All Aboard, the Knowledge Train

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Mackenzie Curry, Grace Ku, Hannah Eudy, Jasmine Crawford

Teaching & Learning 322

April 27, 2018

Thematic Unit

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 Thematic Unit Plan

Rational and Purpose … 5

Content Standards … 6

Learning Targets/Objectives … 10

Accommodations Throughout the Unit … 13

Student Voice Throughout the Unit … 14

Reading and Writing Materials Used … 15

Book Citations … 17

Websites Used … 18

Pre-Assessment Assignments … 19

After the Pre-Assessment … 21

Week One: (Embarking Into the History of Trains) … 22

Week One, Day One … 23

Week One, Day Two … 27

Week One, Day Three … 31

Week One, Day Four … 50

Week One, Day Five … 54

Week Two: (Going the Distance with Trains) … 58

Week Two, Day One … 59

Week Two, Day Two … 74

Week Two, Day Three … 78

Week Two, Day Four … 82

Week Two, Day Five … 86

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Week Three: (Ticket to Ride) … 90

Week Three, Day One … 91

Week Three, Day Two … 104

Week Three, Day Three … 108

Week Three, Day Four … 111

Summative Assessment … 114

Week Three, Day Five … 115

Closure … 118

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Unit Plan: Trains Grade: 5th

Purpose and Rationale:

Bring yourself back to late 1800s, early 1900s Seattle. It’s a small town, it’s economy is
based upon waterway trade. Finally, a railway is put into your town and suddenly there is an
explosion in the population. The railway brings in not only new people, but workers, materials,
and goods. Seattle is put on the map and becomes a major city in the state of Washington. Come
back today, what roles do trains play now? What functions do trains serve? How have they
contributed to the growth of America? How much does the average citizen know about this mode
of transportation that has been around since the 19th century?
How commonly do you see a set of train tracks? When you see a train, can you tell what
it’s carrying, where it’s going? Most people know the sound of a train as it approaches, but do
they know why that train is approaching in the first place? What makes a train move the way that
it does? How has the shape or engineering of trains evolved over time? How has the cargo that
trains carried changed over time? How would our lives or the history of America be different if
trains were invented earlier or later? How does train travel differ from car travel, plane travel, or
boat travel? Are there different types of trains?
Whether it be large or small, trains are a part of everyone’s life. Even if you have not
ridden on a train or have seen a train, students will have some idea about what a train is and what
its functions are. Students who live in large cities will especially need to know what different
train signs mean as well as what to do in different train related situations. Not only do trains
serve an important purpose in today’s society, they have also been a large part of America’s
history. From expansion, to the progression of the telegraph, students can learn a lot from the
form of transportation dubbed locomotive. Throughout the unit, students will learn what powers
a train, what the different types of trains are, what different purposes a train has, and how the
locomotive changed America as we know it.

Content Standards

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Speaking and Listening
CCSS.ELA-LITERACY.SL.5.1.A
Come to discussions prepared, having read or studied required material; explicitly draw on that
preparation and other information known about the topic to explore ideas under discussion.
CCSS.ELA-LITERACY.SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing
their own clearly.
CCSS.ELA-LITERACY.SL.5.1.B
Follow agreed-upon rules for discussions and carry out assigned roles.
CCSS.ELA-LITERACY.SL.5.4
Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate
facts and relevant, descriptive details to support main ideas or themes; speak clearly at an
understandable pace.
CCSS.ELA-LITERACY.SL.5.5
Include multimedia components (e.g., graphics, sound) and visual displays in presentations when
appropriate to enhance the development of main ideas or themes.

Math
CCSS.MATH.CONTENT.5.OA.A.1
Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with
these symbols.
CCSS.MATH.CONTENT.5.OA.A.2
Write simple expressions that record calculations with numbers, and interpret numerical
expressions without evaluating them. For example, express the calculation "add 8 and 7, then
multiply by 2" as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932
+ 921, without having to calculate the indicated sum or product.
CCSS.MATH.CONTENT.5.NBT.B.5
Fluently multiply multi-digit whole numbers using the standard algorithm.
CCSS.MATH.CONTENT.5.MD.A.1
Convert among different-sized standard measurement units within a given measurement system
(e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world
problems.
CCSS.MATH.CONTENT.5.NBT.A.3
Read, write, and compare decimals to thousandths.
CCSS.MATH.CONTENT.5.NBT.B.7
Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings
and strategies based on place value, properties of operations, and/or the relationship between
addition and subtraction; relate the strategy to a written method and explain the reasoning used.

Writing
CCSS.ELA-LITERACY.W.5.3

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Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequence.
CCSS.ELA-LITERACY.W.5.5
With guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should
demonstrate command of Language standards 1-3 up to and including grade 5 here.)
CCSS.ELA-LITERACY.W.5.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
CCSS.ELA-LITERACY.W.5.1.A
Introduce a topic or text clearly, state an opinion, and create an organizational structure in which
ideas are logically grouped to support the writer's purpose.
CCSS.ELA-LITERACY.W.5.1.B
Provide logically ordered reasons that are supported by facts and details.
CCSS.ELA-LITERACY.W.5.1.B
Provide logically ordered reasons that are supported by facts and details.
CCSS.ELA-LITERACY.W.5.1.C
Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
CCSS.ELA-LITERACY.W.5.1.D
Provide a concluding statement or section related to the opinion presented.
CCSS.ELA-LITERACY.W.5.3.B
Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and
events or show the responses of characters to situations.
CCSS.ELA-LITERACY.L.5.1.C
Use verb tense to convey various times, sequences, states, and conditions.

Reading
CCSS.ELA-LITERACY.RI.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.
CCSS.ELA-LITERACY.RI.5.3
Explain the relationships or interactions between two or more individuals, events, ideas, or
concepts in a historical, scientific, or technical text based on specific information in the text.
CCSS.ELA-LITERACY.RI.5.2
Determine two or more main ideas of a text and explain how they are supported by key details;
summarize the text.

Social Studies
4.2.1 Understands and analyzes how individuals caused change in U.S. history.
4.2.2 Analyzes how people from various cultural groups have shaped the history of the United
States.
4.2.3 Understands how technology and ideas have affected the way people live and change their
values, beliefs, and attitudes.

Fine Arts
VA:Cr1.1.5

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Combine ideas to generate an innovative idea for art-making.
VA:Cr2.1.5
a. Experiment and develop skills in multiple art-making techniques and approaches through
practice.
TH:Cr1.1.5
Imagine how a character’s inner thoughts impact the story and given circumstances in a
drama/theatre work
TH:Cr2-5
Participate in defined responsibilities required to present a drama/theatre work informally to an
audience.
TH:Cr3.1.5
Use physical and vocal exploration for character development in an improvised or scripted
drama/theatre work

Music
MU:Pr4.1.5 Demonstrate and explain how the selection of music to perform is influenced by
personal interest, knowledge, and context, as well as their personal and other’s technical skill.
MU:Cn11.1.5 Demonstrate understanding of relationship between music and the other arts, other
disciplines, varied contexts, and daily life.

