Week 1 Lesson Plans October 24-28

Name of Teacher Candidate: Maddie Sutton Date: October 24, 2022

Central Focus: Lewis, Clark, and Sacagawea Grade Level: 1st

Lesson Title:
Introduction to Explorers Day 1
Curriculum Areas Addressed:
Social Studies and Language Arts
Time Required: Instructional Groupings: Are you using whole group, small
40 minutes group, partners, quads, homogeneous, heterogeneous?
Whole group, partner, individual
Standards: List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the number and the text of each
of the GPS/CCGPS that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.
SS1G1 Describe how each historic figure in SSH1 was influenced by his or her time and place.

b. American Frontier (Lewis & Clark & Sacagawea)

SS1CG1 Describe how the historical figures in SS1H1a display positive character traits such as: fairness,
respect for others, respect for the environment, courage, equality, tolerance, perseverance, and
commitment.

ELAGSE 1RF1: Demonstrate understanding of the organization and basic features of print.

Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Be: (State the BE Bridge for the unit.)

Students will be respectful to others and the environment and be aware of how their decisions impact others
around them.
Relevant Goal(s): (The relevant goal states the overall purpose of the lesson. The purpose of the lesson is to …..)
- Understand the role of explorers and how it relates to the central focus.
- Understand organization and structure of a sentence when writing (first word, capitalization, and
proper ending punctuation).
Essential Question(s): (Essential questions should be used to guide instruction.)
What is an explorer? What do they do?
Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the
discipline. These represent the skills that will be assessed.)
- Students will list two different things explorers do and one instrument they use in their
observations.
- Students will be able to write a sentence using the proper structure of a sentence when
writing.
Support for Academic Language
Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the content
area. These may be derived from the standards.)
Explorer – a person who explores an unfamiliar area, an adventurer.
Adventure – an unusual or exciting, experience or activity.
Exploration – the action of travelling through an unfamiliar area to learn more about it.
Observation – the act or process of observing something carefully to gain information.
Compass – an instrument used to show the cardinal directions used for navigation.
Magnifying Glass – a lens that is used to produce a magnified image of an object.
Supplies – a stock of a resource from which a person or place can be provided that resource.
Language Demands: (Language demands is defined as the specific ways that academic language (vocabulary, functions, discourse,
syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their
disciplinary understanding. Identify the following way/ways that students will participate in learning tasks to demonstrate disciplinary
understanding: reading, writing, listening, or oral language.)
Week 1 Lesson Plans October 24-28

Listening to vocabulary in video and practicing in explorer sort.

Language Function: (The language function is represented by the active verbs within the learning objectives. Common language
functions in the include identifying main ideas and details; analyzing and interpreting characters and plots; arguing a position or point of
view; predicting; evaluating or interpreting an author’s purpose, message, and use of setting, mood, or tone; comparing ideas within and
between texts; and so on.
Identifying what an explorer is, identifying two things’ explorers do, identifying one instrument explorers use,
Writing a sentence with correct punctuation.
Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into structures, such as sentences,
tables, or graphs. Identify the supports that will be provided for students to organize the information – charts, graphs, diagrams. These must
relate to the Language Function.)
Anchor Chart on Explorers and what they do, Anchor chart referring how to correctly write a sentence with
Calvin conventions.
Discourse: (Describe how the students will demonstrate/express their understanding of the Academic Language.)
Students will demonstrate their understanding of the Academic Language by discussing with me and to the class
about what an explorer is, what they do, and describing an instrument that explorers use.
Assessment (Each learning objective must be assessed. Questions to consider: How will the KNOW, DO, and BE be evaluated? How will
students demonstrate their understanding or the lesson’s objectives? How will you provide feedback for the students? What type of
assessment will be used? Is the assessment formal or informal? What evidence will be collected to demonstrate students’
understanding/mastery of the lesson’s objective? What constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above.
Each learning objective should be assessed. DO NOT restate the learning objective.)
Formative – Students will individually complete a cut and paste sorting what an explorer uses and does not use
and practice writing a sentence for each card.
Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learner’s degree of success on an assessment.)
A – Exceeds: Student correctly completes the cut and paste sorting activity on explorers and writes a sentence
for each card with correct capitalization and punctuation.
B – Meets: Student mostly completes the cut and paste sorting activity on explorers and writes a sentence for
each card with some correct capitalization and punctuation.
C – Approaches: Student mostly completes the cut and paste sorting activity on explorers but struggles in
writing a sentence for each card with correct capitalization and punctuation.
D – Unsatisfactory: Student is unable to complete the cut and paste sorting activity on explorers or correctly
write a sentence for each card.
Differentiation for IEP and Focus Students:
- Madisyn (New focus student 1)- Student will sort picture cards based on explorer activity. Student will
be provided lines for individual sounds when writing.
- Jake (Focus Student 2)- Student will be given breaks during the writing portion in explorer activity.
- PJ (Focus Student 3)- Student will be given some sentences to fill in the blank after sorting cards.
Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.)
To get the attention of students, I will begin my lesson by showing students a variety of materials that explorers
use like a magnifying glass, journal, and compass to see what they think these different materials could be used
for.
Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the
goals and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.)
After grabbing the attention of my students, I plan to begin by doing an interactive virtual read aloud with my
students on explorers. During this interactive read aloud, students will be asked probing questions about what
they know about explorers and what they do before going into our anchor chart on explorers.
Instructional Strategies and Planned Supports: (Use a bulleted or numbered format to communicate the procedures for the
lesson. Describe the strategies which will be used to support students’ learning. Knowledge of students’ cognitive, social, emotional, and
physical development along with their cultural backgrounds should be evident.)
1. The teacher will begin the lesson by showing students a variety of materials that explorers use and
asking students to identify the materials and see what they think each of these materials are used for.
2. Next, after talking about each of the materials the teacher will then do an interactive virtual read aloud
Week 1 Lesson Plans October 24-28

