will continue to go
around to groups to make sure they are on the right track.
11:30AM- 12:00PM (Lunch)
12:00PM- 1:00PM (Lunch Recess)
12:15PM- 1:00PM (Specialist- PE)
Students will set goals on what they will score on their upcoming fitness test that day.
Small discussion on how perseverance takes part in reaching your goals. These are
relatable to dreams that we have been talking about in class.
1:00PM- 1:30PM (Math)
Students will complete final sketches of their dream tree house. They will be given a
checklist (Appendix A ) that shows the expectations of this final copy.
Technology & History
Teacher will go over appropriate research and hand out a checklist (Appendix B)
Students will use the internet to research the persevering women that they chose earlier
from the She Persisted book. They will take notes on this woman and save them for
tomorrow when they will complete further work on this research project. (Rubric-
Appendix C)
2:15PM-2:45PM (Read Aloud)
A Long Walk to Water: Based on a True Story. By: Linda Sue Park. Continue book with
class to end the day.
2:45PM-3:00PM (Pack up)
Lesson Plan: She Persisted Presentation
28
T&L Instructional Plan Template
(Updated 4/17/15)
(edTPA Aligned)
Background Information (When doing the actual edTPA, leave out identifiers)
Teacher Candidate: Rebecca, Briony, McKenzie, Emma, Drew Date:4/27/18
Cooperating Teacher: Barbara Ward Grade:4th
School District: Pullman School District School: Franklin Elementary
University Supervisor:Lori White
Unit/Subject: Literacy
Instructional Plan Title/Focus:She Persisted Research project and presentation
Section 1: Planning for Instruction and Assessment

Instructional Plan Purpose:
The purpose of this lesson is for students to learn about various influential people who
were set back but persisted to achieve what they wanted. Students will practice using
technology to research one of the thirteen women of their choice. They will then use the
information they find to create a research presentation that they will share with the class
in groups.
Additionally, explain where in a unit this lesson would be taught. What lesson
topic came prior to this one (yesterday) and what related lesson will come after
this one (tomorrow)?
Prior to this lesson, students have worked on some technology usage and research. As
a part of the thematic unit on dreams, this is where students are first being introduced to
inspirational people that chased their dreams. Following this lesson, students will
continue to learn about various people who have chased their dreams and persisted to
make them happen. They will also consider their own dreams and how they can work
for them while supporting others in their dreams.
State/National Learning Standards:
Common Core:
29
Technology:
http://www.k12.wa.us/EdTech/Standards/default.aspx
1.3.2 Locate and organize information from a variety of sources and media
2.3.2 Select and use online applications
Content Objectives
1. SWBAT summarize the main points of a text using supporting evidence.
Aligned standard:CCSS.ELA-LITERACY.RI.4.8
2.SWBAT create a presentation on collected information from a topic.
Aligned Standard: CCSS.ELA-LITERACY.RI.4.9
3. SWBAT summarize information found in the text and on the internet.
Aligned Standard: CCSS.ELA-LITERACY.SL.4.2
4. SWBAT create a presentation with the facts and information that they have found.
5. SWBAT create a presentation using visual aids.
1. SWBAT explain to the class information on their chosen person through a
presentation using examples and visual aids.
Aligned Standards:
Previous Learning Experiences:
Students have previously learned about how to do appropriate research on the internet.
They have also learned how to summarize information about people or specific topics.
Finally, they will also have presented in front of their peers before using various visuals
such as power points and posters.
Planning for Student Learning Needs:
Before students begin their research, we will go over the main points on how to tell if a
source is credible. During this, I will show an example of good research on the internet
in front of the class. For students who struggle with technology or the internet, this will
allow them some extra practice. During research time, I will also go around to the
30
students to make sure they are on the right track and to assist with any students who
seem to be having technical struggles. When students are preparing their presentations,
I will go around to make sure they are not having trouble compiling their information
together. Since they will also be in groups preparing their presentations, they will have
each other as resources and this will allow students with other needs to have more help.
Assessment Strategies:
Content/Language Objectives Assessment Strategies
Content example: Formative: Students will take notes during the

SWBAT summarize the main points reading of She Persisted: 13 American Women
of a text using supporting evidence. who Changed the World and the teacher will
SWBAT summarize information check these off.
found in the text and on the internet.
SWBAT create a presentation on Summative: Students will complete

collected information from a topic. presentations on the person they chose to
SWBAT create a presentation using study including facts, information from the
visual aids. sources, and visual aids. The teacher will
SWBAT create a presentation with assess these presentations as an accumulation
the facts and information that they of the whole project using a rubric (Appendix
have found. C).
Language example: SWBAT Formative: Students will be assessed on their

explain to the class information on group’s presentation by the teacher using the
their chosen person through a rubric (Appendix C).
presentation using examples and
visual aids.
Student Voice:
K-12 students will be Student-based evidence to be Description of how
able to: collected (things produced by students will reflect on
students: journals, exit slips, their learning.
self-assessments, work
samples, projects, papers,
etc.)
1. Explain student Students will take notes in The teacher can tell if
learning targets and their journals during the the student is on the
what is required to reading. They will also take right track before they
meet them (including notes when they do the move on to create their
why they are research themselves. This presentation with their
important to learn). student work will be turned in group.
at the end of the first day in
their journal.
2. Monitor their Students will be given the Using the rubric,
31
own learning rubric for the assignment as students will focus on
progress toward the they begin with their first the right areas when
learning targets notes. researching and they
using the tools will know what to
provided (checklists, include in their final
rubrics, etc.). presentations.
3. Explain how to Students will have access to Students will complete

access resources the internet and there will be a an exit slip after the
and additional reminder demonstration on demonstration that
support when how to properly search the expresses if they have
needed (and internet with a checklist. any questions about
how/why those Students will have each other researching.
resources will help and the teacher as a resource
them). if they have any questions.
Grouping of Students for Instruction:
Students will begin the lesson together as the teacher reads the book as a read
aloud and the students take notes. The students will also be all together as a group
when they watch the short demonstration on how to do proper research. After this, they
will each do their own individual research. The students will then split off into groups
with the other students who are studying the same person as them self to create their
presentation. The class will be back together as a whole during presentations while their
peers present group by group.
Section 2: Instruction and Engaging Students in Learning
Introduction:
“Okay class, today we are going to be learning about some very inspirational women
that chased their dreams and persisted when things got hard. We will begin by reading
this book She Persisted: 13 American Women who Changed the World by: Chelsea
Clinton. While I read this book or after I’m done, choose one person that I read about to
write a small summary about and keep these notes for some continued work later!”
Questions:
- Why did you choose to write about the inspirational woman that you did?
- How did your chosen person persevere to reach their dream?
- Can you justify why you think perseverance is so important in reaching your
dreams? (Evaluate)
- How was this person supported by others in their journey towards their goal?
- Can you relate to this person and how so? (Comprehension)
Learning Activities:

Learning Steps and Activities Supporting Theories/Principles
(Why are you doing what you are
doing?)
1. “Now we are going to go back to Piaget- Scheme, schemes, schema
32
the summary of the person that Students listen to the book in the
you wrote this morning and we morning in order to build some
are going to do some further background on the individuals and to
research for our own small choose their topic. Then they are ready
presentations!” to move on to the research.
 Teacher passes out rubrics
(Appendix C)
2. Students are grouped together while Pavio- Dual Coding.

teacher shows an example on the Students will observe the teacher go
projector of what good research is like. through an example of researching on
*teacher passes out a checklist for good the projector.
research* (Appendix B).
3. Students will work independently on Constructivism

their research for their chosen woman Through the independent research
from the book. They will take appropriate process, students are working to
notes from online. acquire new information rather than just
listening and learning from the teacher.
4. Students will create their own mini Constructivism

presentation of the information using Students are working with the new
some sort of visual aid- powerpoint, information that they have acquired to
poster, etc. make a presentation rather than simply
just learning it and leaving it at that.
5. Students will present for the teacher Vygotsky- Zone of Proximal

on their chosen person while they are Development
assessed on the rubric that they began Students will work their way up with the
with. new information that they are acquiring
and the support of their teacher and
their peers to create and present their
final presentation.
Closure:
You all did a great job doing further research on the information that we read in She
Persisted: 13 American Women who Changed the World. We saw how many different
people had dreams of doing something and how they worked for them, no matter what.
Think about this as you go home tonight and consider how you’ll have to work to
achieve some of your dreams one day. One day, you will have to persist too.
Independent Practice:
Students will go home and begin to think about their dreams and how they can relate to
some of the women that they learned about. This will carry on into the rest of the unit.
Instructional Materials, Resources, and Technology:
 She Persisted: 13 American Women who Changed the World
 Journals and pencils/pens
 Projector
33
Rubric for final presentation

Checklist “how to do proper research”

computers/internet access

Acknowledgements: Acknowledge your sources
http://www.corestandards.org/ELA-Literacy/
http://www.k12.wa.us/EdTech/Standards/default.aspx
https://www.teacherspayteachers.com/FreeDownload/Credible-Website-Student-
Checklist-Handout-1789231
https://i.pinimg.com/736x/fd/17/0b/fd170b0b0a89f1a4e3768467957d04e7--teacher-
name-teacher-stuff.jpg
34
Appendix A: Checklist for Treehouse Design
Treehouse Bottom Floor Design
 Layout is clearly drawn with straight lines