Science
5-PS2-1 Support an argument that the gravitational force exerted by Earth on objects is directed
down.
3-5-ETS1-1 Define a simple design problem reflecting a need or a want that includes specified
criteria for success and constraints on materials, time, or cost.
3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well
each is likely to meet the criteria and constraints of the problem.
3-5ETS1-3
Plan and carry out fair tests in which variables are controlled and failure points are considered to
identify aspects of a model or prototype that can be improved.
5-PS2-1 Support an argument that the gravitational force exerted by Earth on objects in directed
down.

Technology
1c: Student use technology to seek feedback that informs and improves their practice and to
demonstrate their learning in a variety of ways.
2b: Students engage in positive, safe, legal and ethical behavior when using technology,
including social interaction online or when using networked devices.
3a: Students plan and employ effective research strategies to locate information and other
resources for their intellectual or creative pursuits.

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3b: Students evaluate the accuracy, perspective, credibility and relevance of information, media,
data or other resources
3c: Students curate information from digital resources using a variety of tools and methods to
create collections of artifacts that demonstrate meaningful connections or conclusion
3d: Student build knowledge by actively exploring real-world issues and problems, developing
ideas and theories and pursuing answers and solutions.
4b: Students select and use digital tools to plan and manage a design process that considers
design constraints and calculated risks.
4c: Students develop, test and refine prototypes as part of a cyclical design process.
5a: Students formulate problem definitions suited for technology-assisted methods such as data
analysis, abstract models and algorithmic thinking in exploring and finding solutions.
5b: Students Students collect data or identify relevant data sets, use digital tools to analyze them,
and represent data in various ways to facilitate problem-solving and decision-making.
6a: Students choose the appropriate platforms and tools for meeting the desired objectives of
their creation or communication.
6b: Students create original works or responsibility repurpose or remix digital resources into new
creations.
7a: Students use digital tools to connect with learners from a variety of backgrounds and
cultures, engaging with them in ways that broaden mutual understanding and learning.

Physical Education
PE1.1.5a Apply mature pattern in locomotor skills in a variety of activities, modified games, and
small sided game play.
PE1.10.5 Create and demonstrate a routine using complex rhythmic combinations. PE1.5.5
Apply mature pattern while passing, kicking, and punting in a variety of activities, modified
games, and small-sided game play.

Learning Targets/Objectives
Pre-Assessment:
SWBAT: Describe what they know currently about locomotives.
SWBAT: Write about their personal experiences regarding trains.

Week 1, Day 1:
SWBAT: Write a short response to Locomotive.
SWBAT: Use specific details from Locomotive to enrich and highlight their writing.
SWBAT: Use thoughts and feelings to make a personal connection to Locomotive.

Week 1, Day 2:
SWBAT: Use mathematical reasoning to determine distance.

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SWBAT: Calculate the distance of a railroad.
SWBAT: Compare calculated length with previous estimation.
SWBAT: Work with a peer to compare and contrast findings.

Week 1, Day 3:
SWBAT: Pick a time period and begin conceptualizing how they want to write their letter.
SWBAT: Use details from their research to create a clear sequence of events.
SWBAT: Use effective techniques to capture the essence of the time period they choose to write
about.
SWBAT: Write certain events or experiences that their character encountered during their
journey.
SWBAT: Use appropriate past or present tense for specific events they write in their letter.
SWBAT: Use the checklist to mark whether their peers have included supporting details and
descriptive language in their letters.

Week 1, Day 4:
SWBAT: Understand what fossil fuel is.
SWBAT:Understand what renewable energy is.
SWBAT:Understand what hydroelectric is.
SWBAT: Understand what Nuclear power is.
SWBAT: Create a plan for a electric train.

Week 1, Day 5:
SWBAT: Create an outline for their scenery artwork.
SWBAT: Color scenery artwork.
SWBAT: Coordinate chosen time period with a color scheme.
SWBAT: Understand basic art concepts.

Week 2, Day 1:
SWBAT: calculate the cost of their railroad, in whole dollars, by finding how many and what
types of sections they need to build their railroad.
SWBAT: calculate the exact cost of their railroad.
SWBAT: fulfil their assigned or given roll in a group while also working collaboratively with
their peers.
SWBAT: deliver an oral presentation about their railroad in such a way that each group member
speaks equally.

Week 2, Day 2:
SWBAT: distinguish between the types of lands, based on their characteristics.
SWBAT: use specific details to support their opinion for the tracks to be built on.

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SWBAT: create a drawing with specific details on the specific environment they chose.
SWBAT: discuss and collaboratively work with their peers.

Week 2, Day 3:
SWBAT: listen attentively to the video provided by the teacher.
SWBAT: understand the history behind the Union Pacific Railroad.
SWBAT: compare and contrast the different problems Union Pacific Railroad during
construction.
SWBAT: write how solutions for specific problems have impacted the land and people in
America.
SWBAT: recall and state specific details from the video to support their opinion.

Week 2, Day 4:
SWBAT: create a video with their group.
SWBAT: work with their group and assign specific work for each of their members.
SWBAT: create a storyboard or write their script for the video.
SWBAT: use specific details from their previous learning and readings.

Week 2, Day 5:
SWBAT: individually create a comic strip.
SWBAT: use their prior knowledge on how railways impacted during the industrial revolution.
SWBAT: bring specific facts to include in their dialogue.
SWBAT: orally explain in detail what they created to the class.

Week 3, Day 1:
SWBAT: Write the script for their presentation.
SWBAT: Revise and make edits to their script.
SWBAT: Make props and costumes for their performance.
SWBAT: Perform their readers’ theater to the class.

Week 3, Day 2:
SWBAT: Write about the video they watched.
SWBAT: Use details from the video to support what they learned or found interesting.
SWBAT: Show understanding of the video through their writing with opinions and details.
SWBAT: Explain the significance of time zone impact that trains made.

Week 3, Day 3:
SWBAT: Work together to create a working train station and railroad.
SWBAT: Use their knowledge of railroads to create a fully functioning railroad that will
incorporate the other table groups’ railroad.

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SWBAT: Collaborate using classroom rules on teamwork.

Week 3, Day 4:
SWBAT: Make a candy train.
SWBAT: Recreate a candy train using their knowledge of trains.
SWBAT: Draw a picture of their candy train.
SWBAT: Utilize classroom rules to safely work with food.

Week 3, Day 5:
SWBAT: Work together to find the items in their scavenger hunt.
SWBAT: Complete the scavenger hunt by using the checklist.
SWBAT: Follow classroom rules while on fieldtrips.