with the students on explorers. I will then ask students what some things are they noticed from our
interactive read aloud about what explorers may see on their explorations and write their responses on
the board.
3. Then, as a class we will look at our anchor chart on the different parts of an explorer (a curious mind
for asking questions, a mouth for sharing ideas/experiences, eyes to read maps, a heart for relating to
people they encounter and the world around us, tools like maps, compasses, or people around us, and
hands for using tools to help us explore the world around us). I will proceed to ask students the
question of who can be an explorer? Can anyone be an explorer?
4. After asking students this question, I will have them turn and talk with a partner and share their ideas
on my question for a couple minutes before coming back together as a class to share their thoughts
(social/emotional). To continue, I will then review each of our vocabulary words and talk about each.
5. Then, after talking about what explorers do, see, and who can be an explorer, we will talk about how
they can document their findings on things they discover in a journal. They may document through
drawing pictures and labeling/describing them in their journals.
6. The teacher then will model for students and show students examples of what documenting what they
discover looks like before introducing our explorer activity on the playground by doing a nature walk.
7. Next, I will explain to students that we are going to act as explorers and allow students to practice
using their imagination to document things they may discover in their journal through drawing pictures
and writing.
8. After time has passed, students will make their way back on the carpet to share their findings with the
class (social/emotional).
9. Finally, to close the lesson and wrap up student learning, I will say a series of statements and have
students collectively give me a thumbs up if it is something an explorer does do, or thumbs down if I
name something an explorer does not do.
10. Lastly, students will individually complete a sort on explorers and signify if that is something explorers
may use or do not use by placing it in the correct place like the previous activity. Then, students will be
asked to write a sentence for each of the cards on what explorers do (cognitive).
Closure/Wrap up: (Describe how the content of the lesson will be summarized. There may be a review of the core concepts, relevant
goals, or essential questions.
To close or wrap up the lesson, I will have students complete a formative assessment on sorting what explorers
do and do not do. After sorting what they do and do not do, students will be asked to use their writing checklist
to write a sentence for each of the cards on what explorers do. Then, as a class I will have students tell me a
couple things they learned about explorers and different instruments they may use.
Modifications/Differentiation to Support Student Learning
What will be differentiated? Choose one: Content/Process/Product
Product
How will differentiation be accomplished?
Differentiation will look different for each of my focus students. Due to not a lot of writing during the content or
process stages, the product will only look different for my focus students.
What strategies will be used to differentiate for focus student 1?
During the product of the lesson, the student will still be able sort picture cards based on explorer activity.
However, the student will be provided lines for individual sounds when writing to practice stretching out her
words in writing.
What strategies will be used to differentiate for focus student 2?
For my second student, during the product of the lesson the student will be given frequent short breaks when
completing his writing portion in the explorer activity. He does not like sitting long at his desk and requires
breaks in his writing to work efficiently.
What strategies will be used to differentiate for focus student 3?
For my third focus student, he will be given some sentences to fill in the blank after sorting cards. It will still
require him to think on his own, but it will help him get started in his writing. He often struggles with getting
started in his writing, therefore, the fill in the blank should help him get started and continue to progress.
Instructional Supports
Week 1 Lesson Plans October 24-28

Resources and Materials Used to Engage Students in Learning (Provide citations for all resources that you did not create.
Attach key instructional material needed to understand what you and the students will be doing. Examples: class handouts, assignments,
slides, and interactive white board images.)
YouTube. (2021, March 31). Read Aloud Story - Going on a Nature Hunt. YouTube. Retrieved October 4, 2022,
from https://www.youtube.com/watch?v=GGuz954d4sA 
Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content: (List any
websites and sources of materials and background information that you will need or use as the teacher to engage the students.)
Explorers Vocabulary Word List. Explorers Vocabulary, Explorers Word List. (n.d.). Retrieved October 4, 2022,
from https://myvocabulary.com/word-list/explorers-vocabulary/ 

Fun Facts for Kids on Animals, Earth, History and more! DK Find Out! (2020). Retrieved October 4, 2022, from
https://www.dkfindout.com/us/history/explorers/ 

G. Logan Vega, & Andre Chartier. (2014, June 13). What Does It Take to be an Explorer? National Geographic
Education Blog. Retrieved October 4, 2022, from
https://blog.education.nationalgeographic.org/2014/06/13/what-does-it-take-to-be-an-explorer/  
Other Relevant Information
Clear Links to Learning Theories, Educational Research, and Principles of Development:
Social/Emotional – Students will be using their social/emotional skills to talk with a partner on what an explorer
is and who can be explorers. Students will be using their social skills through talking to others, and emotionally
being confident in themselves to share in front of the class what was discussed and what they believe they
would discover if they went on an exploration.
Cognitive – Students will use their prior knowledge of explorers to talk with their partner about their
understandings.
Physical – Students will be practicing their fine motor skills as they are cutting and sorting the explorer cards.
Gardner’s Theory of Multiple Intelligences –
Linguistic-Verbal: Students will write and speak about the different things’ explorers do. After the activity,
students will write a sentence about each of their cards on what explorers do.
Naturalistic: Students will recognize, identify, and understand the different things explorers do and things they
may discover on their explorations.
Theorists –
Vygotsky – This lesson connects to Vygotsky in his beliefs that that external influences can affect one’s cognitive
development. Students were influenced by their past experiences when exploring and asking questions just as
explorers do. Through these experiences, students will be able to point out times they have acted as explorers
in their everyday lives.
Montessori – Students will learn by observations and sharing with one another on what explorers do.
Connections to Technology and/or the Arts:
To connect this lesson to the arts and technology, students will be doing a movement activity signifying if the
movement I say is or is not something an explorer does.
Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.)
Collaborated with Mrs. Snow when discussing which standards to be covered for the central focus.
Week 1 Lesson Plans October 24-28

Name of Teacher Candidate: Maddie Sutton Date: October 25, 2022

Central Focus: Lewis, Clark, and Sacagawea Grade Level: 1st

Lesson Title:
Introduction to Explorers Day 2
Curriculum Areas Addressed:
Social Studies and Language Arts
Time Required: Instructional Groupings: Are you using whole group, small
35-40 minutes group, partners, quads, homogeneous, heterogeneous?
Whole group, individual
Standards: List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the number and the text of each
of the GPS/CCGPS that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.
SS1G1 Describe how each historic figure in SSH1 was influenced by his or her time and place.

b. American Frontier (Lewis & Clark & Sacagawea)

SS1CG1 Describe how the historical figures in SS1H1a display positive character traits such as: fairness,
respect for others, respect for the environment, courage, equality, tolerance, perseverance, and
commitment.

ELAGSE 1RF1: Demonstrate understanding of the organization and basic features of print.

Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Be: (State the BE Bridge for the unit.)

Students will be respectful to others and the environment and be aware of how their decisions impact others
around them.
Relevant Goal(s): (The relevant goal states the overall purpose of the lesson. The purpose of the lesson is to …..)
- Understand the role of explorers and how it relates to the central focus.
- Understand organization and structure of a sentence when writing (first word, capitalization, and
proper ending punctuation).
Essential Question(s): (Essential questions should be used to guide instruction.)
Why do we learn about explorers?
Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the
discipline. These represent the skills that will be assessed.)
- Students will list two different things explorers do and one instrument they use in their observations.
- Students will be able to write a sentence using the proper structure of a sentence when writing.
Support for Academic Language
Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the content
area. These may be derived from the standards.)
Explorer – a person who explores an unfamiliar area, an adventurer.
Adventure – an unusual or exciting, experience or activity.
Exploration – the action of travelling through an unfamiliar area to learn more about it.
Observation – the act or process of observing something carefully to gain information.
Compass – an instrument used to show the cardinal directions used for navigation.
Magnifying Glass – a lens that is used to produce a magnified image of an object.
Supplies – a stock of a resource from which a person or place can be provided that resource.
Trade – to exchange something for something else.
Weapons – a thing designed for inflicting harm or physical damage.
Language Demands: (Language demands is defined as the specific ways that academic language (vocabulary, functions, discourse,
syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their
disciplinary understanding. Identify the following way/ways that students will participate in learning tasks to demonstrate disciplinary
understanding: reading, writing, listening, or oral language.)
Listening to vocabulary in read aloud and practicing in journal writing activity.
Week 1 Lesson Plans October 24-28