 Rooms are clearly labeled
 Measurements are present and with appropriate units
 At least 4 rooms are present
 At least 8x11.5 paper is used
35
Appendix B: Appropriate research checklist
https://www.teacherspayteachers.com/FreeDownload/Credible-Website-Student-
Checklist-Handout-1789231
Appendix C: Rubric for research presentation
36
https://i.pinimg.com/736x/fd/17/0b/fd170b0b0a89f1a4e3768467957d04e7--teacher-name-
teacher-stuff.jpg
37
Week 1: Day 3 (Wednesday)
Daily Activities:
Students will share with the group what they want to be when they grow up and a small glimpse
on why.
9:00AM-9:30AM: Science Lesson & Thematic Lesson
Plant a small flower and talk about what the goal of this flower is. What is this flowers “dream”
and what does this flower need from us as support to fulfill its dreams? Students write process
of discussion in science notebook with pictures. (Checklist- appendix A).
9:30AM-10:15AM (Writing)
Students will free write to elaborate more on what they talked about in the morning meeting-
“what do you want to be when you grow up and why?” They will elaborate with details on why
they would make a good ‘blank.’
At 10:00, students will trade and write a response to their peers writing.
10:15AM-10:30AM(Recess)
10:30AM-11:30AM(Literacy)
Students will continue their small group books and they will finalize their readers theatre script.
They will turn in a copy of the script to the teacher to be reviewed later on at 10:45. From 10:45-
1:30, students will do their readers theatre performances.
Script and performance graded on rubric (appendix B).
11:30AM- 12:00PM (Lunch)
12:00PM- 1:00PM (Lunch Recess)
12:15PM- 1:00PM (Specialist- Music)
Listens to Beethoven with small background discussion on how even though he was deaf, he
persevered.
Continue recorder practice.
1:00PM- 1:30PM (Math)
Complete “Grandma’s Quilt” Worksheet. (Appendix ). If students finish early, they can draw
their own quilt on the back with it’s own measurements then color it.
Students will go back to their computers to create a powerpoint that shows about their
persevering women that they researched the day before. This powerpoint should follow the
project rubric they were given the day before as well as the presentation.
2:15PM-2:45PM (Read Aloud)
A Long Walk to Water: Based on a True Story. By: Linda Sue Park Continue book with class to
end the day.
2:45PM-3:00PM (Pack up)
Activity Title: She persisted. Lesson Plan Continued.
38
Activity Title: Flower Growth
Purpose:
The purpose of this lesson is for students to connect science to the thematic unit by
seeing how supporting one another can help us reach our goals. The flower that we are
planting has needs that we will fulfill. The students will learn about the needs of this
flower and we will support it to grow-- it’s ‘dream.’ Students will work together to later
reflect on how they can relate to this flower. It couldn’t have done it without us giving it
what it needed.
Overview:
At the beginning of this lesson, students will discuss the needs of a flower to go. We will
have the appropriate things out (water, soil, the seed, a window for sun) and the
students will discuss how each of these play an important part in the flowers life. We will
then discuss what the goal of this flowers life is. At the beginning it is just a seed, but
what does it want to become? Students will keep track of this discussion in their notes.
We will plant the flower as a class and draw pictures of the different needs that the
flower has followed by a picture of what it will eventually grow to look like. Students will
end with a reflection in their journal that communicates how they supported this flower in
reaching its goal. Could this flower have become what it did if it were just a seed and it
didn’t have our support?
Students will be learning about the growth process and the flower will continue to grow
every day in the classroom, however students will not observe the flowers growth in just
the time of this lesson. They will be discussing what it will grow to be and assuming that
everything that they did for it will help it to reach its goal of a full flower in the future.
Materials:
Science journals
Flower seed
Soil
Water
Sunlight from a window
A pot
Assessment:
The teacher will listen to the students discussion throughout the lesson to informally
assess their understanding. After the lesson, students will turn in their notebooks to the
teacher to be graded based off of a checklist used for science lessons. This will assess
their understanding of the science lesson as well as how well they can connect this to
the thematic unit that they are beginning to build on.
Accommodations:
This experiment is hands on and the class will do it as a whole. The discussions will be
all together so students can use ideas from their whole class. Students are also drawing
pictures in their notebooks so students who struggle with writing more have the pictures
to assist their communication.
39
Week 1: Day 4 (Thursday)
Daily Activities:
8:30AM-9:00AM: (Morning Meeting) Students will tell their elbow partner about someone who
is influential to them and why. We will then have a couple of students share. We will also have a
short discussion about what it means to be “influential.” This is to get them warmed up to the
idea of talking about famously influential people and why they are honored for what they did/do.
This will also help to lead us into talking about how influential people can help people with
similar dreams to accomplish their dreams.
9:00AM-9:30AM: (Read Aloud) My Name is Blessing, by Eric Walters and illustrated by Eugine
Fernandes.
9:30AM-10:15AM: (Writing) Students will be given a prompt to write about. The prompt will be,
What makes someone influential? If they finish this prompt then they can write to this prompt,
who is someone influential to you and what makes them influential?
10:15AM-10:30AM: (Recess) Brain break for students and teachers.
10:30AM-11:30AM: (Literacy) Word line watercolor art. This is intended to integrate art into the
unit. Students will make the outline of their picture words that have to do with influential people
and what makes them influential. They can draw a picture of the person or something that
makes them think of that person or what it means to be influential.
11:30AM- 12:00PM: (Lunch)
12:15PM- 1:00PM: (PE) Learning about lifelong fitness and activities (i.e. walking, running,
hiking, lifelong games, etc).
1:00PM- 1:30PM: (Math) Worksheet- Appendix A
1:30PM-2:30PM: (Thematic Lesson) Students will finish and present their persevering women
presentations with their groups.
2:30PM-2:45PM: (Read Aloud) A Long Walk to Water: Based on a True Story. By: Linda Sue
Park. Read book with class to end the day.
2:45-3:00PM: Students will pack up their belongings and get ready to leave for the day. If
needed, students will write down homework in their agenda.
40
Appendix A:
41
42
Week 1: Day 5 (Friday)
Daily Activities:
8:30AM-9:00AM: (Morning Meeting) I will ask the students to talk with an elbow partner about
why they think that people have the dreams that they do. Then, they will each share about a
dream that they have and what makes them want that dream to become a reality.
9:00AM-9:30AM: (Read Aloud) Drum Dream Girl: How One Girl’s Dream Changed Music. This
will lead us into the discrimination scenario lesson that will take place later in the day.
9:30AM-10:15AM: (Writing) Students will write about how it made them feel to know that some
people are not encouraged to follow their dreams because of their gender or other factors.
10:30AM-11:30AM: (Literacy) We will have a brief discussion about the book that we read
earlier and I will write the main points that they talk about so that they can compare this to the
book that I will read aloud, Amazing Grace by Mary Hoffman. We will discuss as a class and
complete a compare and contrast circle about these two books and their similarities and
differences.
11:30AM- 12:00PM: Lunch
12:00PM- 1:00PM: Lunch Recess
12:15PM- 1:00PM: (Friday Friends) Students will meet with their second grade Friday Friends
in their groups from their “persevering women” presentation groups. The fourth graders will
explain to the second graders what it means to persevere. They will share with their second
grade friends their presentation and what they learned. After this, if there is time, they will each
share about a time where they persevered.
1:00PM- 1:30PM: (Math) Number talk to introduce converting units of measurement. I will write
a true or false statement on the board (ex: 48 inches = 4 feet) and talk about it during class. The
purpose of this is to gauge what they already know about units and their correlation. We will
focus on three units of measure; inches, feet, and yards.
1:30PM-2:15PM: (Thematic Lesson) This lesson will have a scenario so the students can
experience what it feels like to be discriminated against because of something they cannot
control. I will separate them by height and he kids that are shortest will not be able to not get to
participate in our activity or they will get the worse snacks in the room. After this, we will have a
discussion about the activity.
43
Activity Title: Discrimination Scenario
Purpose: The intention here is to show them how some people are treated purely
based off of factors that are beyond their control. I want students to try to understand
about how people were, and sometimes are still treated based off of these prejudices
and how influential people worked to change this.
Overview: This lesson is a scenario that the students will go through to put themselves
into the shoes of others and for them to understand what some people go through every
day because of things that are beyond their control (i.e. race, disabilities, etc.) I will have
the class line up from shortest to tallest and then hand out food to everyone except the
shortest and tallest students (it could also work to pick more students based on the
class size for that day.) I will then let the students ask me questions about why I did not
give certain people the food as they go back to their seats. Anticipated questions; why
did they not get food, what made you pick them, etc. I will ask/prompt them with
questions such as; is height something that we can control, are there other things that
we are sometimes judged upon that we do not have any control over, tell me about how
that made you feel, has anyone ever experienced a similar experience in real life and
how did that make you feel, talk about how you think the students on the other side of
the scenario felt, etc. We will have a discussion about how this related to dreams and
Martin Luther King, Jr.
Materials: A treat/snack for each student in the class (i.e. apples, crackers, etc.), paper
and pencils for each student for the exit task.
Assessment: The students will complete an exist task where they will talk about
something they learned from this lesson. Students can also talk about how they think it
was meant to help us transition into learning about Martin Luther King, Jr.
Accommodations: We anticipate that students who have problems with reading should
not have trouble during this lesson because it is a scenario and discussion based
lesson. Behavioral problems may come into play during this lesson and I will make sure
to share my expectations with the class before we get started. Students who have a
hard time talking in class can be supported by the teacher having them turn and talk to
a neighbor about discussion questions.
44
Week Two:
Inspirational dreamers (how Their big dreams
affected our world)
45
Daily Activities:
8:30AM-9:00AM: (Morning Meeting) I will have students talk about the scenario activity that
they participated in yesterday and briefly share about what happened and ow that made them
feel.
9:00AM-9:30AM: (Read Aloud) My Daddy, Martin Luther King, Jr. by Martin Luther King the
third and illustrated by AG Ford.
9:30AM-10:15AM: (Writing) Students are going to write about the discrimination scenario that
we did and how that relates to Martin Luther King, Jr. and his dream.
10:30AM-11:30AM: (Literacy) https://www.youtube.com/watch?v=4xXZhXTFWnE
Students will watch this “Kid President” video about Martin Luther King, Jr. and about the people
he influenced with his dream. I will then give each group a picture from the march. I will first
have them look at it silently while I play Martin Luther King, Jr.’s speech in the background. I will
give students a prompt to write about after they look at the pictures. They will write about why
they
11:30AM- 12:00PM: (Lunch)
12:15PM- 1:00PM: (Specialist-Music) Working with recorders.
1:00PM- 1:30PM: (Math) Appendix A
1:30PM-2:15PM: (Thematic Lesson) Students will read the final section of Martin Luther King,
Jr.’s speech from the March at Washington. This section begins with, "I say to you today, my
friends [applause]...” They will then, individually, pick out 5 words and/or phrases from this
section of his speech that stood out to them. After this, students will be broken up into groups of
4 and use their words and phrases to make a “found poem.”
46
Activity Title: “I Have a Dream,” Found Poetry
Purpose: The purpose of this lesson is for the students to decompose Martin Luther King, Jr.’s
speech to better understand it. His speech was poetic in nature and if it is broken down the
students will be able to comprehend and appreciate what he was saying. They will also be able
to read it in a new way.
Overview: Individually, students will read the last section of Martin Luther King, Jr.’s speech
from the march at Washington. This part of the speech begins with, “I say to you today, my
friends…” As they are reading, the students will pick out at least 5 words and/or phrases that
stood out to them. They will then be put into groups of about four students and they will
construct one “found poem” using the words and phrases that each person picked out. Each
student needs to have at least two of their words and/or phrases that they chose in their group’s
final poem. The students will then make their poems into a poster and each group will share
them with the class. We will then hang the poems up on display in the classroom.
Materials: Paper, pencils, printed out copies of the last part of Martin Luther King, Jr.’s speech
from the March at Washington D.C. (one per student), paper for the group to write their final
poem on.
Assessment: Appendix B
Accommodations: Students with reading and writing impairments, such as the student with the
paraeducator and the student with the temporary aid, can have assistance from people that
come into the classroom for them or I can help them while the class is working independently.
47
Appendix A
48
Appendix B
Did the group work cooperatively together? YES/NO
Did each group member contribute at least two words and/or phrases YES/NO
for the found poem?
Did the group read their poem to the class in a clear and efficient YES/NO
speaking voice?
Comments:
49
Daily Activities
Students will go around and share what they know about influential leaders, and who
they might consider to be an influential leader and why.
9:00-9:30: (Read Aloud)
Read “I am Rosa Parks” by Brad Meltzer. Students will be thinking in this time about
who Rosa Parks is, as well as writing key ideas about why she is an influential leader.
9:30- 10:15: (Writing)
Students will write about what they read, and reflect how Rosa Parks is an influential
leader in our society, touching back to the key ideas they wrote down previously, and
will use what they know about Rosa Parks to develop their own ideas about what makes
an influential leader.
Brain break for students and teachers
10:30AM-11:30AM: (Science)
Rotate or revolve: Students wil find out how the earth’s rotation correlates with how
many hours in a day, days in a week, weeks in a month, etc. We will do this by
demonstrating with two styrofoam balls how the earth spins on its own axis while also
spinning around the sun.
11:30AM-12:00PM:.(Lunch)
12:00PM-12:15PM: Lunch recess
During this time, journals will be collected and responses from the teacher will be left
beneath the student’s writing.
12:15PM-1:00PM: Specialist: PE
PACER fitness test
1:00PM-1:30PM: (Math)
Students will meet at the carpet to do a number talk about fractions. Students will learn
how fractions are placed, vocabulary such as denominators, numerators, and vinculum.
1:30PM-2:15PM: Thematic lesson As highlighted below
Students will learn the most important aspects of Rosa Parks’ influence and how she
came to be such a known inspiration. (Appendix A)
2:15PM-2:30PM: (Silent Sustained Reading)
Students can read silently a book of their choosing or continue catching up on any work
from today.
2:30PM-3:00PM:Students will pack up and clean before heading home.
50
Activity name: Rosa Parks Writing
Purpose: Students will learn about Rosa Parks and incorporate their understanding of
this influential leaders’ accomplishments. Students will be able to reflect on what they
know about Rosa Parks and additionally, why she is an influential leader.
Overview:
As a class, students will research about Rosa Parks using classroom computers,
tablets, books from the library/books provided. Students will glue and put together their
foldable worksheets and fill out the worksheets based on the information they have
learned. Students will begin by creating the worksheets using the supplied materials.
Once they are complete, individually they will either choose a computer, or look for
books in the library about Rosa Parks. Once they have found out enough information to
put in the provided categories on the worksheet, they will turn in their assignment to the
teacher to be graded, and then the worksheets will be handed back as the students can
hold on to them for future reference.
Materials:
 Foldable worksheets
 Tablets/computers
 Library books about Rosa Parks
 Glue
 Scissors
Assessment:
Once the worksheets have been turned in to the teacher, the teacher will use a rubric to
grade them based on thoughtfulness and detail of the provided responses to the
categories. The students will have them handed back once the grades are recorded.
(Appendix B)
Accommodations:
While some students may need more time to research, additional time can be cut into
the last 15 minutes of the day during clean up.
51
APPENDIX A:
52
53
54
55
56
57
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APPENDIX B:
1 2 3 4
Thoughtful response
Information from the text
Detailed
Comments:
59
Week 2: Day 3 (Wednesday)
Daily Activities
Student will gather at the carpet and discuss another influential leader (Walt Disney)
9:00AM-9:30AM: (Read Aloud)
Students will meet at the carpet and as a class we will read a book about Walt Disney
(Walt Disney for Kids). During this time, they will go back to their journals and flip to
where they wrote key ideas about influential people and add or change anything they
wrote from the day before.
9:30AM- 10:15AM: (Literacy)
Future Leaders: Students will have their picture taken with a sign that they made that
reads what they hope to be in the future. To complete the writing aspect of the day,
students will write about what they want to be and why. Students will use the stages of
writing, including pre-writing, first draft, sharing, revise/edit, final draft. (Note: this will be
worked on for 2 days during this time.)
Students and teachers will have time for a brain break
Clouds lesson: https://youtu.be/32uFVssBs6E share this video with the students and
talk about clouds and the different types there are and how they form. Then, students
will take a piece of paper and make 3 separate parts and label them “stratus”, “cirrus”,
and “Cumulus”. Students will share a can of shaving cream and use the shaving cream
to recreate the different types of clouds.
11:30AM-12:00PM: (Lunch)
12:00PM-12:15PM: (Lunch recess)
During this time, journals will be collected and responses will be underneath the
student’s writing.
12:15PM-1:00PM: (Specialist: Music)
Harmonicas
1:00PM-1:30PM: (Math)
Students will continue learning about fractions, and learn what it is to have equivalent
fractions and how fractions can be relevant in daily situations.
1:30PM-2:15PM:(Thematic Lesson) As highlighted below
Reading Graffiti Wall. Students will pull their favorite quotes out of books that relate
closely to dreams and aspirations and share as a whole how those quotes affected
them personally.
2:15PM-2:45PM:
We will finish the day by reading a book about dreams and an influential person and
continually building on our knowledge of what it means to dream. Students will write in
their daily agendas and write down what they learned about.
2:45PM-3:00PM: Students will pack up and clean up before heading home
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Activity Title: Reading Graffiti Wall
Purpose: The purpose of this lesson is to incorporate reading and dreams into what
students see as biggest ideas and to allow them to reflect on those ideas through a
series of quotes incorporated into one giant “Reading Graffiti Wall”
Overview: As a class, students will read a book of their choosing (something related to
an influential leader) . As students are reading, they will pull their favorite quotes, the
name of the book and the name of the author, and write down these things on the
“Reading Graffiti Wall”.
Students will begin by choosing a book that relates to an influential leader or something
involving overcoming obstacles in order to follow your dream. As students read, they will
choose their favorite book and quote from that book, and then write on the Reading
Graffiti Wall with a chalk ink marker. The students will take out their journals and rewrite
the quote they chose, include the author and title, and write about why they chose that
book and what they feel after reading the book or quote. Once every student has done
so, we will go around the room and each person will share what book they read, the
quote they chose, and essentially what they wrote in their journals about why they
chose that quote.
Materials:
 Black Fadeless paper
 Chalk ink markers
 Bordette
 Cut out Letters
Assessment:
The teacher will have students turn in their journals so the responses to why they chose
that quote and book can be graded and responded to by the teacher. We will use a
rubric that is used to grade responses in their journals, and this will allow the teacher to
assess their understanding of reflecting on well-thought through and meaningful
responses. (Appendix A)
Accommodations: Students will be doing this individually, so students who are falling
behind, may have a tougher time reading or writing can be provided additional help or
additional time.
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Appendix A
1 2 3 4
Thoughtful response
Detailed
Comments:
62
Daily Activities
Students will gather at the carpet and discuss another influential leader
9:00-9:30: (Read Aloud)
Students will join the carpet to read a book about Neil Armstrong (Neil Armstrong for
Kids)
9:30- 10:15: (Literacy)
Students will continue with what they have left to do for their writing about what they
want to be when they grow up and why. Once they have finished this, they will paste
their final drafts on a piece of construction paper (color of their choosing) and their final
drafts will be laminated and posted under their picture with what they want to be on a
designated wall in the classroom.
Moons: Students will recreate the phases of the moon using oreos and plastic knives to
alter the physical look of the oreos to make them look like specific moon patterns.
11:30AM-12:00PM: (Lunch)
12:00PM-12:15PM: (Lunch Recess)
12:15PM-1:00PM: (Specialist: PE)
Pacer fitness test (continued)
1:00PM-1:30PM: (Math)
Students will be given a real life scenario about comparing two wholes that contain
different parts and determining what about them is different and similar. Then students
will be provided paper plates to figure out what the fractions look like in a hands-on
lesson.
1:30PM-2:15PM: (Thematic Lesson)
This lesson will provide students with an understanding of pulling important information
out of text and making connections and comparisons with it. In this particular case, with
Neil Armstrong.
2:15PM-2:45PM: We will finish the day by reading a book about dreams and an
influential person and continually building on our knowledge of what it means to dream.
2:45PM-3:00PM: Students will pack up and clean before heading home.
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Activity Title: Neil Armstrong
Purpose: The purpose of this activity is to explain the life of Neil Armstrong and to
describe how someone who has changed so much of our knowledge about the moon
and space can be considered an influential leader.
Overview: As a class, students are going to read the excerpt given on the worksheet to
gain a better understanding of who Neil Armstrong is. Once they have read this, they
will fill out thought-provoking questions and then fill out the venn diagram that compares
Neil Armstrong to themselves, and then fill out the timeline for Neil Armstrong.
Materials:
 Packets for the Neil Armstrong lesson
 Pencils
Instructional Strategy:
Students will start by reading the excerpt about Neil Armstrong and as they read, they
will practice underlining important details from the excerpt to help them answer
questions in the packet. Once they have answered those questions, they will fill out the
venn diagram to compare and contrast themselves with Neil Armstrong. Once students
complete that, they will use the timeline in the back of their worksheet and the important
dates in the excerpt to figure out the timeline of Neil Armstrong’s life.
Assessment:
Students will turn this in to the teacher and the teacher will use a rubric to grade the
thoughtfulness of the responses and whether or not they were detailed and used
specific examples from the text. Students will get these packets back once the grades
are recorded.
Accommodations:
Students who are struggling with reading or writing may need additional time or more
one-on-one time with the teacher.
64
APPENDIX A
65
66
67
68
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1 2 3 4
Thoughtful response
Detailed
Comments:
70
Week 2: Day 5 (Friday)
Daily Activities
8:30AM-9:00AM: (Morning Meeting) Today we are focusing on the influential person
Lance Armstrong and relating his dream of becoming a cyclist to their dreams.
9:00-9:30: (Read Aloud) I will read the book Dream: A Tale of Wonder, Wisdom, and
Wishes by Susan V. Bosak. As students are listening, they will be writing down ideas
from the book that they found interesting in their writing journals. They will be using
these pieces of information in their writing time.
9:30- 10:15: (Writing) After read aloud, students will take out their journals and write a
narrative piece about dreams using the ideas that they wrote down in their journals.
They can use one of these ideas as a prompt, or as many as they want. Students will be
given a rubric to assess their own writing. They will also switch with a peer and assess
their writing as well to keep each other and themselves accountable and on track.
(Student Rubric: Appendix A).
Break for students to get out their wiggles and energy. While students are at recess, we
will be collecting their journals and starting to grade them based on our rubric. (Teacher
Rubric: Appendix B)
10:30AM-11:30AM: (Math) Give lesson on Lance Armstrong and talk about how he had
a dream to be a professional cyclist and he won the Tour De France along with
becoming a world champion cyclist. We will tie this into dreams by explaining his dream
and how he made an impact. We will then tie this into math by having students calculate
how many miles per day he had to ride in the Tour de France. They would also use how
long they raced and how many miles per day to determine how fast the cyclists were
riding each day.
11:30AM-12:00PM:.(Lunch)
12:15PM-1:00PM: Specialists (We are going to the library with our Friday Friends):
Students will be going to the library and picking out 2-3 books each from the section on
influential people and bringing them back to the classroom once library time is over.
These books will be used later.
1:00PM-1:30PM: (Silent Reading and Conferencing): Once students are back from
specialist, we will be using this time for them to start reading their books that they
picked out from the library. During this time, they will be taking notes on the book they
liked most. They will be taking notes on the person in the book they chose, why they are
influential, and how they got to where they are today. We will go around to the students
and discuss why they are choosing the ideas they chose. Next week, we will be using
this book to create story wheels about the book they chose.
1:30PM-2:15PM: (Art): Students have their writing journals that they use for all of their
writing pieces. We are going to be decorating their journals with materials that relate to
dreams. We will provide materials for them to decorate their journals the way that they
want to. (Art Project: Appendix C)
2:15PM-2:45PM: (Reading Aloud) A Long Walk to Water: Based on a True Story. By:
Linda Sue Park. Continue book with class to end the day.
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2:45PM-3:00PM: Students pack up their belongings and get ready to go home for the
day.
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Lesson Title: Lance Armstrong
Purpose:
The purpose of today’s lesson is to have students learn about Lance Armstrong and his
dreams of becoming a cyclist. We will explain how he became a world champion and
won seven Tour de France races in a row. This was because he had ambition and
wanted to succeed and so he did. We will relate this to their dreams and how they can
pursue their dreams.
Overview:
In this lesson we will be discussing Lance Armstrong and relating his cycling on the
Tour de France to mathematics. We will first talk about how Lance Armstrong is an
inspirational person. We will relate his dream of being a cyclist to our dreams and
aspirations. To relate this to mathematics, we will be talking about how far he had to
bike in the Tour de France. They will be given a worksheet on which they will be
calculating how many miles he had to ride each day if the ride is 2,262 miles long and
he was riding for 21 days. They also will be calculating how fast he had to ride each day
given how long he was riding and how many miles per day he was riding. Students will
be doing the calculations by hand to practice their division. Students would be working
in small groups after having a big group discussion about Lance Armstrong. We will be
discussing how they think they would calculate the problems and go over everything
together when they are done with their math.
Materials:
 Math Journal
 Pencil
 Whiteboard
Assessment:
To assess our students, we will be grading the worksheet that we have given them to
solve the math problems relating to Lance Armstrong and the Tour de France. We will
be checking their math for correctness and that the students followed directions. If a
student is struggling based on their work, during reading time and conferences, we will
check in with them to see where they are struggling and how we can help.
Accomodations:
This is a math lesson so we will be starting off working as a whole class and discussing
Lance Armstrong and relating him to dreams. When students are working on math, they
can use their peers as help if they are struggling and need it.
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Appendix A: Student Writing Rubric
YES/NO
I used information from the book Dreams: A Tale of Wonder, Wisdom, and
Wishes to help me write a strong narrative writing piece.
I made sure to double check my grammar, spelling, and punctuation before YES/NO
turning in my journal.
I made sure to have a topic sentence, supporting details from the read YES/NO
aloud book, and a conclusion.
Appendix B: Teacher Rubric
3 2 1
4
-Wrote a narrative -Student wrote a -Student wrote a -Student didn’t