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 Accommodations Throughout the Unit
In this unit, we had uncovered many ways how the creation of trains impacted the

American history and our individual lives through personal experience. From this unit, the

students will be able to demonstrate their understanding and knowledge on how trains were part

of our lives in specific ways through generations. We understood that each learner in the

classroom are different, so we accommodate our lesson so that all individuals would be able to

learn with various methods and support. Throughout the unit, we created lesson plans that

included: teacher’s demonstration, examples of final assignments, class discussions, group

readings, group projects, peer assessments, pair sharings, individual reading, individual

presentation, usage of external resources, watching videos or other technical tools, student

reflections, art projects, pictures, and reading picture books to effectively bring a classroom

environment where each individuals can learn. For students who needed more guidance during

certain lessons, the teacher created one on one support while the other students were working, or

grouped the students into small groups so that the students were able to learn with their peers.

After certain assessments, the teacher allowed the students to express their student voice, so that

the teacher was aware of the student’s progress and what they should look back into for future

lessons in the unit. For students who struggled with writing for their student response, the teacher

provided guidance that was either written or helped orally during the time in the classroom. For

students who have difficulties on processing oral language, the teacher provided a copy of the

discussion notes so that the students were able to go back and use it as a reference for their

activities.

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 Student Voice

Throughout the unit, students will be offered multiple ways to reflect their on their

learning. As teachers, we know that there are many different ways for students to reflect on their

learning so we tried to offer multiple means of student voice so that each student could be

represented. Many lessons utilize journal entries to which students will respond to a lesson that

has been taught, a video that they’ve watched, or to how they have completed an assignment.

The journals will be viewed by the teacher at the end of each day or just in passing while

students are working. Journal entries will also include responses to the community book that they

will be reading throughout the unit, each response will include a one to two sentence summary

about what they’ve read and then a few sentences on what they think about the book, their

critiques, what they think will happen next, and what the book makes them think about, as well

as any other thoughts that come to them while reading. Students will also complete collaboration

forms that will allow them to reflect on not only what they achieved during a group assignment,

but to reflect on what their peers did during the group assignment. Similar to collaboration

forms, students will complete peer checklists so that they may assess where their peer is at in an

assignment, students may also use these checklists to assess where they are in the assignment.

Students will also complete more extensive student voice assessments such as a letter exchange

and creating a report about their assignment. Each student will have an equal opportunity to

reflect on their learning whether it be through journal entries, art projects, checklists, or larger

writing assignments. Some student voice assessments will be graded while others will just act as

indicators to the teacher as to where the students are at in their learning.

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 Reading and Writing Materials Used

Chinese Railroad Workers by Susan Sinnott

This short book gives readers details on Chinese workers who were imported to America
to construct railroads. Despite the short pages, the book uncovers the treatments and experiences
the Chinese workers had while working on the transcontinental railroad. The book emphasizes
and bring lives of these details, by including black-and-white archival photographs and full-color
reproductions of this time. The readers are able to understand the harsh conditions and treatments
the workers dealt with, as they were working far away from home.

Orphan Trains: An Interactive History Adventure (You Choose Books) By Elizabeth Raum
This interactive story brings the readers back to the 1900s, where homeless children were
sent west on trains to find families. Back in this time, like the children in the book, not many of
them know if they’ll find adoptive families nor be sent to become labor workers. This book
allows the readers to be inside the children’s perspective where they are able to decide their
adventure. The readers are able to flip pages back and forth to determine their fate, as they read
through the book. The individual readers will determine whether they will head west after living
off the streets, search for a home for them and their siblings, or try to survive with their siblings
on their own.

Locomotive by Brian Floca

This beautifully illustrated book provides a walk through about what it would have been
like to ride a locomotive when they were first integrated into the United States. The book teaches
the readers about what the passengers went through, what the conductor, as well as the rest of the
train workers, did throughout the journey. The readers come to understand what it meant to
travel across the country, how long it took, the different sights that the passengers got to see, as
well as how the locomotive had to add another engine in order to climb mountainous slopes.

The poems, listed below, are used throughout the unit during read-aloud sessions:

Train Song by Diane Siebert

From a Railway Carriage by Robert Louis Stevenson
One Train May Hide Another By Kenneth Koch
The Railroad Man by Harry Edward Mills
In a Station of the Metro by Ezra Pound
Tube by F. S. Flint
Adlestrop by Edward Thomas
Bake St Station Buffet by John Betjeman
The Whitsun Weddings’ by Philip Larkin
Getting There Sylvia Plath
Changing at York by Tony Harrison
From a Train by Lynn Emanuel

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Railway Rhymes by CL Graves
The Send-Off by Wilfred Owen

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 Book Citations

Floca, B., Atheneum Books for Young Readers, publisher, & Simon Schuster, inc. Children's
Publishing Division. (2013). Locomotive (First ed.). New York ; London: Atheneum Books for
Young Readers.

Raum, E. (2011). Orphan trains: An interactive history adventure (You choose books).
Mankato, Minn.: Capstone Press.

Sinnott, S. (1994). Chinese railroad workers (first book). Springfield, MO: Franklin Watts.

Spandel, V. (2012). Creating writers through 6-trait writing: Assessment and instruction. (6th
edition). New York, NY: Pearson.

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 Websites Used to Support Lessons

http://www.instructables.com/id/How-to-make-a-PVC-Train-Whistle/
This website provide us the instruction on how to make a PVC Train Whistle for one of our Week
1 Art Project.

https://www.youtube.com/watch?v=JhD-V2tXlYg&t=1394s
The National Geographic’s documentary film “Love Those Trains” provides us a video for our
introduction to trains in American history. The video helps students to learn new concepts or ideas about
trains, far beyond from what they already knew about before the Thematic Unit.

https://www.youtube.com/watch?v=UBpTohx1BOc&t=34s
The TED-ED video is used in the unit, where it introduces how the trains help standardize times
in the American history. It will be a good informational video that explains how train helped individuals
learn about the relation between time and trains over the history.

https://peplus.wordpress.com/2011/08/23/train-tag/
This website is used for one of our PE lesson, where students will be participating a modified tag
game that connects with our unit on trains.

https://www.youtube.com/watch?v=44Xusv2gdGY
This video is used for one of the mini lessons on the Union Pacific Railroad. The video is used to
introduce the effect of one of the major’s plans and problems they encountered while constructing the
railroads.

https://www.up.com/aboutup/history/index.htm
The official website provides descriptions and history behind the transportation company, Union
Pacific Railroad. This website was used for the teacher’s lesson on the problems behind Union Pacific
Railroad when the railroads were constructed in America.