Language Function: (The language function is represented by the active verbs within the learning objectives. Common language
functions in the include identifying main ideas and details; analyzing and interpreting characters and plots; arguing a position or point of
view; predicting; evaluating or interpreting an author’s purpose, message, and use of setting, mood, or tone; comparing ideas within and
between texts; and so on.
Identifying what an explorer is, identifying two things’ explorers do, identifying one instrument explorers use,
Writing sentences with correct punctuation.
Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into structures, such as sentences,
tables, or graphs. Identify the supports that will be provided for students to organize the information – charts, graphs, diagrams. These must
relate to the Language Function.)
Review of anchor chart on Explorers and what they do, anchor chart referring how to correctly write a sentence
with Calvin Conventions.
Discourse: (Describe how the students will demonstrate/express their understanding of the Academic Language.)
Students will demonstrate their understanding of the Academic Language by discussing with me and to the class
about what an explorer is and two things’ explorers do.
Assessment (Each learning objective must be assessed. Questions to consider: How will the KNOW, DO, and BE be evaluated? How will
students demonstrate their understanding or the lesson’s objectives? How will you provide feedback for the students? What type of
assessment will be used? Is the assessment formal or informal? What evidence will be collected to demonstrate students’
understanding/mastery of the lesson’s objective? What constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above.
Each learning objective should be assessed. DO NOT restate the learning objective.)
Formative - Write It Down – students will write down their understanding of an explorer and what they
understand they do.
Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learner’s degree of success on an assessment.)
A – Exceeds: Student can correctly describe what an explorer is and two things an explorer does using correct
sentence capitalization and punctuation.
B – Meets: Student mostly describe what an explorer is and two things an explorer does using somewhat
correct sentence capitalization and punctuation.
C – Approaches: Student slightly describes what an explorer is and two things an explorer does but struggles
in writing with correct capitalization and punctuation.
D – Unsatisfactory: Student is unable to describe what an explorer is and two things an explorer does using
while correct sentence capitalization and punctuation.
Differentiation for IEP and Focus Students:
- Madisyn (New focus student 1)- Student will be provided lines for individual sounds when writing to
practice stretching out sounds.
- Jake (Focus Student 2)- Verbally explain his thoughts to me before attempting to write it down.
- PJ (Focus Student 3)- Student will be provided sentence starters for writing activity.
Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.)
To get the attention of students, I will begin my lesson holding up a couple of the instruments I showed students
the day before to see if they remember their names (magnifying glass, compass, etc.).
Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the
goals and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.)
After grabbing the attention of my students, I plan to begin the lesson by doing a read aloud to students called,
“Explorers of the Wild.” During this book, I will ask students questions about the characters in the book and
what they notice as they are exploring.
Instructional Strategies and Planned Supports: (Use a bulleted or numbered format to communicate the procedures for the
lesson. Describe the strategies which will be used to support students’ learning. Knowledge of students’ cognitive, social, emotional, and
physical development along with their cultural backgrounds should be evident.)
1. The teacher will begin the lesson by reviewing a variety of materials that explorers use and asking
students to identify the materials and see what they remember each of these materials are used for.
2. Next, after talking and reviewing with students what each of the materials are then the teacher will
read the book “Explorers of the Wild.” Throughout the reading, the teacher will ask students questions
about the characters in the book and for students to identify what they are noticing is happening.
Week 1 Lesson Plans October 24-28

3. After the read aloud, the teacher will then review the anchor chart on explorers from the previous day
on explorers and what makes someone an explorer.
4. Then as a class, students will be creating their own explorer hats before beginning our exploration
outside as we practice acting as explorers.
5. Once all students have successfully created their explorer hats, the teacher will explain what explorers
do and review how they make observations and show examples of what an explorer’s journal may look
like.
6. After going over the journals of explorers, the teacher will tell students that just as they used their
imagination the previous day about what explorers may find. Today, students will have a chance to act
as explorers on the playground and document 3-4 things they discover in their journal before sharing
with the class later.
7. The students will have an opportunity to explore on the playground as explorers for 5-6 minutes and
document their discoveries. Once time is up, students will line back up and make their way to the
classroom.
8. Once students are back in the classroom, they will have 5-7 minutes to finish any writing they did not
get to finish while they were outside. If there are students who finish early, they will be able to log onto
PBS Kids to the explorer game about Elinor’s Nature Adventure.
9. Finally, once all students have had the time to finish their journal writing then students will move to the
carpet and have the opportunity to tell the class what they discovered on their exploration. After all
students have finished, students will complete a quick Write It Down formative assessment of what
explorers do.
Closure/Wrap up: (Describe how the content of the lesson will be summarized. There may be a review of the core concepts, relevant
goals, or essential questions.
To close or wrap up the lesson, I will have students complete a formative assessment called Write It Down. In
this assessment, students will write down their understanding of what an explorer is and two things they
understand an explorer does.
Modifications/Differentiation to Support Student Learning
What will be differentiated? Choose one: Content/Process/Product
Product
How will differentiation be accomplished?
Differentiation will look different for each of my focus students. Due to not a lot of writing during the content or
process stages, the product will only look different for my focus students. During the process stage, students will
have the opportunity to draw and label their explorations in their journal.
What strategies will be used to differentiate for focus student 1?
During the product of the lesson, the student will be provided lines for individual sounds when writing to
practice stretching out sounds.
What strategies will be used to differentiate for focus student 2?
During the product of the lesson, the student will verbally explain his thoughts to me before attempting to
write it down on his own.
What strategies will be used to differentiate for focus student 3?
During the product of the lesson, the student will be provided sentence starters for his writing on explorers.
Instructional Supports
Resources and Materials Used to Engage Students in Learning (Provide citations for all resources that you did not create.
Attach key instructional material needed to understand what you and the students will be doing. Examples: class handouts, assignments,
slides, and interactive white board images.)

Elinor Wonders Why - Elinor's Nature Adventure. Click to visit PBS Kids website. (n.d.). Retrieved October 9,
2022, from https://pbskids.org/elinor/games/elinors-nature-adventure 

YouTube. (2019, June 19). Explorers of the Wild Book Read Aloud for Kids! YouTube. Retrieved October 9, 2022,
from https://www.youtube.com/watch?v=Iyxvrqkj474
Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content: (List any
Week 1 Lesson Plans October 24-28

websites and sources of materials and background information that you will need or use as the teacher to engage the students.)

