Lesson Plan Format:

Teacher: Haliya Bint-Habib

Grade Level: Fourth Grade

Time Allotment: 20 minutes

Content and Standards:
RI.4.10 Read and Comprehend information texts
Rf.4.4a Read on-level text with purpose and understanding
RI.4.1 refer to details and examples when explaining what the text says explicitly and
when drawing inferences
Prerequisites:

Students should be familiar with reading informational texts

Students should be able to read for a purpose
Students should possess some knowledge of the Lewis and Clark expedition

Essential Questions:

How do people from different cultures contribute to American History?

Instructional Objective

Students will be able to make thoughtful predictions about the text and compare
their answers to actual events from the story.
Students will be able to identify the main idea of a passage and support their
answers with details from the passage.
Students will be able to identify the passages story structure and support their
responses with details from the passage.

Instructional Procedures:

Before beginning the lesson, the teacher will preview the behavioral and reading
guidelines for the group. He/she will then inform students what they will be doing by
saying, Yesterday, we previewed some new vocabulary to help prepare us for the story
and today we will actually read about Sacagaweas life as she traveled with Lewis and
Clark. The teacher will inform students that prior to reading the text, they will make
predictions about the text. He/she will have students start at the beginning of the story
and go through each page to examine the pictures of the story. The teacher will ask
questions, such as, What do you think about this picture here; what does it tell you about
the story? After students have had a chance to examine the illustrations, the students will

share their thoughts with a classmate before sharing out with the whole group. Once
students have verbally shared their thoughts, they will be asked to record their predictions
for later comparison.
To set the purpose for the reading, the teacher will show students a picture and ask them
if they can identify what the object is and who is the person on it. The teacher will allow
students time to respond. He/she will expand on students responses and ask questions
that will lead them to the following idea: Sacagawea must have been a very important
person in history. Students will be asked to think about how Native
Americans/Sacagawea have contributed to the history of the United States. The teacher
will then read the introductory information and randomly call on students to read
different passages throughout the story. The teacher will check for comprehension by
pausing occasionally and asking questions. Questions will include:

Why do you think members of the expeditions were greeted with excitement?
What is an interpreter and why would he/she be needed?
Why does it seem like Sacagawea is needed for this journey?
The author uses Wily to describe Charbonneau; what clues will help us determine
what this word might mean.

As students answer questions, they will be asked to supply specific details from the story
that support their responses.
After students have read for a specific amount of time, they will be asked to respond to
the essential question of the day, How do Native Americans contribute to American
History? Students will be given the opportunity to share their thoughts verbally before
recording them in their notebooks.
Materials and Equipment:

Journey Text
Printout of Sacagawea on Silver Dollar
Pens and Paper for recording predictions and end-of-reading response

Assessment/Evaluation:
Formative Assessment:

Do students predictions accurately reflect the illustrations from the story?

Are students able to draw main ideas from the text when asked to do so by the
teacher?
Are students correctly answering questions and supporting their responses with
details from the story.

Summative Assessment: Students will be assessed on their overall comprehension by

responding to a Big Idea question at the end of their reading. Each student will be
required to record his/her own answer in a journal for the teacher to review.
VII. Differentiation: Individualized Activities:
This activity was completed in three separate groups. Each students reading level determined his
or her placement within a particular group.
Technology: No Technology was used for this lesson.
Self-Assessment:

Were students actively engaged in the lesson?

Did students have sufficient time to read and understand the text?
Did students make connections with the text?
Did students have ample time to express their own ideas and ask individual
questions?
Were their opportunities for students to demonstrate their understanding in both
verbal and written formats?