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 Pre-Assessment
Purpose: This pre-assessment activity establishes what the students know about trains, prior to
the lesson. The first part of the pre-assessment is to to ask the students what they know about
locomotives, and introduce their early history along with it. It is important for students to know
what they are familiar with, this will help students to expand further from what they already
know. During the pre-assessment, the students will also see how different their perspectives are
from their peers’, since they will be writing on their personal experience with trains. This part of
the lesson ties into later lessons, which will include seeing how trains have impacted students
differently over the history of locomotives.

Overview: This lesson will be given on the first day of our thematic unit. The lesson will begin
with an entry task, the teacher will open with a introductory question, asking the whole class
what they currently know about trains. As the students are sharing their thoughts and
experiences, the teacher will write their responses on the whiteboard. After the discussion, the
students will write in their journals on what they are familiar with locomotives, based on what
they have seen or experienced during their life. The students will bring their individual
connection to the new unit they will learn in the classroom. Once the students bring their own
connection to the lesson, the teacher will begin their lesson with trains, using a poem by James S.
Tippet, “Trains”.

Instructional Strategy: The teacher will bring out a big picture of the first locomotive in front
of the whole class. The teacher will first write on the board, “What do I know about
locomotive?” before they ask the question to the class. Student may respond with, “It’s a
machine that pulls train on the rails” or “It carries around a lot of people across the land.” As
students are giving response to the question, the teacher will add their responses under the
question written on the board. Then, the teacher will ask, “How do you know about locomotive?
Did you have personal experiences with trains during your life or seen one?” The teacher will tell
the students to write in their journals about how they are familiar with trains based on their own
personal experiences in life. After the students have completed their writing, the teacher will
bring the class’s attention back to the front. The teacher will say, “Did you notice how some
students thought about trains differently? Just like our class, we are now going to learn about
how trains impacted individuals differently over the years.” The teacher will begin the lesson
with a poem by James S. Tippet, “Trains.”

Materials:
● Picture of the first locomotive train
● Whiteboard
● Dry erase markers
● Student Journals
● Pencils

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● Trains by James S. Tippet

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 After Pre-Assessment
The Pre-Assessment will be given the first day of the Thematic Unit lesson. After the pre-
assessment the teacher will look at their journal entries, and use it as a guide to structure the
upcoming lessons. On the same day, the teacher will decorate the classroom with different signs
that relate to trains and train safety (provided below).

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 Week One:
Embarking Into the History of Trains

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 Week One: Day One
Daily Activities
8:30AM-8:40AM: Entry Task
Students will be asked to write about what they know about trains independently. Students will
write their response in their journal and will then share their responses with their table partners.
8:40AM-9:20AM: Math
Students will be given a map of the U.S. with a railroad on it. They will then estimate how long
they think the railroad is without using a scale. Students will write down their estimates and
compare them with their peers.
9:20AM-9:50AM: Specialist (Music)
Students will listen to music that was popular during the creation of locomotives. Students will
then discuss with their peers what they notice about the music as well as the similarities and
differences between the music that they’ve heard.
9:50 AM-10:40AM Writing
Teacher will read Locomotive to class. Once teacher finishes reading, students will then write a
short response to the book. Students should include what they found surprising about
Locomotive or if there were certain parts that they really liked.
10:40AM-11:00AM: Science
Introduction to steam powered trains. Students will be asked to complete a kit about steam where
they will investigate how steam can power locomotives.
11:00AM-11:30AM: Lunch/Recess
11:30AM-11:50 AM: Silent Reading
Students will engage in silent reading with a book of their choosing. The teacher, will
recommend books that relate to the locomotive unit.
11:50AM-12:20PM: Social Studies
Teacher will give a mini-lesson about the history of trains, then students will be asked to
complete a chart about important events in the history of the locomotive.
12:20PM-12:40PM: Technology
Students will be asked to bring a shoebox to class by Thursday to complete a train. During this
time, students will plan out what they want their train cars to look like as well as what their
function is.
12:40PM-12:55PM: Recess
12:55PM-1:35PM: Reading
Begin reading community book Orphan Trains: An Interactive History Adventure. Students will
write down their thoughts and ideas about the section of the book that they have read in a
journal.
1:35PM-2:05PM: Art
Students will create a diagram of a train without using outside materials. Diagram should be
based off of student’s own knowledge of trains.
2:05PM-2:45PM: Self-Guided/Unfinished Work

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Students will be allowed to work on anything that they haven’t finished, or any other productive
activity such as silent reading, partnered reading.
2:45PM-3:00PM: Read Aloud
Read from a collection of train poems.

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 Locomotive Reflection

Purpose: The purpose of this lesson is to have students listen to the teacher read Locomotive and
then write a reflection about what they learned about trains. This lesson will encourage students
to compare what they already knew about trains to what they didn’t know about trains but
learned as they listened to Locomotive. Once students are done writing, they will share with a
peer and then make comparisons between what they wrote and what their peer wrote.

Overview: Teacher will begin by introducing Locomotive to the class. Teacher will ask students
what they know about locomotives. Once students have had an ample amount of time, teacher
will begin read aloud. When teacher is done reading Locomotive, teacher will ask questions such
as, “What was your favorite part?”, “Was there anything you found interesting?”, “Have any of
you ridden on a train before or would like to?”, “How do you think trains have changed over
time?”, “What were the different types of people on the train?” Teacher will give students time
to discuss their answers with their peers. Teacher will then say, “Save your ideas, now head back
to your seats and take out your journal. You will have ten minutes to write a brief reflection
about Locomotive, this includes a small summary of the book, what you thought about the book,
as well as what you learned from the book. Once the ten minutes are up, you’ll share your
writing with a peer and compare what you’ve written to what they’ve written. While students are
writing, teacher will walk around check in with students. When the ten minutes are up. Students
will have a chance to share their writing with the class. Students will then get into pairs and read
their piece to their partner. Once both students have shared their piece, they will be encouraged
to delve into why their partner wrote what they wrote. How do the summaries differ? How do the
parts about what they found interesting differ? How do their thoughts on the book differ?
Teacher will then ask students to share their findings with the class in the form of, ‘I thought this
while my partner thought this’. When every student pair has shared, students will then turn in
their writing for the teacher to read. Teacher will look at each response to gauge student interest
in locomotives as well as where students are in their opinion writing pieces.

Materials:
● Writing Journals
● Pencils
● Locomotive by Brian Floca

Instructional Strategy: Students will start off in whole group. Teacher will ask students
questions that they will raise their hands to answer. Students will then move to the carpet for the
read aloud. While the teacher is reading Locomotive, the teacher will ask brief reflection
questions that students will think about while the book is being read. Students will then talk with
their peers about what they are going to write about. Then students will branch off and write their
piece individually. After ten minutes, students will then partner up and share their writing. After

25
sharing, students will compare their piece with their partner’s and see how they differ. Partnering
with another student will allow students to see another person’s perspective on the book which
could be similar to their own or different.