Drake, J. (n.d.). Global Anchor Limited. Lewis and Clark Expedition for kids ***. Retrieved October 9, 2022, from
http://m.lewis-and-clark-expedition.org/ 

G. Logan Vega, & Andre Chartier. (2014, June 13). What Does It Take to be an Explorer? National Geographic
Education Blog. Retrieved October 4, 2022, from
https://blog.education.nationalgeographic.org/2014/06/13/what-does-it-take-to-be-an-explorer/ 

Other Relevant Information

Clear Links to Learning Theories, Educational Research, and Principles of Development:
Social/Emotional – Students will be using their social skills through talking to others about their discoveries in
front of the class. As well, students will be emotionally confident in themselves as they are able to share in front
of the class.
Cognitive – Students will use their prior knowledge of explorers to further their understanding of what it looks
like to act and observe as an explorer.
Physical – Students will be practicing both fine and gross motor skills. Students will use their fine motor skills
when writing and drawing out their discoveries on the playground, as well as gross motor abilities as they walk
or run to different areas of the playground to observe.
Gardner’s Theory of Multiple Intelligences –
Linguistic-Verbal: Students will write and speak about the different things’ explorers do and what they discover
using vocabulary from the lesson. After the activity, students will share their discoveries with the whole class.
Naturalistic: Students will recognize, identify, and understand the different things explorers do and things they
may discover on their explorations as they act as explorers.
Intrapersonal Intelligence – Students will understand the different people may have discovered different things
during their discoveries. However, students will interact and communicate their findings verbally with others.
Theorists –
Dewey – Experiential Learning: This lesson best relates to Dewey’s belief in experiential education because
students need to experience what they are learning in some way for them to fully grasp what they are learning.
By having these experiences for students, then they will be able to relate to the explorers, Lewis, and Clark, as
we progress through the unit.
Piaget – This experience can be related to the children in my placement as many of them are in the
preoperational stage. It is during this stage that students will begin to learn about the world through
experiencing it. If students are able to learn more about explorers as they experience acting as an explorer, they
may be able to visualize what they went through.
Connections to Technology and/or the Arts:
Visual Arts – Students will be drawing out their discoveries of items they discover on the playground and
labeling them in their journals.
Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.)
Collaborated with Mrs. Snow when discussing which standards needed to be covered for the central focus.
Collaborated with Media Specialist at Lakeview Primary for books on Lewis and Clark.
Connection to the Community as students are observing and exploring the school playground as explorers. To
further this community resource, students may be asked to explore other parts of the community and take
notes on things they notice or discover.
Week 1 Lesson Plans October 24-28

Name of Teacher Candidate: Maddie Sutton Date: October 26, 2022

Central Focus: Lewis, Clark, and Sacagawea Grade Level: 1st

Lesson Title:
Meriwether Lewis Lesson 3
Curriculum Areas Addressed:
Social Studies and Language Arts
Time Required: Instructional Groupings: Are you using whole group, small
40 minutes group, partners, quads, homogeneous, heterogeneous?
Whole group, individual
Standards: List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the number and the text of each
of the GPS/CCGPS that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.
SS1G1 Describe how each historic figure in SSH1 was influenced by his or her time and place.

b. American Frontier (Lewis & Clark & Sacagawea)

SS1CG1 Describe how the historical figures in SS1H1a display positive character traits such as: fairness,
respect for others, respect for the environment, courage, equality, tolerance, perseverance, and
commitment.

ELAGSE 1RF1: Demonstrate understanding of the organization and basic features of print.

Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Be: (State the BE Bridge for the unit.)

Students will be respectful to others and the environment and be aware of how their decisions impact others
around them.
Relevant Goal(s): (The relevant goal states the overall purpose of the lesson. The purpose of the lesson is to …..)
- Understand why Lewis and Clark were sent on an expedition by President Jefferson and what they
discovered.
- Understand organization and structure of a sentence when writing (first word, capitalization, and
proper ending punctuation).
Essential Question(s): (Essential questions should be used to guide instruction.)
Who was Meriwether Lewis?
Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the
discipline. These represent the skills that will be assessed.)
- Students will be able to list the three reasons they were sent on the expedition.
- Students will be able to write a sentence using the proper structure of a sentence when
writing.
Support for Academic Language
Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the content
area. These may be derived from the standards.)
Observation – the act or process of observing something carefully to gain information.
Compass – an instrument used to show the cardinal directions used for navigation.
Magnifying Glass – a lens that is used to produce a magnified image of an object.
Trade Route - a route followed by traders.
Secretary - a person who is employed to take care of records, letters, and routine work for another person.
Leader - the person who leads or commands a group, organization, or country.
Expedition - a journey or voyage undertaken by a group of people with a particular purpose, especially that of
exploration, scientific research, or war.
Language Demands: (Language demands is defined as the specific ways that academic language (vocabulary, functions, discourse,
syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their
disciplinary understanding. Identify the following way/ways that students will participate in learning tasks to demonstrate disciplinary
Week 1 Lesson Plans October 24-28

understanding: reading, writing, listening, or oral language.)

Students will be listening to vocabulary in song and read aloud, then practicing using terms in
complete sentences.
Language Function: (The language function is represented by the active verbs within the learning objectives. Common language
functions in the include identifying main ideas and details; analyzing and interpreting characters and plots; arguing a position or point of
view; predicting; evaluating or interpreting an author’s purpose, message, and use of setting, mood, or tone; comparing ideas within and
between texts; and so on.
Identifying what an explorer is, identifying who Lewis is, identifying Lewis’ role, writing sentences with
correct punctuation.
Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into structures, such as sentences,
tables, or graphs. Identify the supports that will be provided for students to organize the information – charts, graphs, diagrams. These must
relate to the Language Function.)
Beginning anchor chart on Lewis and who he is, checklist chart referring how to correctly write a sentence.
Discourse: (Describe how the students will demonstrate/express their understanding of the Academic Language.)
Students will demonstrate their understanding of the Academic Language by discussing with me and to the class
who Meriwether Lewis and one thing he did.
Assessment (Each learning objective must be assessed. Questions to consider: How will the KNOW, DO, and BE be evaluated? How will
students demonstrate their understanding or the lesson’s objectives? How will you provide feedback for the students? What type of
assessment will be used? Is the assessment formal or informal? What evidence will be collected to demonstrate students’
understanding/mastery of the lesson’s objective? What constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above.
Each learning objective should be assessed. DO NOT restate the learning objective.)
Visualize (Be the illustrator) – read a page of story about Lewis and allow students to draw a picture
for what is going on, on that page.
Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learner’s degree of success on an assessment.)
A – Exceeds: Student completes the visualize formative assessment and can tell the teacher what they believe
it looks like is happening.
B – Meets: Student mostly completes the visualize formative assessment and can somewhat tell the teacher
what they believe it looks like is happening.
C – Approaches: Student mostly completes the visualize formative assessment but is unable to tell the
teacher what they believe it looks like is happening.
D – Unsatisfactory: Student is unable to complete the visualize formative assessment and cannot tell the
teacher what they believe is happening.
Differentiation for IEP and Focus Students:
- Madisyn (New focus student 1)- Talk through ideas of what she will draw before completing.
- Jake (Focus Student 2)- Model the visualize assessment one on one with student to help with
understanding.
- PJ (Focus Student 3)- Model the visualize assessment one on one with student to help with
understanding.
Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.)
To get the attention of students, I will begin the lesson by showing the Lewis and Clark song for students to
interact and dance through with gestures in the song.
Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the
goals and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.)
After grabbing the attention of my students, I plan to begin the lesson by reading pages 1-4 in the book, “A
Picture Book of Lewis and Clark,” to focus on who Meriwether Lewis’ is and what he did.
Instructional Strategies and Planned Supports: (Use a bulleted or numbered format to communicate the procedures for the
lesson. Describe the strategies which will be used to support students’ learning. Knowledge of students’ cognitive, social, emotional, and
physical development along with their cultural backgrounds should be evident.)
1. The teacher will begin the lesson by playing the Lewis and Clark song to students for them to
dance to with gestures. After the song has played, the teacher will remind students that we have
been talking about explorers, but over the next several days we are going to talk about a couple
Week 1 Lesson Plans October 24-28