piece using details narrative piece narrative piece write a narrative
from the book Dream: using some using few piece and included
A Tale of Wonder, supporting details supporting details. no supporting
Wisdom and Wishes. and reasons. -Student included 3 details.
-Student included a -Student included a ideas from the -Student included
topic sentence, 3 topic sentence, only story and no topic 1-2 ideas from the
ideas from the story, 1-2 ideas from the or conclusion story.
and a conclusion. story, and a sentences.
conclusion.
Student used proper Student had few Student had many Student had more
punctuation and had punctuation errors punctuation errors than 5 grammar
3 or less grammar and 4 or less and more then 4 errors and many
errors grammar errors. grammar errors. punctuation errors.
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Appendix C: Art Lesson
Students will be decorating their writing journals to fit with the theme of dreams and
aspirations.
Materials:
 Butcher Paper
 Markers
 Stickers
 Tape
 Pencils
 Writing Journals
Math Worksheet: Lance Armstrong and the Tour de France
Name:________________
Date:_____________
Lance Armstrong is a famous cyclist. He is a world champion and also has won the
Tour de France seven times in a row. He had a dream of becoming a world champion
cyclist and he was able to pursue and make his dream a reality. Use division to answer
the following questions.
1. The Tour de France is 2,262 miles long. If it took Lance Armstrong 21 days to
complete the race, how many miles per day did he ride? Round to the nearest
whole number. Show your work below.
*Students show work here*
Answer: 108 miles
2. If Lance rides 108 miles per day and he rides for eight hours, how fast is he
riding? Round to the nearest whole number. Show your work below.
*Students show work here*