Assessment: Students will be assessed on their reflection of Locomotive. The writing will
include a brief summary of the book, the student’s reaction to the book, and what the student
learned from the book.

Accomodations: After the teacher is done reading Locomotive, the teacher will offer the book to
a student or small group of students who want to use it for reference. If students cannot do a part
of the writing, they will be asked to expand upon the parts that they can do. While students are
writing, teacher will walk around and offer help to students. If teacher finds that a few students
are having trouble coming up with things to write about, the teacher will pull them aside and
offer them assistance. If students don’t want to speak in front of the class, they can write what
they would say below their piece of writing for the teacher to see. If a student does not have the
stamina to write for ten minutes, they will be asked to write down their main ideas in either
sentences or bullet points. If students run out of time but wish to write more, teacher will give
students extra time before having them turn in the assignment.

26
 Week One: Day Two
Daily Activities

8:30AM-8:40AM: Entry Task

Working in pairs students will be asked to walk around the classroom with a tape measure and
measure the distance between predetermined objects that the teacher has selected. Students will
write their findings down. The teacher will discuss students findings.
8:40AM-9:20AM: Math
Students will be given a map of the U.S. with a railroad on it. They will be given a scale and
asked to write down how long the railroad is. Students will write down their findings and
compare the length with their previous estimates. Once they have compared their own findings
they can turn to a partner and compare.
9:20AM-9:50AM: Specialist (P.E.)
Students will participate in a team-building activity where the students will make a train, while
riding a scooter in a form of line with their teammates. The beanbags they need to carry back to
the finish line are all scattered across the floor. The students should transfer their objects from
the first person to the one who is at the end with a bag in a line.
9:50 AM-10:40AM Writing
Students will be asked to write about if they have taken a long trip or if they know someone who
has taken a long trip on a train.
10:40AM-11:00AM: Science
Students will learn about the effects of oil powered trains and the environment. Students will be
asked to do research on oil resources and the environment. Students will reflect on their
learning by writing a short journal entry that they will present to the class.
11:00AM-11:30AM: Lunch/Recess
11:30AM-11:50 AM: Silent Reading
Students will engage in silent reading with a book of their choosing. The teacher, will
recommend books that relate to the locomotive unit.
11:50AM-12:20PM: Social Studies
Students will briefly discuss how the development of trains have impacted the lives of
individuals over the course of history. Students will compare and contrast how lives were before
and after the creation of trains.
12:20PM-12:40PM: Technology
Students will construct a track for their shoebox trains.
12:40PM-12:55PM: Recess
12:55PM-1:35PM: Reading
Students will continue to read the community book Orphan Trains: An Interactive History
Adventure. Students will write down their thoughts and ideas about the section of the book that
they have read in a journal.
1:35PM-2:05PM: Art

27
Students will be introduced to the sound that is made from the trains, and will create a DIY train
whistle out of PVC pipes. The teacher will show an example of a finished project, and
demonstrate how to create the PVC pipes in a step-by-step process. Once the teacher gives
instructions to the class, the students will begin creating PVC pipes with their table groups.
2:05PM-2:45PM: Self-Guided/Unfinished Work
Students will be allowed to work on anything that they haven’t finished, or any other productive
activity such as silent reading, partnered reading.
2:45PM-3:00PM: Read Aloud
The teacher will read out loud a short poem that is related to the unit about trains.

28
 Across the United States: An Exact

Purpose: The purpose of this lesson is to have students compare their estimate that they made on
the previous day to their findings using a scale. Students will learn how to use a scale to find
distance. This activity will allow students to see if their estimates were close to the actual
distance or if they were way off. Students will then try to come up with reasons as to why their
estimate was close or why it was off. This lesson will also serve as a gateway for students to
realize the correlation between distance and time.

Overview: Teacher will start off the lesson by having students remember the activity that they
did yesterday. Teacher will give students an opportunity to revise their estimates. Teacher will
then prompt students to guess whether they think their estimate will be close to the number they
find using a scale. Students will then get in pairs and look over their map. Teacher will ask
students if they know what a scale is as well as how a scale is used. Students will be given time
to think about what a scale is as well as if they thought of a different scale (weight, fish scale)
when the word was introduced to them. At the start of the lesson, the teacher will give an
example of how to use the scale. After that, students will have free reign on how they will
proceed with finding the length of the railroad. Teacher will walk around and offer support when
it is needed, teacher will also ask students their strategy on using the scale as precisely as
possible. After each pair has come up with their answer, they will then share with another group
and see if they got similar answers. The two groups will discuss how they measured the distance
between point A and point B. If the two groups find that their answers are different, they will try
to see if one group may have made an error and will be encouraged to help their peers find out
what the error was and how to fix it. After about five to ten minutes, the students will then get
with a different group and go through the same process of explaining how they came to their
answer. After another five to ten minutes, teacher will then bring the class together to find out
what the actual distance between point A and point B is. Teacher will then ask students to share
their strategies with the class and encourage students to try to find new strategies to find the
distance between point A and point B.

Materials:
● Map with a labeled point A and point B as well as a scale
● Ruler
● String
● Other materials that can be used to measure from point A to point B

Instructional Strategy: Students will start off as a whole group so that the teacher can give a
short recap or mini lesson on scales. Depending on the students’ prior knowledge of what scales
are and how they are used, the amount of time the teacher spends on scales will vary. Students
will then partner up to find the distance between point A and point B using the scale. Partnering

29
students will allow them to not only have them work together to complete a single task, but will
also allow them to expand their thinking by communicating with their partner as they find the
true distance between point A and point B. Once students have used the scale to find the
distance, they will then talk with another group to see if they reached the same answer or if they
both got different answers. Talking with another group will allow students to talk about their
strategy, hear the strategy of the other group, and try to determine where a mistake could occur if
both groups have different answers. The students will then repeat the same steps but with a
different group. This will give them a chance to expand upon their thinking as well as hear a new
strategy if their new group has one. After students have discussed in two different groups, the
teacher will bring the class back together to discuss what the groups talked about. Students will
be asked to present their strategies so that each pair’s strategies are represented. This will allow
students that there are many different ways that someone can go about solving a problem.

Assessment: Students will be assessed on how well they can present their strategies to the class
as well as how close their answer is to the true answer of the distance between point A and point
B.

Accomodations: The students will be allowed to use any tools they see fit to measure the
distance between point A and point B. Students who need extra help with what a scale is and
how to use it will be offered another mini lesson by the teacher once the rest of the class starts
with their measurements. If necessary, a student can choose to work alone, but will still be
required to partner with another group of students to discuss their strategy as well as their
answer. If students don’t feel comfortable sharing their findings in front of the class, they can
delegate the talking to their partner while they will write a small summary of their strategy to
turn into the teacher so that the teacher knows that they were involved in finding the answer.