different explorers.
2.
Next, after listening to the song, the students will be asked a couple short questions about
explorers before doing our read aloud of a couple pages on Lewis. We will reference our anchor
chart on explorers before beginning our new one. As we reference the anchor chart, we will
discuss our new vocabulary terms.
3. After completing our read aloud, students will be asked 2 comprehension questions on
Meriwether Lewis based on our read aloud and song, and we will discuss them as a class.
4. Once everyone has a turn to contribute to the discussion, we will begin our anchor chart on Lewis
and list a couple facts about him and who he was.
5. After listing a couple facts, students will move back to their tables and get out their writing journal
to complete a journal entry on Lewis for 7-10 minutes (physical). (Who was Meriwether Lewis?
What did he do or why was he chosen?)
6. Students will be asked to follow their writing checklist when writing their journal entry, and once
they have finished writing they will have the opportunity to be checked off to draw a picture
before sharing what they wrote with the class(social/emotional).
7. Next, once all students have finished their journal entry then students will return to their tables
and be given directions for their formative assessment. Students will be given a blank sheet of
paper and asked to put their name on it.
8. Then, the teacher will give directions on how to complete the assessment. The teacher will explain
that she will read a page from the book and students will individually draw what they believe is
going on and explaining after to the teacher what they drew.
Closure/Wrap up: (Describe how the content of the lesson will be summarized. There may be a review of the core concepts, relevant
goals, or essential questions.
To close or wrap up the lesson, I will have students complete a formative assessment called Visualize. In this
assessment, students will be read a page from the Lewis and Clark book and be asked to draw a picture of what
they believe to be going on, on that page.
Modifications/Differentiation to Support Student Learning
What will be differentiated? Choose one: Content/Process/Product
Product
How will differentiation be accomplished?
Differentiation will look different for each of my focus students. Due to not a lot of writing during the content or
process stages, the product will only look different for my focus students on what they are doing before or
during their assessment.
What strategies will be used to differentiate for focus student 1?
The student will talk through ideas of what she will draw before completing.
What strategies will be used to differentiate for focus student 2?
The teacher will model the visualize assessment one on one with student to help with understanding.
What strategies will be used to differentiate for focus student 3?
The teacher will model the visualize assessment one on one with student to help with understanding.
Instructional Supports
Resources and Materials Used to Engage Students in Learning (Provide citations for all resources that you did not create.
Attach key instructional material needed to understand what you and the students will be doing. Examples: class handouts, assignments,
slides, and interactive white board images.)
Adler, D. A. (2011). A Picture Book of Lewis and Clark. Paw Prints. 

YouTube. (2016, November 7). The Lewis & Clark Song. YouTube. Retrieved October 10, 2022, from
https://www.youtube.com/watch?v=MhsoQJ-O0Fg 
Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content: (List any
websites and sources of materials and background information that you will need or use as the teacher to engage the students.)
Buckley, J. H. (n.d.). Lewis and Clark Expedition. Encyclopedia Britannica. Retrieved September 1, 2022, from
https://www.britannica.com/event/Lewis-and-Clark-Expedition 
Week 1 Lesson Plans October 24-28

History.com Editors. (2009, November 9). Lewis and Clark Expedition. History.com. Retrieved September 1,
2022, from https://www.history.com/topics/westward-expansion/lewis-and-clark 

Roos, D. (2020, January 16). Lewis and Clark: A timeline of the Extraordinary Expedition. History.com. Retrieved
September 1, 2022, from https://www.history.com/news/lewis-clark-timeline-expedition  
Other Relevant Information
Clear Links to Learning Theories, Educational Research, and Principles of Development:
Social/Emotional – Students will be using their social skills through talking to others about their discoveries in
front of the class. As well, students will be emotionally confident in themselves as they are able to share in front
of the class.
Cognitive – Students will use their prior knowledge of explorers to further their understanding of various
historical figures who were explorers.
Physical – Students will be practicing their fine motor skills as they are writing in their journals about
Meriwether Lewis.
Gardner’s Theory of Multiple Intelligences –
Linguistic-Verbal: Students will write and speak about the different things’ explorers, like Lewis do.
Bodily-Kinesthetic: Students with this intelligence are good at body movement, physical control, have good
coordination. Students will express this as they are doing the movements and gestures to the Lewis and Clark
song.
Intrapersonal Intelligence: Students will understand and interact with others. They can express how their
emotions, see things from different perspectives, and create positive relationships with others.
Theorists-
Montessori – This can be connected to this theorist in the belief that children are at the center of learning, and
they should be active participants in the classroom. Children need to have hands on learning activities to help
them grow in their understanding.
Dewey - Experiential Learning: This lesson best relates to Dewey’s belief in experiential education because
students need to experience what they are learning in some way for them to fully grasp what they are learning.
By having these experiences for students, then they will be able to relate to the explorers, Lewis, and Clark, as
we progress through the unit.
Connections to Technology and/or the Arts:
Arts – Students will be engaged through dance as they do gestures and movements throughout the
Lewis and Clark song.
Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.)
Collaborated with Mrs. Snow when discussing my ideas and level of depth of content for the central focus.
Family: Students will observe the outside near their home with families and record what they discover. This can
be made into a game with families by consistently observing different places the family goes and both students
and family members pointing out things they notice or discover to make it more engaging with families. To
continue, to make it a more meaningful experience we could challenge families to discover new things with
their students and further connect it in the classroom by sending in photos of students and families exploring or
do a show and tell activity with students based on their findings.
Week 1 Lesson Plans October 24-28

Name of Teacher Candidate: Maddie Sutton Date: October 27, 2022

Central Focus: Lewis, Clark, and Sacagawea Grade Level: 1st

Lesson Title:
Meriwether Lewis Lesson 4
Curriculum Areas Addressed:
Social Studies and Language Arts
Time Required: Instructional Groupings: Are you using whole group, small
40 minutes group, partners, quads, homogeneous, heterogeneous?
Whole group, partner, individual
Standards: List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the number and the text of each
of the GPS/CCGPS that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.
SS1G1 Describe how each historic figure in SSH1 was influenced by his or her time and place.

b. American Frontier (Lewis & Clark & Sacagawea)

SS1CG1 Describe how the historical figures in SS1H1a display positive character traits such as: fairness,
respect for others, respect for the environment, courage, equality, tolerance, perseverance, and
commitment.

ELAGSE 1RF1: Demonstrate understanding of the organization and basic features of print.

Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Be: (State the BE Bridge for the unit.)