Answer: 14 miles per hour
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Week Three:
Dreams for the world (how we can support each
other)
76
Daily Activities
8:30AM-9:00AM: (Monday Meeting)Today we will be discussing ideas about how our
dreams can relate to the people we learned about last week.
9:00-9:30: (Read Aloud) Read the book Last Stop on Market Street, we will have a
short discussion about how CJ and his grandma don’t have a car, the nicest clothes,
they travel to the soup kitchen to eat but they make the most out of each day. We will
ask students how they think that CJ’s life can relate to dreams and aspirations.
9:30- 10:15: (Writing) Students will take this time to write a paragraph in their journals
about the discussion we we had about Last Stop on Market Street. They will write about
how the book related to dreams and aspirations. Students will write about how CJ could
make his dreams become a reality. Students will use a rubric to grade their work along
with one other peer’s work. (Student Rubric: Appendix A)
10:15AM-10:30AM: (Recess) We will use this time to check students journals and use
a rubric to assess how their writing is. (Teacher Rubric: Appendix B)
10:30AM-11:30AM: (Science) Students will learn about Isaac Newton and his first law
of motion. We will teach him about how he was one of the most influential people in the
science world. We will relate that to how he had a dream of being a scientist. Then we
will conduct an experiment to demonstrate Newton’s first law of motion. (Experiment:
Appendix C)
11:30AM-12:00PM: Lunch
12:00PM-12:15PM: Lunch recess
12:15PM-1:00PM: Specialists (Music)
1:00PM-1:30PM: (Silent Reading) Students will use this time to read silently a book of
their choice. During this time, students can come up to me one at a time if they wish to
share something fun they did over the weekend. If they want to share with the whole
class, they can do so at the end of the day when we are all packed up to go home.
1:30PM-2:15PM: (Reading) Main Lesson: Students will be going back to the book that
they picked out in library last Friday. They will be creating a story wheel about the book
that they chose. To do this, they will pick out key ideas from the story about the
influential person their story is about. As they were reading their book, they will have
taken notes on things that they thought were important about the person and how they
got to where they are today. They will use these notes to help them with their story
wheels. (Story Wheel: Appendix D)
day. If they wish to share what they did over the weekend, now is the time to do so.
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Appendix A: Student Rubric
I wrote a 5 sentence paragraph about how the book Last Stop on Market YES/NO
Street relates to dreams and aspirations.
I made sure to double check my grammar, spelling, and punctuation before YES/NO
turning in my journal.
I made sure to have a topic sentence, supporting details from the read YES/NO
aloud book, and a conclusion.

4 3 2 1
-Wrote a 5 sentence -Student wrote -Student wrote less -Student wrote less
paragraph about how less than 5 than 5 sentences in than 5 sentences
the book Last Stop sentences in their their paragraph and and didn’t relate
on Market Street paragraph. had a hard time their writing to
relates to dreams -Student included relating the book to dreams and
and aspirations. a topic sentence, dreams. aspirations. .
-Student included a only 1-2 ideas -Student included 3 -Student included
topic sentence, from the story, ideas from the story 1-2 ideas from the
supporting details and a conclusion. and no topic or story.
from the book, and a conclusion
conclusion sentences.
Student used proper Student had few Student had many Student had more
punctuation and had punctuation errors punctuation errors than 5 grammar
3 or less grammar and 4 or less and more then 4 errors and many
errors grammar errors. grammar errors. punctuation errors.
Appendix C: Science Experiment

Students will be testing Newton’s first law of motion. They will drop two different balls
from the same height to prove that objects fall at the same rate and will keep falling
unless acted upon by another force. They will have a basketball and a tennis ball and
hypothesize what they think will happen with the two balls. From there, they will use a
meter stick to make sure both balls are dropped from the same height.
Materials:
 Basketball
 Tennis Ball
 Meter Stick
 Notebook to make observations and hypothesis
 Pencil
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Appendix D: Story Wheel
Students will create a story wheel by picking out key ideas from the book that they
chose about an inspirational person.
Materials:
 Thick white paper
 Pencils
 Colored pencils/crayons/markers
 Scissors
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T&L Instructional Plan Template
(Updated 4/17/15)
(edTPA Aligned)
Overview
The information included in this document is to support faculty in teaching about and
supporting students with the T&L (and edTPA) Instructional Plan. While there are many
variations of lesson plans, this format meets departmental requirements and is aligned with
the 2014 edTPA as well.
Background Information (When doing the actual edTPA, leave out identifiers)
Teacher Candidate: Emma McKenny, McKenzie Creagan, Briony Furness, Rebecca
Leedham, Drew Williams Date: 4/25/18
Cooperating Teacher:Barbara Ward Grade: 4th Grade
School District: Pullman School District
School: Jefferson Elementary
University Supervisor: Lori White
Unit/Subject: Dreams and Aspirations
Instructional Plan Title/Focus: Story Wheels: Picking out key details about influential people
and why they are influential.
Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose:
The purpose of the story wheel is to get students to pick out important details from their
books on influential people. Students will be picking out important details about how their
person is influential and how they got to be the influential person they are.
1. State/National Learning Standards:
summarize the text.
Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
Conduct short research projects that build knowledge through investigation of
different aspects of a topic.
1. Content Objectives (to be copied in Assessment Chart below) and alignment to

State Learning Standards:
1. SWBAT…identify the main idea of the text along with key details about the influential
person they chose.
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Aligned standard:
summarize the text.
1. SWBAT…write key details from the text and how they relate to dreams.
Aligned standard:
2. SWBAT...create a story wheel that includes the key details they identified from the
text.
Aligned standard:
1. Previous Learning Experiences:

Students will know what an influential person is and what makes them influential.
They will have learned about other influential people so they are able to determine why the
person they chose to read about is influential and how they became influential. They also
will know how to find important information from text to support their ideas.
1. Planning for Student Learning Needs (accommodations, student experiences,

prior learning and experiences):
Student A: This student has a learning disability in the discipline of writing. This student
requires an aid to write for him during any activities or assignments that require him to
write. This student will verbally explain what he wants the aid to write down, so he can
get his thoughts and ideas on paper without physically writing them.
Student B: This student is hard of hearing and requires a paraprofessional in the

classroom to work one on one with him during activities. She is there to clarify directions
and explain additional concepts that the student had misunderstandings on.
f. Assessment Strategies (Informal or formal) (Formative or Summative)
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Teacher candidates should attach questions, worksheets, tests or any additional
documentation related to their assessment strategies, including accommodations or
modifications for students with disabilities as stated in their IEPs. They may also
attach appropriate marking rubrics, criteria lists, expectations, answer keys, etc.
Consideration for multiple means of expression should occur here. That is, how will
teacher candidates allow for K-12 students to express their learning in different ways?
Will K-12 students be given some choice?
Content: SWBAT…identify the main Formative: Students will have picked out a short
idea of the text along with key details book about an influential person that they are
about the influential person they interested in. They will have had time to read the
chose. book and take notes in their journals about things
they thought were important about the person
their book is about. They will have picked out the
key ideas from the story about why their person is
influential and how they accomplished their
dreams, and wrote them in their journals. We will
be checking their journals and discussing during
conference time why they chose the ideas they
chose.
Language: SWBAT…write key Formative: Students will have chosen ideas from
details from the text and how they their text and wrote them in their journals. They
relate to dreams. will write down how they relate to dreams by
discussing how the person in their book is
inspirational and how they were able to
accomplish their dreams and get to where they
are today. They should choose eight ideas from
the story. During silent reading and conferencing
time, we will go around and talk with students
about the ideas they chose and why they relate to
dreams. We will take notes on the person the
students chose to make sure that the person
works as an inspirational person.
Language: SWBAT...create a story Formative: Students will be using the ideas that
wheel that includes the key details they wrote in their journals to create a story
they identified from the text. wheel. They will be given a cut-out circle with
eight spaces in it for them to write their ideas out.
They will be decorating their story wheel and it
will be hanging around the room to show off their
work. We will be using a rubric to assess students
work on their story wheels.
g. Student Voice:
K-12 students will Student-based Description of how students will
82
be able to: evidence to be reflect on their learning.
collected (things
produced by
students: journals,
exit slips, self-
assessments, work
samples, projects,
papers, etc.)
1. Explain Sticky Note Chart At the beginning of the lesson, the

student learning learning objectives for the day will
targets and what is have been made clear. After the
required to meet lesson, students will be given a
them (including why sticky note that they will place on a
they are important chart up on the board. The chart
to learn). will have three parts to it. The parts
will be I understand what is
expected, I somewhat understand
what is expected, I need more
information. They will be required
to write about why they chose the
section of the chart that they chose
and how they could further help
themselves to understand the
objectives.
2. Monitor their Self-Assessment Students will be given a checklist

own learning Checklist when they are finished with their
progress toward the story wheels. They will be able to
learning targets assess themselves to see if they
using the tools thought they met all of the
provided requirements for the assignment.
(checklists, rubrics, They will be holding themselves
etc.). accountable by grading themselves.
This will also help them to learn
what they could do better and what
they need more work on.
3. Explain how Exit Slip At the end of the lesson, students

to access will be given an exit slip that has
resources and questions about how they used
additional support their resources and how they could
when needed (and use them next time as well. The
how/why those questions would be:
resources will help 1. Did my peers help me when I
them). asked for help?
2. How did I use the resources
provided to me around the
83
classroom?
3. If I used resources in the
classroom were they helpful?
Students will know about the variety
of sources in the classroom. They
should know that if they need, they
can ask their peers, the teacher, or
refer to their books for help.
h. Grouping of Students for Instruction:
Students will be at their individual seats or at designated reading spots around the
room. They will be working individually so that they can read their books and take
notes without the distraction of their peers. When they finish taking notes on their
book and reading, they will be allowed to work with their peers and ask for help if they
need it while creating their story wheel.
Section 2: Instruction and Engaging Students in Learning
1. Introduction:
“Okay good afternoon fourth-graders! Today we are going to be using the books from the
library that you chose on Friday. When we got back, you chose one book that we liked the
most and took notes on it. Can anyone remind me what those notes should have been
about?”
*Students share that the notes should have been about the influential person they chose,
why they are influential, how the person got to become influential, and how that relates to
dreams.*
1. Questions:
1. Why is the person that you chose to do your story wheel on influential?
(Second bloom’s taxonomy level)
2. How did the person in your book become influential? (Second bloom’s
taxonomy level)
3. How does this person relate to dreams and aspirations? (Third bloom’s
taxonomy level)
4. How does this activity make you think about your dreams? (Third bloom’s
taxonomy level)
5. After reading about your influential person, do you feel your dream is
achievable? How can you reach your dream? (Third bloom’s taxonomy level)
1. Learning Activities:
Learning Steps and Activities Supporting Theories/Principles