30
 Week One: Day Three
Daily Activities
8:30AM-8:40AM: Entry Task
Students will answer a few questions, who are the main members of your family?
What are the top things that they say or do that shows you they are your family? If your members
in your family disappeared, who would you live with? Where would you go?
Teacher will discuss answers with the class.
8:40AM-9:20AM: Math
Students will begin to calculate how long it would take to get from one place to another by
calculating time, distance, and looking at schedules. Students will estimate the distance and time
it would take to get from Pullman to Seattle.
9:20AM-9:50AM: Specialist (Library)
9:50 AM-10:40AM Writing
Students will choose a time period they want to use for trains, and pretend to be a passenger on
that train. They will describe their feelings, and explain the situation through the five senses to
make their story more interesting. Students might do extra research on the time period to
accurately depict the time period.
10:40AM-11:00AM: Science
The students will research how a coal engine runs, and will draw their results. Then they will
have a short discussion on how coal trains run, and a few people may show their drawings. They
will then talk about the possible benefits and disadvantages of a coal train to allude to
tomorrow’s topic.
11:00AM-11:30AM: Lunch/Recess
11:30AM-11:50 AM: Silent Reading
Students will engage in silent reading with a book of their choosing. The teacher, will
recommend books that relate to the locomotive unit.
11:50AM-12:20PM: Social Studies
The students will extend their discussion from last class, by discussing how the development of
trains relate to the growth of populations and towns.
12:20PM-12:40PM: Technology
The students will continue to gather their materials and finish their railroad tracks if they were
unable to finish it last class.
12:40PM-12:55PM: Recess
12:55PM-1:35PM: Reading
Students will continue to read the community book Orphan Trains: An Interactive History
Adventure. Students will write down their thoughts and ideas about the section of the book that
they have read in a journal.
1:35PM-2:05PM: Art
The students will continue working on their train whistle project, and complete it today in class.
Once all the students completed their project, the teacher will create a short activity for students

31
to use their train whistle they created in class. The teacher will say a catchphrase as a signal for
the students to blow into their train whistles. The students are able to take turns if desired to do
so.
2:05PM-2:45PM: Self-Guided/Unfinished Work
Students will be allowed to work on anything that they haven’t finished, or any other productive
activity such as silent reading, partnered reading.
2:45PM-3:00PM: Read Aloud
The teacher will read out loud a short poem that is related to the unit about trains.

32
 Narrative Writing: Letters Across Time
use 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: Jasmine Crawford, Mackenzie Curry, Hannah Eudy, Grace Ku
Date: Apr. 21, 2018
Cooperating Teacher: Barbara Ward Grade: 5th
School District: Pullman School: Jefferson Elementary
University Supervisor: Lori White
Unit/Subject: Locomotives/Math
Instructional Plan Title/Focus: Narrative Writing: Letters Across Time

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose: Teacher candidates explain how this instructional plan develops
students’ conceptual understanding of overall content goals. This is sometimes also called a
“rationale” and includes a “what, why, how” general statement (see also Central Focus in
edTPA)

The purpose of this lesson is for students to write a narrative letter telling a personal experience
as a passenger on a train. Students will choose a time period that they best feel represents the
experience of being a passengers. Before the lesson, the students should have time to decide on
what specific time they want to portray in their writing. The students may do extra research on
the time, so that their writing will accurately depict the time period from the specific details they
can use in their writing. The students will bring emotions that their character may feel or what
they may see during their experience. The writing will be more intriguing as the students express
their story with the five sense. The students will be in pairs, where they will exchange short
letters with each other on their experiences. Since the two students will be a passenger from
different time periods, the students will be able to compare and contrast some similarities and
differences their peer have in their writing.

33
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)?

The lesson that came before this was having student writing reflective pieces based on their own
experience with trains. The lesson that will come after will be an introduction the Union Pacific
Railroad.

b. State/National Learning Standards: Teacher candidates identify relevant grade level

concepts/content and align them to Content Standards—Common Core Standards (Math,
English, Next Gen. Science), Washington State EALRs, (Arts, Language, Social Studies,
Health/Fitness) or National (Ag. Ed. or FCS). Aligning standards may be interdisciplinary. (Also
copy/paste these below to align)

CCSS.ELA-LITERACY.W.5.3
Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequence.
CCSS.ELA-LITERACY.W.5.3.B
Use narrative techniques, such as dialogue, description, and pacing, to develop experiences
and events or show the responses of characters to situations.
CCSS.ELA-LITERACY.L.5.1.C
Use verb tense to convey various times, sequences, states, and conditions.

c. Content Objectives (to be copied in Assessment Chart below) and alignment to State
Learning Standards:
1. SWBAT... pick a time period and begin conceptualizing how they want to write their letter.
Students will use details from their research to create a clear sequence of events.
2. SWBAT... use effective techniques to capture the essence of the time period they choose to
write about.
Aligned standard:Write a narrative to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequence.

Language Objectives:
1. SWBAT… write certain events or experiences that their character encountered during their
journey.
Aligned standard: Use narrative techniques, such as dialogue, description, and pacing, to
develop experiences and events or show the responses of characters to situations

2. SWBAT… use appropriate past or present tense for specific events they write in their letter.
Aligned standard: Use verb tense to convey various times, sequences, states, and conditions.

34
3. SWBAT… use the checklist to mark whether their peers have included supporting details
and descriptive language in their letters.
Aligned standard: Use narrative techniques, such as dialogue, description, and pacing, to
develop experiences and events or show the responses of characters to situations.

d. Previous Learning Experiences: Teacher candidates should explain what students know and
have learned that is relevant to the current lesson topic and process.

Previously, the students were introduced to narrative writing, when they wrote entries that were
based on their own experiences with trains. The students are able to relate the previous
assessment to this one, by understanding how to create a narrative writing. Students know how to
work with a peer, and give peer feedback through the usage of checklists.

e. Planning for Student Learning Needs (accommodations, student experiences, prior learning
and experiences):

For students who are having difficulties on coming up with a specific time, the teacher will
provide a list of suggestions the students may choose to research to complete their assignment. If
the students are struggling with coming up with two different times, the teacher will accomodate
with the peers of letting them choosing one specific time period. To ensure they will get effective
learning and reflect on the similarities and differences they noticed, the students will need to
choose two distinct individuals (based on age or occupation) during the time period they chose.

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

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/Language Objectives Assessment Strategies

SWBAT... pick a time period and begin Students will choose a specific time period for their
conceptualizing how they want to write letter, where they will include the technology,
their letter. Students will use details issues, fashion, or any other factors that relate to the
from their research to create a clear time. The students will provide information from
sequence of events. their research to support their peers, so that their

35
 peers will understand how the lives were at that
moment of time.