Students will be respectful to others and the environment and be aware of how their decisions impact others
around them.
Relevant Goal(s): (The relevant goal states the overall purpose of the lesson. The purpose of the lesson is to …..)
- Understand why Lewis and Clark were sent on an expedition by President Jefferson and what they
discovered.
Essential Question(s): (Essential questions should be used to guide instruction.)
Why was Meriwether Lewis sent on an expedition? What was his role in the expedition?
Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the
discipline. These represent the skills that will be assessed.)
- Students will be able to identify who Meriwether Lewis is and his role in the Corps of
Discovery.
Support for Academic Language
Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the content
area. These may be derived from the standards.)
Observation - the act or process of observing something carefully to gain information.
Trade Route - a route followed by traders.
Secretary - a person who is employed to take care of records, letters, and routine work for another person.
Leader - the person who leads or commands a group, organization, or country.
Expedition - a journey or voyage undertaken by a group of people with a particular purpose, especially that of
exploration, scientific research, or war.
Louisiana Purchase - the territory sold by France to the US in 1803, comprising the western part of the
Mississippi valley and including the modern state of Louisiana.  
Corps of Discovery - a specially established unit of the United States Army which formed the nucleus of the
Lewis and Clark Expedition.
Language Demands: (Language demands is defined as the specific ways that academic language (vocabulary, functions, discourse,
syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their
disciplinary understanding. Identify the following way/ways that students will participate in learning tasks to demonstrate disciplinary
understanding: reading, writing, listening, or oral language.)
Week 1 Lesson Plans October 24-28

Students will be listening to vocabulary in Epic reading assigned text and using it when completing their fact
sheet on Lewis.
Language Function: (The language function is represented by the active verbs within the learning objectives. Common language
functions in the include identifying main ideas and details; analyzing and interpreting characters and plots; arguing a position or point of
view; predicting; evaluating or interpreting an author’s purpose, message, and use of setting, mood, or tone; comparing ideas within and
between texts; and so on.
Identifying what an explorer is, identifying who Lewis is, identifying Lewis’ role in the Corps of Discovery,
writing sentences with correct punctuation.
Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into structures, such as sentences,
tables, or graphs. Identify the supports that will be provided for students to organize the information – charts, graphs, diagrams. These must
relate to the Language Function.)
Anchor Chart on Meriwether Lewis, Anchor chart referring how to correctly write a sentence, Chart provided to
students to take notes on Lewis.
Discourse: (Describe how the students will demonstrate/express their understanding of the Academic Language.)
Students will demonstrate their understanding of the Academic Language by writing about who Meriwether
Lewis is and 3-4 things he did.
Assessment (Each learning objective must be assessed. Questions to consider: How will the KNOW, DO, and BE be evaluated? How will
students demonstrate their understanding or the lesson’s objectives? How will you provide feedback for the students? What type of
assessment will be used? Is the assessment formal or informal? What evidence will be collected to demonstrate students’
understanding/mastery of the lesson’s objective? What constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above.
Each learning objective should be assessed. DO NOT restate the learning objective.)
Extension project – poster – begin gathering facts individually from epic readings for poster.
Students will write 4 facts they discovered about Lewis from the reading.
Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learner’s degree of success on an assessment.)
A – Exceeds: Student correctly completes the note taking activity with 4 facts on Lewis and writes in complete
sentences with correct capitalization and punctuation.
B – Meets: Student mostly completes the note taking activity with 4 facts on Lewis and writes in complete
sentences with correct capitalization and punctuation.
C – Approaches: Student only completes the note taking activity with 2-3 facts on Lewis but struggles in
writing in complete sentences with correct capitalization and punctuation.
D – Unsatisfactory: Student is unable to complete the note taking activity with any facts on Lewis and cannot
write in complete sentences with correct capitalization and punctuation.
Differentiation for IEP and Focus Students:
- Madisyn (New focus student 1)- Note taking with lines for individual sounds of words to form
sentences.
- Jake (Focus Student 2)- Note taking assistance with student expressing ideas to me before writing.
- PJ (Focus Student 3)- Note taking assistance with fill in blanks provided.
Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.)
To get the attention of students, I will begin the lesson by asking students who Meriwether Lewis is and seeing
what they remember about him from the beginning of our anchor chart yesterday.
Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the
goals and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.)
After grabbing the attention of my students, I plan to begin the lesson by reading out of our social studies
weekly on week 6 pages 1 &2. On these pages, students will listen and take in the information on Meriwether
Lewis and what he was asked to discover on the expedition.
Instructional Strategies and Planned Supports: (Use a bulleted or numbered format to communicate the procedures for the
lesson. Describe the strategies which will be used to support students’ learning. Knowledge of students’ cognitive, social, emotional, and
physical development along with their cultural backgrounds should be evident.)
1. To get the attention of students, I will begin the lesson by asking students who Meriwether Lewis
is and seeing what they remember about him from the beginning of our anchor chart yesterday.
(cognitive)
Week 1 Lesson Plans October 24-28

2.
After grabbing the attention of my students, I plan to begin the lesson by reading out of our social
studies weekly on week 6 pages 1 &2. On these pages, students will listen and take in the
information on Meriwether Lewis and what he was asked to discover on the expedition.
3. The teacher then will ask students if there are any new words or information that need to be
added to our anchor chart on Lewis. Students will raise their hands as they add different things to
the anchor chart. *Note: Louisiana Purchase will be added in big bold letters to the anchor
chart*
4. Once we have added all the desired information, we will review all the information on the anchor
chart and talk about the Louisiana Purchase further including the three reasons for the expedition.
5. Students will be given a map of the United States and the teacher will take notes on what students
see or notice on the map or comments they make on how it is separated. The teacher will have
the map pulled up on the board. Together, we will identify the land that Lewis was asked to
explore and color it on our maps. (Physical, social, emotional)
6. Once all students have finished and identifying the land that Jefferson wanted Lewis to explore,
the teacher will pass out the assessment piece for students to begin writing 4 facts about
Meriwether Lewis they believe to be important.
7. Students will be given 15 minutes to think about what they believe to be important about Lewis
and writing the facts in complete sentences on their paper.
8. Once all students have finished, the teacher will take up all papers and ask students what they
believe to be important about Lewis. The purpose of this is to see what student remember from
the lesson the day before and what they comprehend from just talking about Lewis. This will help
with their extension project of the information of each individual.
Closure/Wrap up: (Describe how the content of the lesson will be summarized. There may be a review of the core concepts, relevant
goals, or essential questions.
To close or wrap up the lesson, students will be beginning their extension project on Meriwether Lewis.
Students will be gathering facts from our anchor chart made in class and our read aloud. Then, students will be
asked to write four facts about Lewis on in complete sentences from what they learned from the readings and
anchor chart on him.
Modifications/Differentiation to Support Student Learning
What will be differentiated? Choose one: Content/Process/Product
Product
How will differentiation be accomplished?
Differentiation will look different for each of my focus students. Due to not a lot of writing during the content or
process stages, the product will only look different for my focus students.
What strategies will be used to differentiate for focus student 1?
The student will have differentiation when note taking. There will be lines for individual sounds of words to
form sentences.
What strategies will be used to differentiate for focus student 2?
The student will have differentiation when note taking. The student will be expressing ideas to me before
writing them down.
What strategies will be used to differentiate for focus student 3?
The student will have differentiation when note taking. The student will have assistance with fill in blanks
provided when taking notes.
Instructional Supports
Resources and Materials Used to Engage Students in Learning (Provide citations for all resources that you did not create.
Attach key instructional material needed to understand what you and the students will be doing. Examples: class
handouts, assignments, slides, and interactive white board images.)