(Why are you doing what you are doing?)
After introduction: Piaget- scheme, schemes, schema:

“Yes awesome job! Today we are going students are calling upon their prior
to be using those notes that we took to knowledge of what a story wheel is. It is
create a story wheel. Does anyone have helpful for the teacher to ask them their
any ideas of what a story wheel is?” knowledge about what they know about a
*Students give some ideas.* story wheel so that we can help them
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“Wow you guys are so smart! We are understand it.
going to be using the notes about our
books to create a story wheel on the Vygotsky- Zone of Proximal Development/
person that we read about. We will be Scaffolding: students will get the help that
writing the eight important ideas from they need to succeed on this assignment
the text on the paper wheel that I have through their peers and their teacher.
created for you. I am going to show you
an example so if you get stuck, you can
look at mine and get ideas. You will be
decorating it as well so get creative and
try and relate your decorations to
dreams. This can be that your
decorations relate to the person your
book is about, or what your idea of
dreams are. Remember to feel free to
look at my example and work with your
peers if you need help.”
“Can anyone repeat to me what you Constructivism- Vygotsky, Piaget, Wertsch,

are supposed to be doing in your John- Steiner, Mahn): Students are in
own words?” charge of their own learning because they
*One student repeats back what they picked out their own books and are doing
are supposed to be doing.* this lesson individually. Students are using a
“Does anyone have any questions?” new strategy to learn and they have
*Wait a minute for any questions.* resources and people to help them to
“Okay if there aren’t any questions succeed.
then go!”
*Students start working quietly and Vygotsky- Zone of Proximal Development/

individually. We will be walking Scaffolding: students are working
around and conferencing with individually during this time but they have
students while they are working. This the encouragement and support they need
will take about 20 minutes while to complete the lesson.
students start to work together and
create their story wheels.*
“Okay class! As you are starting to Bandura- Observational learning: Students

wrap up your story wheels, you are are learning by observing their peers that
more than welcome to share with the share their own story wheels.
class. If you want to share, come to
the front of the class.”
*Students start to come to the front of
the class and a few share*
Closure:
“Awesome story wheels friends! Can anyone remind me of what our learning objectives
were for today?”
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*Students recap*
“Great job! We each learned about an influential person and how they became
influential. How can we relate this to our own dreams? “
*Students give examples*
“Awesome! That was a fun lesson right! Great job today everyone! It’s time for read
aloud now!”
One way that students can use this is when they are reading other books. They can pick
out important ideas that they want to remember to create their own story wheels. This
allows students to get creative and have fun with reading while learning as well.

 Thick white paper
 Pencils
 Colored pencils/crayons/markers
 Scissors
Student-Assessment Checklist
I found eight ideas about an influential person from my book and wrote YES/NO
them in my journal.
I related my ideas to dreams. YES/NO
I wrote my ideas on my story wheel in an organized way and checked for YES/NO
grammar and spelling.
I decorated my story wheel in relation to dreams. YES/NO
86
Acknowledgements: N/A
87
Daily Activities
8:30AM-9:00AM: (Morning Meeting) Today we will discuss what ambitions are, how
they relate to dreams and aspirations, and how we think that we can achieve those
ambitions.
9:00-9:30: (Read Aloud) We will be reading a book called When Pigs Fly by Valerie
Coulman. This book is about a cow that wants a bike so bad but his dad says he can’t
have one until he makes pigs fly. He wants the bike so bad that he does everything in
his power to make pigs fly. We will be discussing how this relates to ambition.
9:30- 10:15: (Writing) During this time, students will write about their dreams and
ambitions. They will set goals for the next week and write about how they can achieve
those goals and be successful. They will have a sheet that they will fill out that has
questions about their goals that they want to set for themselves. They will keep this
sheet taped to their desk as a reminder of their goals and ambitions throughout the
week. (Goals Sheet: Appendix A)
10:30AM-11:30AM: (Ambition Lesson): We will discuss more about ambition.
Students will be split up into groups of three or four. With their groups, they will discuss
what their ambitions are. They will have a series of questions at their tables that they
will discuss with their groups about their ambitions. (Ambitions Questions: Appendix
B)
11:30AM-12:00PM:.(Lunch)
12:15PM-1:00PM: (Specialists: PE)
1:00PM-1:30PM: (Silent Reading): Students will read silently and use this time to meet
with us if they need to talk about their day or any concerns they have about their
work/projects from the day.
1:30PM-2:15PM:(Art) Students will do a torn paper project in which they will create
Martin Luther King Jr.’s face out of torn pieces of paper. (Materials: Appendix C)
2:15PM-2:45PM:(Reading Aloud) A Long Walk to Water: Based on a True Story. By:
day.
88
Appendix A: Goals and Ambitions
1.
What is a realistic goal that I want to set for myself for this week?
_________________________________________________________________________________________
_
2. What will I have to do to achieve this goal?

____________________________________________________________________________________________
3. What might be hard about achieving this goal?

____________________________________________________________________________________________
4. What will it look like when I have achieved my goal?

____________________________________________________________________________________________
Appendix B: Ambitions Questions:
What dreams or ambitions do you have?

Will you be able to make these dreams come true? Are they realistic?
How will you make your dreams or ambitions come true?
What might be hard about making your dreams/ambitions come true?
Appendix C: Materials
Construction paper with different colors

Glue
Printer Paper
Picture of Martin Luther King Jr.
89
Lesson Title: Our Ambitions
Purpose:
The purpose of this lesson is to get students to really think about their ambitions and if
they are realistic. We want them to find ambitions and dreams that excite them and
make them want to pursue their dreams. We will be discussing how they can reach their
dreams, if they are a reality, and what kinds of careers they can pursue with their
dreams.
Overview:
In this lesson, we will start off by discussing with the class what ambitions are. We will
have read the book When Pigs Fly by Valerie Coulman and discussed ambition so
students already know what it is. After discussing, we will have students get into groups
of three or four to answer a series of questions about their goals and ambitions. These
questions will include, What dreams or ambitions do you have?, How will you be able to
make these dreams come true?, Are they realistic?, How will you make your dreams or
ambitions come true?, and What might be hard about making your dreams/ambitions
come true? Students will answer these questions with their group and discuss with each
other their answers. When they are finished, students can choose to share with the
class if they want. We will further discuss their thoughts after we finish sharing.
Materials:
 Pencils
 Whiteboard
 Whiteboard Markers
Assessment:
To assess this lesson, we will be taking notes during our class discussion after students
share their dreams and ambitions. We will be asking questions based off what students
say in order to get students to think deeper about the possibilities of their dreams and
ambitions.
Accommodations:
Some students may not feel comfortable sharing their ambitions with their peers. These
students are welcome to work individually but must turn in their answers to their
questions to us so we can assess their understanding of the lesson.
90
Week 3: Day 3(Wednesday)
Daily Activities
8:30AM-9:00AM: (Morning Meeting) Every morning we will start the day off with a
morning meeting. For this weeks morning meeting, we are going to be talking about the
current events in the world and talk about how we hope to change these things going on
in the world. What are our dreams for the world to be a better place?
9:00AM-9:30AM: (Read Aloud) This time will be spent doing a class read aloud that is
focused on an autobiography of someone who “had a dream” to change the world. We
will begin reading Mr. Ferris and his Wheel by Katherine Gibbs. We will give them
background knowledge of Mr. George Ferris before we begin reading the book aloud.
9:30AM- 10:15AM: (Writing)This will be our silent writing time. They will be given the
prompt that says “If you had any superpower, how would you use it to change the world
and make it a better place?.” We will provide them with a rubric, so they can self assess
their writing and track their progress. (Student Rubric: Appendix A)
10:15AM-10:30AM: Recess. During this time, we will be collecting journals and grading
them based on our rubric. (Teacher Rubric: Appendix B)
10:30AM-11:30AM: (Independent Reading and Conferencing) During this time, we
will have the students read independently and we will walk around and conference with
students. We will talk individually about comprehension strategies that they are having a
hard time with and students can tell us if they need more examples of what it means to
dream and how influential people in past history had dreams.
11:30AM-12:00PM:.Lunch
12:00PM-12:15PM: Lunch/recess
12:15PM-1:00PM: Specialists (Music): They will be listening and singing “This land is
your land” because it will show them that this world is ours and we can do a lot to make
it a better place. Let them know that we have so much potential and the world was
made for “you and me” and we can achieve anything that you put your mind to.
1:00PM-1:30PM: (Math)Students will continue to work on their multiplication skills by
completing a secret word puzzle about Martin Luther King Jr. (Appendix C)
1:30PM-2:15PM:(Main Lesson- Fine Arts) EdTPA: The students will make a dream
catcher. They will cut out pictures of one big cloud that says (Name: I have a dream...).
Below there will be small clouds that say “for myself, for my school, for my country, for
my world.” This activity will allow students to think about what dreams they have after
being introduced to Martin Luther King Jr. and other influential people that have dreams.
(Appendix D) Additionally, students will do a short writing activity that allows
them to explain their dreams in the four areas of the dream catcher and what
steps they will take to reach them. (Using Exit Slip)
2:45PM- 3:00PM: Students will use this time to finish their dream catchers and written
explanations.
91
Appendix A: Student Writing Rubric
I answered the prompt “If you had any superpower, how would you use it to
change the world and make it a better place?” completely and used Yes
supporting details and reasons to make my writing clear. or No
I double checked my grammar and punctuation before handing in my journal.