SWBAT... use effective techniques to Students will use descriptive language, where it
capture the essence of the time period helps their peers to visualize what the students have
they choose to write about. experienced during their train ride. The student will
write their emotions or specific senses they used in
their letter.

SWBAT… use appropriate past or Students will write their letter exchange in past or
present tense for specific events they present tense, whether the students are writing the
write in their letter. letter during the time or recalling their fictional
memory.

SWBAT… use the checklist to mark Students will mark whether or not their peers have
whether their peers have included included details from their research and descriptive
supporting details and descriptive expressions by using the five senses.
language in their letters.
(Add rows as needed)
*In the right column, describe whether the assessment you’ll collective is informal or formal.
Note: most assessment is considered formative when thinking about day-to-day lessons.
Summative is related to mastery. An exception might be having a “formal” quiz mid-way in a
unit to assure that students are on track with a certain degree of proficiency. Should the quiz
indicate students are not progressing, and adjustment of timing in the instructional “unit” will be
required.

g. Student Voice: Student voice is a term used to describe students expressing their
understanding of their own learning process. For your lesson, respond to the three
required components of student voice and identify how students will reflect and/or
communicate on their learning or progress toward meeting the goals. (Use the
following table.)

36
 Student-based evidence to be Description of how students
K-12 students will be able collected (things produced by will reflect on their learning.
to: students: journals, exit slips, self-
assessments, work samples,
projects, papers, etc.)

1. Explain student learning Students will complete at

targets and what is required least two letter exchanges
to meet them (including why with their peer. While the
they are important to learn). Letter Entries students are working on
(See Appendix B) their letter entries, the
students will work on their
individual checklist to
evaluate their own
assessments. The students
will assess whether their
own writing have all the 6
writing traits.

2. Monitor their own Students will complete a

learning progress toward the checklist on their peers, to
learning targets using the Peer Checklist check whether their partner
tools provided (checklists, (See Appendix A) had all the requirements for
rubrics, etc.). the assignment.

3. Explain how to access Students will reflect in their

resources and additional student journals on how the
support when needed (and overall process went with
how/why those resources their peer during the
will help them). Student Journals assessment. The student will
write on what they learned,
where they struggled, and
what improvements they
may have for future
assignments.

37
 h. Grouping of Students for Instruction: Describe why, how, and where in the lesson
students will be divided into groups, if applicable (e.g., "why" could be to support
language learners, for reciprocal teaching, and/or to use jigsaw, and "how" might include
random, ability-based, interest, social purposes, etc.). Recognize that some lessons or parts
of a lesson may call for grouped work or individualized work or both.
Students will work indepently to do research to make the best choice for their writing
assignment. After students have picked a time period they will write a letter independently
next students will partner with a peer and exchange their letters. Having students partner
with a peer helps them to compare and contrast different perspectives, this method will
also help struggling students be supported by stronger students thus improving their
writing abilities. Peer to peer partnering helps ELL students build a scaffolding for future
assignments.

Section 2: Instruction and Engaging Students in Learning

a. Introduction: Teacher candidates identify how they are going to introduce the concept, skill
or task in a way that gains students’ attention and gets them involved (the lesson “hook”).

Teacher will introduce the lesson by reading a letter giving students a small glimpse into the
assignment. “Dear Aunt June, I was so sad to say goodbye to you, but as I sit here on the train a
strange calm has washed over me and I am reminded why I had to leave. On a brighter note, the
sights and sounds are truly fascinating. I can hear the constant clang of the tracks connecting
with the wheels and when I look out the window the colors of fall whirl by me blending together
in a brilliant collage. Well Aunt June I hear the conductor walking down the aisle, I better find
my ticket before he gives me the boot. I will write again when I have a chance. Your loving
niece. ”

b. Questions teacher candidate will ask during the lesson that drive thinking and learning and
engagement (5 or more questions) and in parenthesis, indicate Bloom level and/or question type
to ensure that you are posing questions that push critical thinking and engagement (e.g.
Analysis/Divergent)
1. What is the purpose of the letter? (Level 1, identify)
2. Can this letter teach you something about yourself?(Level 2, make observations)
3. How will you create a letter that accurately captures the experience of the time period
you picked? (Level 4, create & apply concepts)
4. How will you justify the information in your letter? (Level 2, show)
5. How will you organize your letter? (Level 2 organize)

38
c. Learning Activities: Describe what the teacher will do and say and students will do during
the lesson. Write it as a procedural set of steps in the left column of table below. On the right,
refer to a supporting learning theory or principle driving that activity and/or your rationale for
doing what you are doing.

Prompts for right hand column—supporting theories/principles. In the right column, use
references from texts, research/peer reviewed journals, or other learning theories to support your
choice of activities. You might draw from your 301 and/or your methods courses here.
o Connections between students’ own lives, experiences, cultures, interests and the content.
o Active learning over passive learning (e.g. SCI Learning Experiences ladder—simulation
over verbal)
o Theoretical support for learning activities (e.g. Culturally responsive strategy, or
processing)
o Multiple means of representation for the K-12 students (UDL principle)
o Multiple means of engagement for the K-12 students (UDL principle)
o Multiple means of expression of learning by the K-12 students (UDL principle)
o Accommodations and modifications for students with diverse needs, including those with
disabilities (as stated in their IEPs)
o How the teacher candidate will assess the learning of the students (from table above)
Learning Steps and Activities Supporting Theories/Principles
(why are you doing what you are doing?)

Example: Transition from introduction by Supports multiple means of engagement, and

asking students to look at “inputs” and in pairs, allowing students to generate their own
create a list of additional community inputs from experience; is more culturally
assets/contributions (inputs) for social change responsive than teacher generated ideas only.
diagram. Circulate around groups to observe
students’ progress.

Transition from introduction by asking Bandura: Observational Learning

students how to add visualization by using the
five senses or emotions. Teacher will say Supports learning by observation, where it
“What are some senses or emotions you allows students to learn thinking strategies
noticed from my example? Are there any from the teacher’s modeling during
information I used based on the time period I instruction. The teacher will bring their
chose?” After the example, the entire class will examples, and work on helping students to
provide some examples of how to express recognize the information they should
emotions and senses in writing and the teacher include in their assessment.
will write these examples on the board.

39
 Teacher will explain that they will write letter Vygotsky: Zone of Proximal Development
entries as a specific train passenger during a
certain time period. Teacher will say “Now Supports learning new concept with
that you decided on the time period for your appropriate help and support. Teacher will be
writing, you will have time to research on able to help each individual students, by
certain events, objects, or traditions that giving specific questions or guidance to help
happened during the time. Think of different students to break down problems they have
aspects that affected or how the individuals while writing their letters.
lived during the time. As you are researching
to find specific information to use in your
writing, write short notes so you can go back
and use them. I will go around and check with
each of your progress.”