Sutton, M. (2022, October 10). All About Meriwether Lewis Lesson 4 Assessment. Canva. Blairsville, GA. 

Sutton, M. (2022, October 11). Coloring Map of Louisiana Purchase. Canva. Blairsville, GA.
Week 1 Lesson Plans October 24-28

Studies Weekly Inc. (2020). Georgia Studies Weekly American Heritage: Exploring the West Week 6 (Vol. 2). 
Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content: (List any
websites and sources of materials and background information that you will need or use as the teacher to engage the students.)
Buckley, J. H. (n.d.). Lewis and Clark Expedition. Encyclopedia Britannica. Retrieved September 1, 2022, from
https://www.britannica.com/event/Lewis-and-Clark-Expedition 

History.com Editors. (2009, November 9). Lewis and Clark Expedition. History.com. Retrieved September 1,
2022, from https://www.history.com/topics/westward-expansion/lewis-and-clark 

Roos, D. (2020, January 16). Lewis and Clark: A timeline of the Extraordinary Expedition. History.com. Retrieved
September 1, 2022, from https://www.history.com/news/lewis-clark-timeline-expedition  
Other Relevant Information
Clear Links to Learning Theories, Educational Research, and Principles of Development:
Social/Emotional: Students will be using their social skills through talking to others about what they notice
about the map on the board. As well, students will be emotionally confident in themselves as they are able to
share in front of the class their observations about the map and information about Clark.
Cognitive: Students will use their prior knowledge of explorers to further their understanding of various
historical figures who were explorers, like Clark.
Physical: Students will physically locate different places on the map to show their understanding of what the
United States looks like before the expedition and where the new land they are exploring is.
Gardner’s Theory of Multiple Intelligences –
Naturalistic: Students will recognize, identify, and understand the different things explorers do and things they
may discover on their explorations.
Intrapersonal Intelligence: Students will understand the different people may have discovered different things
during their discoveries. However, students will interact and communicate their findings verbally with others.
Theorists
Erikson: Students will develop independence through guided discovery and real-life experiences in the
classroom. In this lesson, it is important for students to feel like they have some control of their learning when
listing facts about Meriwether Lewis they deem to be important to knowing who he is.
Vygotsky: Related to the sociocultural theory, based on the social and cultural environments the child is
involved in foster their cognitive growth. If students have the opportunity to share their ideas on Lewis and
what he did, students may hear from others perspective on how they understand him to be important to
history.
Connections to Technology and/or the Arts:
Technology – Students will have the opportunity to explore a variety of the online Lewis and Clark
games on PBS kids if time allows.
Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.)
Collaborated with Mrs. Snow when discussing my ideas and level of depth of content for the central focus.
Collaborated with Media Specialist at Lakeview Primary for books on Lewis and Clark.
Week 1 Lesson Plans October 24-28

Name of Teacher Candidate: Maddie Sutton Date: October 28, 2022

Central Focus: Lewis, Clark, and Sacagawea Grade Level: 1st

Lesson Title:
William Clark Lesson 5
Curriculum Areas Addressed:
Social Studies and Language Arts
Time Required: Instructional Groupings: Are you using whole group, small
40 minutes group, partners, quads, homogeneous, heterogeneous?
Whole group, partner, individual
Standards: List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the number and the text of each
of the GPS/CCGPS that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.
SS1G1 Describe how each historic figure in SSH1 was influenced by his or her time and place.

b. American Frontier (Lewis & Clark & Sacagawea)

SS1CG1 Describe how the historical figures in SS1H1a display positive character traits such as: fairness,
respect for others, respect for the environment, courage, equality, tolerance, perseverance, and
commitment.

ELAGSE 1RF1: Demonstrate understanding of the organization and basic features of print.

Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Be: (State the BE Bridge for the unit.)

Students will be respectful to others and the environment and be aware of how their decisions impact others
around them.
Relevant Goal(s): (The relevant goal states the overall purpose of the lesson. The purpose of the lesson is to …..)
- Understand why Lewis and Clark were sent on an expedition by President Jefferson and what
they discovered.
Essential Question(s): (Essential questions should be used to guide instruction.)
Who was William Clark? Why was he sent with Lewis on the expedition?
Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the
discipline. These represent the skills that will be assessed.)
- Students will be able to identify who Lewis & William Clark are and their role in the Corps of Discovery
& Expedition.
Support for Academic Language
Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the content
area. These may be derived from the standards.)
Observation - the act or process of observing something carefully to gain information.
Trade Route - a route followed by traders.
Compass – an instrument used to show the cardinal directions used for navigation.
Magnifying Glass – a lens that is used to produce a magnified image of an object.
Leader - the person who leads or commands a group, organization, or country.
Co-leader: they share ownership of the goals of their team but divide the roles and responsibilities.
Expedition - a journey or voyage undertaken by a group of people with a particular purpose, especially that of
exploration, scientific research, or war.
Louisiana Purchase - the territory sold by France to the US in 1803, comprising the western part of the
Mississippi valley and including the modern state of Louisiana.  
Corps of Discovery - a specially established unit of the United States Army which formed the nucleus of the
Lewis and Clark Expedition.
Week 1 Lesson Plans October 24-28