Yes
or No
I included a topic sentence, 3 supporting paragraphs and a conclusion

sentence. Yes
or No
3 2 1
4
-Student answered -Student answered -Student answered -Student didn’t

the question using the question using the question using answer the
many supporting some supporting few supporting question fully and
details and reasons. details and reasons. details. included no
-Student included a -Student included a -Student included 3 supporting details.
topic sentence, topic sentence, only supporting -Student included
three supporting 1-2 supporting paragraphs and no 1-2 paragraphs of
paragraphs and a paragraphs and a topic or conclusion writing.
conclusion. conclusion. sentences.
Student used Student had few Student had many Student had more
proper punctuation punctuation errors punctuation errors than 5 grammar
and had 3 or less and 4 or less and more then 4 errors and many
grammar errors grammar errors. grammar errors. punctuation errors.
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93
94
Overview- EdTPA Lesson Plan- Dream Makers
Teacher Candidate: McKenzie, Rebecca, Briony, Emma, Drew

Date: 4/25/18
Cooperating Teacher: Barbara Ward Grade: 4th
School District: Pullman School District
University Supervisor: Lori White
Unit/Subject: Dreams and Influential Dreamers
Instructional Plan Title/Focus: Dream Catchers, emphasizing your own dreams, for
the world, country, yourself and school
Instructional Plan Purpose:
The purpose of this assignment is for students to think of dreams in a bigger picture
beyond just their individual dreams. They will create a dream catcher that reflects their
dreams for themselves, their school, the country and the world. Students will doing this
art project as their main lesson because it allows them to expand on their knowledge
about dreams through an artist response and a written explanation that explains what
steps they will take to reach those dreams
Additionally, explain where in a unit this lesson would be taught. What lesson
topic came prior to this one (yesterday) and what related lesson will come after
this one (tomorrow)?
This lesson will be taught in the final week of the unit to tie together to concept of
influential dreamers and what it means to dream. The lessons that will come after this
one will be based on Mr. Ferris and his Wheel and his accomplishments,where students
will make their own attraction and it will be followed by a revision of the “Dream Tree.”
State/National Learning Standards:

clearly
of the discussion
95
Art Standards:
Content Objectives (to be copied in Assessment Chart below) and alignment to State
Learning Standards:
1.. SWBAT...demonstrate their understanding of the dreams unit by creating a visual

Aligned Standard(s)
2. SWBAT… use descriptive details to convey steps that will be taken to achieve their
dreams.
Aligned Standard:
clearly
3. SWBAT...demonstrate their understanding of the dreams unit by creating a visual

Aligned Standard: VA:Re.7.2.4a Analyze components in visual imagery that convey

messages.
4. SWBAT…organize their ideas in a clear sequence of events that they will use to
reach their goals.
Aligned standard:
1. SWBAT… discuss their dream catchers with their peers and large group discussions.
Aligned standard(s):
of the discussion.
2. SWBAT… express their ideas about their own dreams and compare/contrast those
ideas with their peers (dreams and artistic responses).
96
Previous Learning Experiences:

Students will have learned about influential dreamers through read alouds, science
experiments, writing prompts, art projects, music and physical education activities. They
will know what it means to dream and how influential people in our society went through
challenges to reach their own dreams. Since this is the third week in our thematic unit,
students will have all the information needed to make their own dreams and explain the
steps taken to achieve those dreams/ or how they will make progress toward those
dreams.
Students have learned about Rosa Parks, Martin Luther King Jr., Walt Disney, Neil
Armstrong, Mr. George Ferris, and two individuals from Sudan (Salva, Nya) through
read alouds. Additionally, students have explored each of these influential dreamers so
they have context on dreams and understanding that there are many steps to achieving
all the dream sub sections (yourself, school, country and world) that are presented on
the dream catcher.
Planning for Student Learning Needs (accommodations, student experiences, prior

learning and experiences):
Student A: This student has a learning disability in the discipline of writing. This student
requires an aid to write for him during any activities or assignments that require him to
write. This student will verbally explain what he wants the aid to write down, so he can
get his thoughts and ideas on paper without physically writing them.
Student B: This student is hard of hearing and requires a paraprofessional in the

classroom to work one on one with him during activities. She is there to clarify directions
and explain additional concepts that the student had misunderstandings on.
Assessment Strategies:
Content: Formative: We will be hanging the dream

SWBAT...demonstrate their catchers at eye level for the students to look at
understanding of the dreams unit by and reference after the dream unit is over.
creating a visual representation Additionally, students will write 4 dreams on
(dream catcher) that conveys their their dream catcher (for themselves, school,
goals and aspirations. country and world). These four dreams will be
the basis of their written response and the
platform for their explanations/steps. These
97
dream catchers will be used as a basic
assessment on their overall understanding of
dreams and what it means to dream.
(Student A will work with his aid to write his
dreams on his dream catcher.)
Content: Formative: Students will be given a writing

SWBAT.. use descriptive details to rubric to make sure that they have the
convey steps that will be taken to acceptable amount of detail about their dreams
achieve their dreams. to demonstrate the understanding of the dream
unit in its entirety. Teachers will also have a
rubric will be used when we score their writing
to determine their understanding of the learning
objectives and specific aspects of the dream
unit.
Content: Formative: We will be collecting their writing

SWBAT…organize their ideas in a samples and looking for a clear sequence of
clear sequence of events that they events that they will use to reach their dreams.
will use to reach their goals. Students will label and identify the steps that
they will take to achieve their dreams, so it is
clear when we score their writing. Their
sequence of events will be a clear
demonstration that dreams often include a lot of
challenges and every step of the way won’t be
easy. We should be able to see this theme
shine through their writing.
(Student A will be working with his aid to
complete his dream catcher and writing sample.
He will verbalize his dreams and steps to
achieve them and then the aid will write them in
the designated spaces. Ex. Dream Catcher and
Writing Sample (Clear Steps)
Language: Formative: We will provide the students with a

SWBAT… discuss their dream peer review sheet, so they can answer some
catchers with their peers and large questions about their dream catcher and writing
group discussions. process. They will be asked to identify some
features of their own dreams vs. their peers. On
the exit sheet, we will ask “Can you compare
your dreams with an elbow partner/ or with your
peers? How are they alike or different?. Walk
around and look at your peers dream catchers
and write down a few observations on your
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paper.”
After they complete the exit slip, students will

participate in a large group discussion where
they can talk about what they learned about
their own dreams or others. Identify which
dreams might be harder to reach? Yourself vs.
world, etc. Through peer discussions, exit slips
and large group discussions the teacher can
identify areas of the lesson that students
excelled in or needed additional information.
These formative assessments are a way for us
to understand where students are as we finish
off the dream unit and what additional learning
experiences and opportunities the students
might need to grasp this idea more concretely.
(There will be accommodations for student A
and student B for this form of assessment.
Student A will work with his aid to answer the
questions on the exit slip. Student B will
continue to work with his para for the large
group discussion as mentioned below.)
Language:. Formative: Students will participate in a large

SWBAT… express their ideas group discussion and they will be required to
about their own dreams and express their ideas, feedback and/or questions
compare/contrast those ideas with with the group at least one time. By requiring
their peers (dreams and artistic the students to speak at least one time during
responses). the group discussion, it allows the teacher to
see what students enjoyed, their strengths,
weaknesses, comparisons to peers, ideas
about dreams, etc.
(This activity will have accommodations for
student B, with the cochlear implant). He will
work one on one with his para to create
questions or ideas that haven’t been shared
already to demonstrate his understanding of the
lesson in a different way.
Student Voice:
K-12 students will Student-based Description of how students will
be able to: evidence to be reflect on their learning.
collected (things
produced by
students: journals,
99
exit slips, self-
assessments, work
samples, projects,
papers, etc.)
1. Explain Sticky note chart On the board, there will be a list

student learning of the objectives and
targets and what is expectations for this specific
required to meet lesson. After completing both
them (including their dream catcher and writing
why they are response, students will go and
important to learn). put their sticky note on the
board.
There will be three spots. (I
understand what is expected, I
somewhat understand what is
expected and I need more
information.) When they place
their sticky note on the board
they must identify one step/ or
additional piece of information
that they might need to
completely understand the
objectives and what is expected
of them. This will be a way for
students to gauge their own
learning and identify the steps
that they can take to
understanding the lesson in a
more complete way.
2. Monitor their Exit Slip/ Writing Students will answer questions

own learning Checklist such as:
progress toward 1. Can you compare your
the learning targets dreams with an elbow
using the tools partner/ or with your
provided peers? How are they alike
(checklists, rubrics, or different?.
etc.). 2. How are dreams in the for
yourself as an individual
different than your dreams
for the world? Which ones
would be harder to
achieve?
3. What was your favorite
part of this lesson and
100
what was one thing that
you learned from looking at
your peers dream
catchers?
On this exit slip, students will
have a chance to evaluate their
own learning process and
understanding of the lesson. They
will look at their own dreams, as
well as their peers to come up
with some concluding ideas. On
their exit slip, they will have a
writing checklist where they can
check off and be responsible for
their own learning. Students will
circle Yes or No if they completed
one of the specific examples that
is needed for their final writing
sample.
3. Explain how to Exit Slip On the exit slip, students will

access resources have questions that say “Did my
and additional classmates help me when I had
support when a question?”
needed (and “What resources are available in
how/why those the classroom for this activity?
resources will help Did I reference any? Were these
them). resources clear.”
Students will have many

resources in the classroom
because this is the end of our
dream unit. There will be books
about dreams, posters, poems,
writing samples, previous work
that they can refer to if they get
stuck throughout this lesson.
Grouping of Students for Instruction:
Throughout this lesson, students will be grouped in a plethora of ways. To begin

the lesson, we will read the directions and go over key details for this lesson as a class.
Additionally, each student will be working individually to create their dream catcher but
they can talk quietly within their table groups. For the next part, students will locate the
101
dreams that they created for themselves, school, country and the world and write a step
by step response about how they might achieve those dreams. During this time,
students should be working independently to reflect on their dreams within their dream
catcher.
Additionally, the teacher will pull the students back together and hang up the
dream catchers around the room. This time will be spent using the exit slip to identify
similarities and differences between the students own dreams and their peers. After
students finish their question about their peers vs. their own dreams, we are going to
have a large group discussion. This is a chance for students to identify things that went
well for them or things that they struggled with. It also allows students to build off of
each others ideas, questions, recommendations and experience with this lesson.
Instruction and Engaging Students in Learning
Introduction:
“Good Afternoon Dreamers. Today we are going to showcase our own dreams
for the ourselves, school, the country and the world. For the last two weeks, we have
been exploring a variety of influential dreamers and what it means to dream. Today you
guys get to be the dreamers. Do you guys have any ideas about how we might record
your dreams?”
Anticipated Responses:
1. “Maybe we will write them down.”
2. “We will brainstorm our dreams and then share them with the class.”
3. “We will do an art project maybe.”
“Those are all really awesome ideas! We are going to do a combination of all of those
things. Let’s dive in.”
Questions:
 Can you compare your dreams with an elbow partner/ or with your peers? How
are they alike or different? (Analysis)
 Can you explain why you chose that dream? (Understand)
 How can you apply these dreams into your everyday life? (Application)
 What steps would you take to turn these dreams into a reality? (Evaluation)
 How are dreams in the for yourself as an individual different than your dreams
for the world? Which ones would be harder to achieve? (Comprehension)
Learning Activities:
Learning Steps and Activities Supporting Learning Theories/
Principles
After Introduction: Piaget- Scheme, Schemes, Schema:

“Today you guys are going to make a Students are thinking back to prior
dream maker. Do you know what a knowledge on what a dream catcher
102
dream maker is? is. The teacher knows that most
Anticipated Student Response: “It students have some knowledge
catches your dreams!” about dream catchers and she will be
Teacher: “You’re exactly right! Today we building upon that knowledge.
are going to make a paper dream maker
to capture our dreams that we have for Vygotsky- Zone of Proximal
ourselves, school, our country and our Development: The teacher is helping
world.” the students to comprehend this
*Teacher will hand out the materials for lesson by breaking it down into parts.
the dream maker and read the directions The students will be able to succeed
aloud to the class. with their dream catcher making
“Now that you guys have the materials for because it is broken down into
your dream maker, you guys are going multiple parts and they can receive
think of yourselves as dreamers. As you assistance in these parts if they
are creating your dreams, think about the need.
purpose of the dreams. Will they be hard
to achieve or easy? You guys will work
individually on your dream catchers for
now and then we will transition in 10
minutes.”
*Student A will work with his aid during
this time to transcribe his dreams to his
dream maker.
*Teacher brings class back together to Bloom- Taxonomy of Thinking:

explain the next directions. Students are using Bloom’s objective
“Now that you guys have identified 4 of application in this part of the lesson.
dreams on your dream maker. I want you They are thinking about how their
to write a written response in your writing dreams can be implemented into their
notebooks about what steps you might own lives.
take to achieve these goals. I will pass out
your exit slips and on that sheet, there is a
checklist for you guys to reference as you
write. Please don’t do anything else on
the exit slip until we give you further
instructions. We are going to give you
about 15 minutes to write.”
*Teacher will walk around and answer any

questions that students might have. This
time is used for students to clear up any
misunderstandings about the lesson.
(During this time students will go put their

sticky notes on the board to identify where
they are to meet the learning targets.)
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*The directions will be on the board.
(Student A will work with aid to write his

written response through verbalizing his
ideas as she writes them.)
*Teacher brings class back as a whole Bandura- Observational Learning:

group to explain the next peer review part Students will learn from their peers
of their exit slip. about different dreams that they have.
“I saw a lot of hard working going on as I They may even change their own
walked around. Now that we have had thinking and their own dreams
time to write about the steps that we will because of new ideas that they have
take to achieve or make progress towards seen and heard from others around
achieving our dreams, we are going to them.
hang your dream catchers around the
room. The next part of your exit slip asks Constructivism (Vygotsky, Piaget,
you some questions. The first one says Wertsch, John--Steiner, Mahn):
“Can you compare your dreams with an Students are learning from one
elbow partner/ or with your peers? How another because of their engagement
are they alike or different?” We want you with each other.
to walk around the room, write down the
name of the person you are observing
and write a few (1-2) similarities and
differences that you can identify between
your dream catcher and theirs.”
“We will give you 5 minutes to complete

this peer review part and once you are
done, I want you to work independently to
answer the rest of the questions on the
exit slip. Once you are done with your exit
slip, you may turn it into the turn in box
and you may get yourself ready for a large
group discussion.”
(Student A and B work with the aid and

paraprofessional to complete this activity.”
*Teacher brings attention to the front of Vygotsky- Importance of Language:

the room. Students are talking, as a class, about
“Now that everyone is finished with their their work and learning from their
dream catchers and written activity. We peers in the process.
are going to have a short group
discussion. During this discussion, I want
you to bring up ideas, questions,
comments, recommendations, things you
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noticed during peer reviewing, etc. I want
each of you to talk and participate at least
once during this discussions. I saw a lot of
great dreams out there during this activity
today, who wants to start?”
*During this time the teacher is taking

notes and referencing specific details from
each student.
After each student has shared, we will

come back as a class and talk about the
sticky note chart on the board. Instead of
having students share the additional steps
that they would take to reach the learning
objective, we will have them do a silent
thumb so we get an overall understanding
of where students are before looking at
the sticky notes specifically.
Closure:
“Awesome job dreamers! I saw some great discussions, ideas and concepts being
shared in this discussion today. You guys created 4 dreams for yourself and you
identified the steps that you would take to achieve or make progress towards achieving
those dreams. Dreams aren’t always easy to reach. In fact, many influential people like
Mr. George Ferris that we will explore tomorrow had some challenges reaching his
dreams. It’s all about putting your mind to it! I really enjoyed listening to all your ideas
and I look forward to reading your written responses about your dream catchers.
Please make sure that everything is turned in to the turn in box, so I can look at all
your great work! Once you complete all of that, you are silently going to sit at the
carpet and get ready for our read aloud for today.”
One way that students could explore the idea of dreams in a different concept would be
to keep a dream journal. This would allow students to see that there are real life dreams
and make believe dreams that occur while you are sleeping. Each morning the student
would write what their dream was about and draw a picture. Students families could
participate in this unit by talking about dreams with their students each day. This could
be a breakfast (morning) conversation or something that occurs after school, but the
teacher should encourage parents to participate by having conversations about their
dream journal or about dreams that they are having themselves.

 5 pieces of string for each student
 5 cloud cut outs per student
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 Example: Dream Catcher
 Exit Slip/ Writing Checklist (26 copies)
 Scissors
 Glue
 Crayons/Markers/Colored Pencils
 Teacher Writing Rubric
Acknowledgements:
http://www.corestandards.org/
http://www.nationalartsstandards.org/
https://www.pinterest.ie/pin/312507661621329182/
106
107
Exit Slip & Writing Checklist
Name: ____________________
Date: ___________
Writing Checklist:
I included all four of my dreams that were on my dreamcatcher Yes or

in my written response: No
I used descriptive details in my written response to describe my Yes or

dreams in depth: No
I double checked my writing for proper grammar and Yes or

punctuation: No
I had a short 2-3 sentence paragraph for each of my dreams on Yes or

my dream catcher: No
I tried my best and did my best work: Yes or

No
Peer Review:
Can you compare your dreams with an elbow partner/ or with your peers?
How are they alike or different? Walk around the room and write 2-3
observations about your peer’s dreamcatchers.
Exit Questions:
How are dreams in the for yourself as an individual different than your
dreams for the world? Which ones would be harder to achieve? Explain.
What was your favorite part of this lesson and what was one thing that you
learned from looking at your peers dream catchers?
Resources:
108
Did my classmates help me when I had a question? Explain.
What resources are available in the classroom for this activity? Did I
reference any? Were these resources clear?
109
110
8:30AM-9:00AM: (Morning Meeting) In today’s morning meeting we will focus on what
it means to be influential. Students will talk about people in their life that were influential
to them. Each student will talk about what that person did to influence them and why
they consider them an influential person.
9:00AM-9:30AM: (Read Aloud)- We will read aloud Mr. Ferris and His Wheel by
Katherine Gibbs Davis. (Linked to following activity).
9:30AM- 10:15AM: (Writing) - Main Lesson : After reading Mr. Ferris and His Wheel
by Kathryn Gibbs Davis we will do a writing assignment where students get to create
and design their own attraction. Students will work in groups of 2 or three to create their
attraction and they will provide a written description about why they chose their
attraction, what are the special elements that made it so special and what were the
challenges that they faced when trying to create their attraction. Create your own
Attraction like Mr. George Ferris. (Appendix A Below)
During recess, we will prepare for our independent and conferencing time that is right
after recess. We will prepare the notes for the students that we will be conferencing with
and make sure that we have fresh new sheets to take additional notes.
10:30AM-11:30AM: (Independent Reading and Conferencing): The students will
read independently during this time. We have been encouraging students to read
stories about individuals that had a dream, reached a dream or had a dream to make a
difference in the world. We will conference with those students that are reading books
focused on our unit of “Dreams” and ask them if they need any additional examples or
clarifications from their book. This time will also be spent listening to students use a
variety of reading comprehension strategies and writing down notes as they go.
11:30AM-12:00PM:.(Lunch)
12:00PM-12:15PM: Lunch/recess
12:15PM-1:00PM: Specialists (PE): Students will have a goal sheet that tracks the
amount of jumping jacks, push ups, sit ups, burpees you can do in 2 min. Students will
keep this sheet throughout the year to track their progress and set personal physical
education goals for themselves. This ties back into our “Dream” unit in the classroom.
1:00PM-1:30PM: (Math) After working on their Martin Luther King Jr. secret math code
sheet yesterday, students will create their own secret math code that builds on their
multiplication skills. Once they have created a short code, they will switch with a partner
and have them solve it.
1:30PM-2:15PM: Continuation of “Create your Own Attraction.” During this time we will
allow students more time to work with their group and finish their attraction and written
description. If students are already done with their own attraction, they can use this time
to create their own attraction individually or read one of their “Dream” books
independently.
2:15PM-2:45PM: (Read Aloud): A Long Walk to Water: Based on a True Story. By:
2:45PM- 3:00PM: Students will use this time to pack up and get ready to head home.
(Collect take home folders and other papers from the day)
111
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(Week 3: Day 4) Activity Title: Create your own attraction like Mr. George Ferris
Purpose: The purpose of this activity is for students to read a biography as a class
about Mr. Ferris and His Wheel. Additionally, students will expand on their knowledge of
influential people in our society that once had a dream. In this case, Mr. George Ferris
had a dream to build a Ferris Wheel for the World's Fair in Chicago in 1893 and he
accomplished his dream. This shows students that reaching a dream isn’t always easy
and you may face many challenges along the way, but can always achieve it if you put
your mind to it. This activity will allow students to work collaboratively and creatively to
find their own attraction that they would want to construct. Students will be thinking
about the purpose of their attraction, the challenges they might have faced while coming
to a conclusion with their group about their type of attraction and if they were
constructing this in real life, what other challenges might come in between you and your
dream. Students will be reflecting on their attraction individually, because each student
will interpret the process differently.
Overview: First, we will read the book called Mr. Ferris and His Wheel by Kathryn
Gibbs Davis. We will provide some background information about George Ferris and
what the World Fair is. Then, we will divide them into groups of 2-3 students depending
on the class size that day. Additionally, we will hand out the direction sheet and have
one or two students read that aloud to the class so that everyone knows their
expectations and what this activity entails.
“We will walk around and answer any questions that you might have about this
assignment!”
Students will begin working in their groups to design an attraction of their choice.
Additionally, they will write a written response about the challenges that they faced and
why they chose that specific attraction. Throughout the day we will give students
additional time to complete this writing activity and the following day, they will have a
chance to share their attractions and written descriptions with the class.
We will finish this activity by having a group discussion about the challenges that life
throws our way, but we have the ability to overcome those challenges if we really put
our mind to it. Students have had a lot of exposure to influential people in previous
weeks and lessons, so this activity and discussion will serve as a closing point for our
final influential person that we will explore in our unit.
Materials:
Book: Mr. Ferris and His Wheel by Katherine Gibbs Davis
Carpet for Read Aloud
Direction Sheet (1 per person/ 26 copies)
26 blank pieces of paper
26 lined pieces of paper
Crayons
Markers
Colored Pencils
#2 Pencils
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Assessment: There are multiple ways that we will assess our students understanding
of this activity. Once students are done creating their attraction and writing their written
response, students will have the chance to present their attraction. We will see how
students understood the material presented in Mr. Ferris and His Wheel, by listening
and watching their presentations. Through their written responses, we will be able to
see if they understood the prompt and activity or if we needed additional instruction on
our end of the lesson. Students will also have a chance to ask and answer questions
about the attractions that were presented. We will also be collecting their drawings and
written responses to assess their understanding as well. We will be looking to see if
they answered or addressed all of the points that were presented on the directions
page. Beyond that, we will be having a brief class discussion about challenges and how
they can get in the way of your dreams sometimes. Students will talk about the
challenges they might have faced if they were constructing this attraction in real life or
the challenges that they faced when they were working collaboratively to decide on an
attraction.
Accommodations: For students who need accommodations or extra support in the