Language Demands: (Language demands is defined as the specific ways that academic language (vocabulary, functions, discourse,
syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their
disciplinary understanding. Identify the following way/ways that students will participate in learning tasks to demonstrate disciplinary
understanding: reading, writing, listening, or oral language.)
Students will be listening and discussing vocabulary in social studies weekly readers about Clark.
Language Function: (The language function is represented by the active verbs within the learning objectives. Common language
functions in the include identifying main ideas and details; analyzing and interpreting characters and plots; arguing a position or point of
view; predicting; evaluating or interpreting an author’s purpose, message, and use of setting, mood, or tone; comparing ideas within and
between texts; and so on.
Identifying who Clark is, identifying Clark’s role in the Corps of Discovery, writing sentences with correct
punctuation.
Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into structures, such as sentences,
tables, or graphs. Identify the supports that will be provided for students to organize the information – charts, graphs, diagrams. These must
relate to the Language Function.)
Reviewing anchor chart on Meriwether Lewis, beginning to add William Clark’s information onto anchor chart
with Lewis, anchor chart referring how to correctly write a sentence.
Discourse: (Describe how the students will demonstrate/express their understanding of the Academic Language.)
Students will demonstrate their understanding of the academic language by listening and writing in their journal
about how Clark is similar to Lewis.
Assessment (Each learning objective must be assessed. Questions to consider: How will the KNOW, DO, and BE be evaluated? How will
students demonstrate their understanding or the lesson’s objectives? How will you provide feedback for the students? What type of
assessment will be used? Is the assessment formal or informal? What evidence will be collected to demonstrate students’
understanding/mastery of the lesson’s objective? What constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above.
Each learning objective should be assessed. DO NOT restate the learning objective.)
Formative - Doodle It – have students draw what they understand in how Clark is related to unit. Walk around
to have student explain their drawings.
Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learner’s degree of success on an assessment.)
S – Satisfactory: Student completes the Doodle It activity by drawing a picture of Clark and how he is related
to the unit. Additionally, the student can explain their understanding of his role to the teacher orally.
US – Unsatisfactory: Student is unable to complete the Doodle It activity and does not express to the teacher
how Clark is connected to the unit.
Differentiation for IEP and Focus Students:
- Madisyn (New focus student 1)- Student will explain to me what she plans to draw based on what she
knows about Clark.
- Jake (Focus Student 2)- Breaks between activities to keep attention of student.
- PJ (Focus Student 3)- Assessment model one on one with student.
Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.)
To get the attention of students, I will begin the lesson by doing an interactive exploration of Lewis and Clark
expedition on the smartboard. Students will have the opportunity to ask questions and see the land that Lewis
and Clark traveled through.
Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the
goals and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.)
After grabbing the attention of my students, I plan to begin the lesson by doing a read aloud on William Clark
from the book, “A Picture Book of Lewis and Clark,” pages 5-8. In these pages, we will look more at William Clark
and his role in the expedition.
Instructional Strategies and Planned Supports: (Use a bulleted or numbered format to communicate the procedures for the
lesson. Describe the strategies which will be used to support students’ learning. Knowledge of students’ cognitive, social, emotional, and
physical development along with their cultural backgrounds should be evident.)
1. To get the attention of students, I will begin the lesson by doing an interactive exploration of
Lewis and Clark expedition on the smartboard. Students will have the opportunity to ask
questions and see the land that Lewis and Clark traveled through. (8-10 minutes)
Week 1 Lesson Plans October 24-28

2. After grabbing the attention of my students, I plan to begin by doing a read aloud on William
Clark from the book, “A Picture Book of Lewis and Clark,” pages 5-8. In these pages, we will
look more at William Clark and his role in the expedition.
3. Once we have completed the read aloud, as a class we will discuss why Clark joined Lewis on
the expedition. Then review the three reasons that Lewis and Clark were sent on the
expedition.
4. We will put the three reasons under the name of “Louisiana Purchase” on the anchor chart
and add information to the anchor chart on Clark and his role in the expedition.
5. Students will be put into groups of 3 and asked to discuss what they believe Lewis and Clark
had to do to prepare for the expedition. This may include making a packing list for items to
carry, gathering individuals to come with them, or gathering supplies.
6. In groups, students will fill out their packing list and be asked to raise their hands when
finished so all groups can be called to the carpet to share what they would pack.
(social/emotional)
7. Once all students have the opportunity to share, students will return to their seat to do the
formative assessment on William Clark. Students will be asked to draw a picture to show
their understanding of who William Clark was in the expedition. (cognitive)
8. As student finish their drawings, the teacher will walk around with a clipboard taking notes of
students understanding of who Clark is in the expedition.
Closure/Wrap up: (Describe how the content of the lesson will be summarized. There may be a review of the core concepts, relevant
goals, or essential questions.
To close or wrap up the lesson, students will be completing a formative assessment called Doodle It. In this
assessment, students will be asked to draw what they understand on how Clark is related to the unit, while the
teacher walks around to have students explain their drawings/thinking.
Modifications/Differentiation to Support Student Learning
What will be differentiated? Choose one: Content/Process/Product
Product
How will differentiation be accomplished?
Due to not a lot of writing during the content/process stages, the product will only look different for my focus
students in the modeling and explanation of what the student is going to draw.
What strategies will be used to differentiate for focus student 1?
The student will explain to me what she plans to draw based on what she knows about Clark.
What strategies will be used to differentiate for focus student 2?
The student will have Frequent breaks between activities to keep attention of student.
What strategies will be used to differentiate for focus student 3?
The student will have the assessment modeled one on one before completing on his own.
Instructional Supports
Resources and Materials Used to Engage Students in Learning (Provide citations for all resources that you did not create.
Attach key instructional material needed to understand what you and the students will be doing. Examples: class
handouts, assignments, slides, and interactive white board images.)
Adler, D. A. (2011). A Picture Book of Lewis and Clark. Paw Prints. 

Seifert, A. (2021, April 16). An Interactive Map of the Lewis and Clark Expedition. The Old West. Retrieved
October 11, 2022, from https://www.the-old-west.com/blog/post/2021/04/16/an-interactive-map-of-
the-lewis-and-clark-expedition/ 

Sutton, M. (2022, October 11). Packing List for Expedition Fill in the Blank. Canva. Blairsville, GA.
Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content: (List any
websites and sources of materials and background information that you will need or use as the teacher to engage the students.)

History.com Editors. (2009, November 9). Lewis and Clark Expedition. History.com. Retrieved September 1,
Week 1 Lesson Plans October 24-28

2022, from https://www.history.com/topics/westward-expansion/lewis-and-clark 

Roos, D. (2020, January 16). Lewis and Clark: A timeline of the Extraordinary Expedition. History.com. Retrieved
September 1, 2022, from https://www.history.com/news/lewis-clark-timeline-expedition 

Other Relevant Information

Clear Links to Learning Theories, Educational Research, and Principles of Development:
Social/Emotional: Students will practice their social skills with others when working in a group making a packing
list of the things, they believe they need for an expedition. All students will participate and share their ideas
with others and be confident in voicing their thoughts to others.
Cognitive: Students will use their knowledge of explorers and supplies they made need when going on an
expedition to create their list of supplies. Also, students will use their knowledge of Lewis and cognitive thought
on how Clark is involved in the expedition.
Physical: Students will be given the opportunity during the beginning of the lesson to interact with the
interactive trail based on Lewis and Clarks expedition.
Gardner’s Theory of Multiple Intelligences –
Visual-Spatial Intelligence – Students will use the interactive map to practice visualizing the expedition as Lewis
and Clark did. They will interpret graphs, maps, and pictures well and be able to apply their knowledge.
Linguistic-Verbal: Students will write and speak about the different things’ explorers, like Lewis and Clark do,
and explain what they see.
Naturalistic: Students will recognize, identify, and understand the different things explorers do and things they
may discover on their explorations.
Theorists
Montessori – This can be connected to this theorist in the belief that children are at the center of learning, and
they should be active participants in the classroom. Children need to have hands on learning activities to help
them grow in their understanding.
Piaget – This experience can be related to the children in my placement as many of them are in the
preoperational stage. It is during this stage that students will begin to learn about the world through
experiencing it. If students can learn more about Lewis and Clark through the interactive map, students will be
able to make connections on the long journey they went through.
Connections to Technology and/or the Arts:
Connections to technology through online exploration with interactive trail from the Lewis and Clark expedition.
Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.)
Collaborated with Mrs. Snow when discussing my ideas and level of depth of content for the central focus.