classroom, the teacher will read the directions individually or in a small group for the
students that need that support. The teacher will make sure that each of those students
understand what they are supposed to be doing before we send them off to work in a
small group. If a student has a specific learning disability in writing or reading, the
teacher will work with the student to write down their ideas for their written response and
give them the platform to draw a picture of their attraction. If a student has a reading
disability, the only part of this lesson that deals with reading is the directions so the
teacher will read the directions aloud to the student as stated above.
Books:
Davis, K., & Ford, G. (2014). Mr. Ferris and His wheel. Boston: Houghton Mifflin
Harcourt.
Websites: https://www.teacherspayteachers.com/Product/Mr-Ferris-and-His-Wheel-
Design-an-Attraction-and-Writing-Activity-2812583
114
Appendix A: Instructions for “Create your own attraction activity and writing
prompt.”
Name(s):
Directions: Now that we have finished reading Mr. Ferris and his Wheel and saw his
dedication, determination and race with time to create a Ferris Wheel for the 1893
World’s Fair in Chicago. We know that this attraction wasn’t easy to make and he often
went through a variety of challenges to get the Ferris Wheel up and running. After his
hard work and dedication to complete this Ferris Wheel, it has become a major feature
in amusement parks and fairs that we see around the world now. You can find Ferris
Wheels all over the world now and it all ties back to Mr. George Ferris and his first
creation of the wheel.
Now it is your turn to create an attraction of your choosing. You can work in groups of 2-
3 people to draw and create your attraction. You will need to provide a written
description about why you chose the attraction, what are the special elements that
made it so special and what were the challenges that they faced when trying to create
their attraction. There should be a drawing for every person in the group and a written
response. You guys are working as a group just to design and decide on an attraction,
but we want to see each student’s interpretation of the process and attraction through
written description.
115
Week 3: Day 5 (Friday)- Final
Day of the Dream Unit.
8:30AM-9:00AM: (Morning Meeting): Today is the last day of our unit, so we are going
to have a morning meeting that allows students to talk about some of their favorite
influential people that had dreams and how they related those dreams to their own.
9:00AM-9:30AM: (Read Aloud: Share their Attractions): Instead of doing a read
aloud, we are going to use this time for students to share their design and written
response about their attraction that they created yesterday. This will be used as a time
for students to ask questions about each others attractions and for students to reflect on
their own.
9:30AM- 10:15AM: (Writing) Students will be given a prompt that says “Write a Haiku
poem about a dream that brings you the most joy. How will you reach this dream? What
steps can you take to reach this dream?” Students will write this poem individually and
then we will give students to opportunity to share their poems with the class. They will
write a rough draft and then write their final draft in pen.
10:15AM-10:30AM: (Recess): During recess we will collect the students poems and
put them in together in a class book. We will laminate their poems and put them in a
binded book for the class to look at and reference after the dream unit is over.
10:30AM-11:30AM: (Independent Reading and Literacy Circle): Today we are going
to spend the first half an hour silent reading. During this time, students should be
finishing up their “Dream” books and preparing some talking points for the literacy circle.
The second half hour will be spend doing a literacy circle where students can talk and
share about their books that they have been reading. The students will share 2 golden
lines from their book about dreams or influential people and we will write them on the
board to create a list of all the amazing ideas they collected from their independent
reading books.
11:30AM-12:00PM:.(Lunch)
12:00PM-12:15PM: (Lunch/ recess): We will be preparing the materials for their friday
friends activity during this time.
12:15PM-1:00PM: Friday Friends: We will work with our 2nd grade Friday Friends and
share our poem book with them. This will be a chance for students to teach younger
students about their own dreams, how will you reach this dream, and what steps can
you take to reach this dream? 2nd graders will ask questions about their dreams and
our students will share with them a few ideas that they have learned throughout the
“Dream” unit. Then they will work together to come up with dreams or goals that they
want to achieve in school. This will give them a chance to think about their dreams
academically.
1:30PM-2:15PM: (Main Lesson) We will revise the dream tree that we created for our
pre assessment. Students will have a chance to write fun facts about dreams, influential
people they learned about and how they will achieve their own dreams in and outside of
school. Additionally, students will write a short piece of writing that describes what they
learned about dreams and which influential people stood out to them the most over
116
these 3 weeks of learning about “Dreams.” Dreams and Influential Dreamers: What I
learned?
2:15PM-2:45PM: A Long Walk to Water: Based on a True Story. By: Linda Sue Park.
Continue book with class to end the day.
2:45PM- 3:00 PM: Students will use this time to pack up and get ready to head home.
(Collect take home folders and other papers from the day)
117
Thematic Lesson
Purpose: The purpose of this assignment is for students to revise their thinking from
the beginning of the unit to the end. At the beginning of the unit, we had students put
“What they know about Dreaming?” on the dream tree outside of the classroom. This
was a chance for students to share what they knew about dreaming before we started
the entire unit about “Dreams” and it was a pre assessment for us to understand where
all of the students were before we jumped into this unit.
Now that it is the last day of the unit, we are going to revise our tree. Students
will say “I used to think….. Now I think…. And 3 facts I learned about influential people
that had dreams in our society.” This will allow students and the teacher to see the
growth that students have made throughout the unit as they sculpted their definition of
dreaming. Additionally, students will write two paragraphs about what they learned
about dreams and which influential stood out to them the most and why. Both of these
activities allow students to reflect on their own learning throughout the 3 week unit.
Overview: We will take a picture of our dream tree before we revise it. As a class,
students will go grab their leaf off of the dream tree that contains their previous
definition of dreaming. They will go to the front table to grab a bigger leaf for their
revisions. The directions will be on the board and it will say “Write what you used to
think (previous definition), what you think now and 3 facts you learned about influential
people that had dreams in our society.”
Once students are done with their new leaves, the teacher will be standing in the hall to
collect the leafs and staple them to the finished and revised dream tree.
After we are done with our revisions, the teacher will take another picture of the dream
tree so that we have a before and after picture.
“Now that we have made revisions to our dream tree, you are going to write two
paragraphs about what they learned about dreams and which influential dreamer stood
out to them the most and why. There are many books you can reference that we read
as a class if you need additional examples or refreshers on that specific influential
dreamer. You guys should be working independently and you can turn in your writing to
the turn in bucket once you are done.”
“This should be a chance for you to reflect on what you learned, so we won’t be
answering many questions but we can guide you in the direction of a book or resources
if you need.”
Materials:
1 leaf per person (26 leaves)
Whiteboard and marker (for directions)
Pieces of notebook paper (26 pieces)
Pencils
Assessment: In this activity, there will be a few different ways that we will assess
throughout. The first will be through their revisions of their leaves. This will provide the
teacher with examples and an understanding of the material that has been taught the
last three weeks (unit). The teacher will be able to see where additional instruction may
118
have been necessary or determine some misunderstandings that occurred during the
unit. Students should be able to revise their leaves and build on their definition of
“dreaming”.
Additionally, students will be assessed through their final piece of writing about what
they learned. This will be used as a guide for us to see if students met the learning
objectives and if they understood the material that was presented over this 3 week unit.
Accommodations: For students that need additional support or accommodations, the

teacher will read the directions that are written on the board to the student(s) that may
need it. We will also go over the instructions for the writing prompt more thoroughly as
well to make sure that they understand what they will be writing about, so it doesn’t
hinder their ability to response to the prompt by not being able to read or comprehend
the directions.
For students with a reading or writing disability, we will have an aid that comes in to
work with the students with writing disabilities. In this case, the student will say what
they want to write and the aid will write it down for them. This way we can still see their
thinking, without them physically writing it. For students with reading disabilities, we will
read the directions aloud to them and clarify and points that might be confusing to them.
119
COLLABORATION FORM
Working together on an assignment or project means sharing the responsibilities for completing that
assignment. While each member will naturally shoulder different responsibilities while working on the
project, collaboration does not mean merely tacking someone else’s name to the project so that they can
earn credit for completing it. Listed below are the members of our collaborative group along with our
signatures. We have also specified the aspects of the project for which each one of us was responsible
and rated ourselves on our collaborative work.
Names of Group Responsibilities Self-
Members & Signature Assessment
Emma McKenny -Created lessons for Week 2 Day 5, Week 3 10

Day 1 and Week 3 Day 2
-Created the EdTPA lesson plan for Week 3
Day 1
-Wrote bibs for the books Dream, Last Stop
on Market Street, and When Pigs Fly
McKenzie Creagan -Parent/Guardian Letter 10

-Pre-Assessment
-Wrote Bibliography for Mr. Ferris and His
Wheel and My Name is Blessing
-EdTPA Lesson plan- Week 3 Day 3
-Lessons- Week 3 Day 4 & Week 3 Day 5
-Cited 5 websites used throughout the my
lessons
-helped format
120
Rebecca Leedham  Week 1- days 1, 2 & 3 10
 Day 2 EdTPA lesson plan
 Purpose
 accomodations
 Final formatting
 Citations and book summaries for
materiels in week 1 days 1-3
Briony Furness -Week 1- days 4 and 5 10

-Week 2- day 1
-Citations and book summaries for materiels in
week 1 day 1 and 2 & week 2 day 1
-helped complete each of the “main” lesson plans
Drew Williams  Week 2 days 2, 3, 4 10

 Student voice
Our signatures above attest that we all contributed equally in this project.
121

Dreams... : Briony Furness Emma Mckenny Mckenzie Creagan Rebecca Leedham Drew Williams

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Dreams...

Letter home to parents/guardians

Purpose and Rationale

basis of this unit.

equally as important to support others in their dreams as it is to persevere in your own

Reading- Informational Text:

Speaking and Listening:

creating this unit.

We focused on incorporating the theme in many different subject lessons. By

interests into account when creating a unit such as this one.

When it came to assessing, we made sure to do many different kinds of

paired with students who can support them.

In our specific classroom, there is a student with a learning disability in the

paraprofessional, when they need them throughout the unit.

1. Explain student Checklists and rubrics Students can use these

2. Monitor their Checklists/Rubrics Students will use checklists

3. Explain how to Journals & Daily Agendas Students use these

Reading and Writing Materials

Dream: A Tale of Wonder, Wisdom, and Wishes

Drum Dream Girl: How One Girl’s Dream Changed Music

Last Stop on Market Street

My Daddy, Martin Luther King, Jr.

Mr. Ferris and His Wheel

She Persisted: 13 American Women Who Changed the World

When Pigs Fly

Coulman, V., & R. (2006). When Pigs Fly. Aukland: Reed.

Hoffman, M., & Binch, C. (2014). Amazing Grace. Scholastic.

Where I’m from

I’m from hand me downs,

Lesson Plan: She Persisted Presentation

Section 1: Planning for Instruction and Assessment

Content example: Formative: Students will take notes during the

SWBAT create a presentation on Summative: Students will complete

Language example: SWBAT Formative: Students will be assessed on their

2. Monitor their Students will be given the Using the rubric,

3. Explain how to Students will have access to Students will complete

1. “Now we are going to go back to Piaget- Scheme, schemes, schema

2. Students are grouped together while Pavio- Dual Coding.

3. Students will work independently on Constructivism

4. Students will create their own mini Constructivism

5. Students will present for the teacher Vygotsky- Zone of Proximal

Treehouse Bottom Floor Design

 Layout is clearly drawn with straight lines

Appendix C: Rubric for research presentation

Activity Title: She persisted. Lesson Plan Continued.

Did the group work cooperatively together? YES/NO

Information from the text

Information from the text

Information from the text

Appendix B: Teacher Rubric

-Wrote a narrative -Student wrote a -Student wrote a -Student didn’t

Math Worksheet: Lance Armstrong and the Tour de France

*Students show work here*

Answer: 108 miles

*Students show work here*

Appendix B: Teacher Rubric

Appendix C: Science Experiment

Section 1: Planning for Instruction and Assessment

1. Content Objectives (to be copied in Assessment Chart below) and alignment to

1. Previous Learning Experiences:

1. Planning for Student Learning Needs (accommodations, student experiences,

Student B: This student is hard of hearing and requires a paraprofessional in the

f. Assessment Strategies (Informal or formal) (Formative or Summative)

Students show work here

Students show work here