The students will independently write their Vygotsky: Importance of Language

first letter entry on their desk. Teacher will say
“Make sure to help the readers, your partners, Talking through a problem, audibly or
to be able to visualize your character’s journey. internally represents externalized thought and
Try to use the five senses, it can be what you serves as a self guiding function. Having the
see, what you eat, or even what you eat during students work independently first will help
the ride.” them construct their own story that they can
then justify to their partner. Students will
have a chance to talk through why they
decided to include certain details.

Students will partner up with their peers, and Vygotsky: Importance of Language
begin to exchange their letters. The students
will exchange with their partner for at least two Supports peer engagement, where it allows
times. students to share and extend their knowledge
together. The students will use the
knowledge and information they used in
theirs, and connect it with the ones that were
written by their partners.

40
 Each pair will use a checklist as a peer- Constructivism
assessment to see whether or not their partner
has included the information from research and Students work in social interactions, where
used visualizing words in their letter. The the students will work in pairs and help peer-
students will also evaluate if their peer’s assess each of their assessments. The
writing was clear and organized, with students will be able to build on existing
responses for their own letter. knowledge and give suggestions or feedback
through checklists.

Students will self-assess in writing on how Piaget:Scheme

much they learned, what they struggled on, and Teachers have to know students prior
what can they or the assignment be improved knowledge in order to plan instruction that
on their student voice reflection. helps students build on their existing
knowledge.
Having the students self -assess the teacher
can see what worked in the lesson and what
did not. The teacher can reflect on the
information and plan to build on the students
knowledge.

b. Closure: Closure is the signal to students that the lesson is now coming to an end. In
closure, teachers review the learning targets (what was taught) for the day and refocus on what is
important.

“Okay class after you have completed your peer and self assessment please hand in your letters. I
will be placing your letters in your folders for parent teacher conferences. I’m really proud of all
the hard work you’ve done in the past five days. As you know we are going to continue are
thematic unit on trains and we will be moving on to the Union Pacific Railroad and delve into the
laborers that created the railroads. You will be asked to write down your thoughts and feelings
on the information presented. Are there any questions before you hand in your letters?” Teacher
will wait for questions. “Okay since there are no questions please clean up and get ready for our
science lesson.”

c. Independent Practice: Describe how students will extend their experiences with the content
and demonstrate understanding in a new and different context (perhaps even outside of the

41
classroom). Include possible family interaction (identify at least one way in which you might
involve students’ families in this instructional plan.)

This lesson will allow students to understand the importance of narrative writing, and how
different words or phrases can express emotions or experience of certain individuals. This lesson
also allows students to see how life was around time time period they chose, associating with the
creation of trains. This lesson will once again emphasize on how the construction of trains has
affected different individuals in our American history.

d. Instructional Materials, Resources, and Technology: Attach a copy of ALL materials the
teacher and students will use during the lesson; e.g., handouts, worksheets, multi-media tools,
and any assessment materials utilized.
● Papers
● Pencils
● Erasers
● Teacher’s example of a letter
● Peer checklists
● Computers
● White board
● Dry erase markers

e. Acknowledgements: Acknowledge your sources

Common Core State Standards Initiative. (n.d.). Retrieved March 24, 2018, from
http://www.corestandards.org/

Lesson created by Jasmine Crawford, Mackenzie Curry, Hannah Eudy, and Grace Ku

Appendix A

Peer Checklist

42
Name: __________________________ Partner’s Name: ______________________

Directions: Mark a “Y” for Yes and “N” for No, if your partner’s letter include the parts that are
listed under this checklist below. After marking down the checklist, provide some written
feedback on what your partner may have missed or suggestions to help them write for future
assignments.

______ 1. My partner’s letter address the person is to in the beginning. (ex. Dear Aunt Mary)
______ 2. My partner’s letter includes a closing statement and their signature. (ex. Best, Sophie)
______ 3. My partner’s letter includes information from the time period they chose.
______ 4. My partner’s letter uses sensory words that help me visualize the experience.
______ 5. My partner’s letter includes details that help me understand the emotions they felt in
their writing.
______ 6. My partner’s letter is clean and organized, it is easy for me to read
______ 7. My partner respond to my letter and responses throughout the exchange.
______ 8. My partner has done at least two letters with me for the assignment.

Comments:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Appendix B

Self Checklist
Name: __________________________________ Date: ___________________

43
44
45
46
47
48
Week One: Day Four

49
 Daily Activities

8:30AM-8:40AM: Entry Task

Students will look at different forms of electricity that they use around the classroom. Students
will write on sheet of paper what they noticed in the classroom and then share with their table
groups.
8:40AM-9:20AM: Math
Using the distance formula students will calculate travel time from Pullman to Seattle and then
compare that to their estimates that they made earlier in the week. Students can then pick their
own destination and calculate distance and time.
9:20AM-9:50AM: Specialist (P.E.)
Students will participate in the activity where they will dribble the basketball around the path
made with cones from one side to another. This activity will relate to how a train moves in a
designated path, as it carries the passengers or objects from one place to another.
9:50 AM-10:40AM Writing
Students will continue writing their time period pieces and begin to put the final touches on their
story.
10:40AM-11:00AM: Science
Students will learn about different forms of electricity. Students will be asked to create a
conceptual model of an electric train.
11:00AM-11:30AM: Lunch/Recess
11:30AM-11:50 AM: Silent Reading
Students will engage in silent reading with a book of their choosing. The teacher, will
recommend books that relate to the locomotive unit.
11:50AM-12:20PM: Social Studies
Students will begin a discussion on how the locomotive advanced telegraph disbursement.
12:20PM-12:40PM: Technology
Students will begin to physically construct shoebox trains in their table groups.
12:40PM-12:55PM: Recess
12:55PM-1:35PM: Reading
Students will continue to read the community book Orphan Trains: an interactive history
adventure. Students will write down their thoughts and ideas about the section of the book that
they have read in a journal.
1:35PM-2:05PM: Art
Based on the Pullman landscape, students will imagine a scenery they may see when they look
outside the window as they are on the train, and draw it on their paper. The students will sketch
and outline their drawing at this time.
2:05PM-2:45PM: Watch documentary “Love Those Trains”
Students will begin a KWL chart, as they watch the documentary in class. Before watching the
video, the teacher will inform students to write points that they know about trains and what they

50
would like to know about the topic. For the learned section, students are able to write the points
as they watch the video. Since the students will not finish the video this afternoon, students will
be able to add what they would want to know about trains that may be answered at the end of the
video.
2:45PM-3:00PM: Read Aloud
The teacher will read out loud a short poem that is related to the unit about trains.

51
 Electric Trains
Purpose: The purpose of this lesson is to teach students about the different types of electricity as
well as how electricity can be used as a power source for trains in particular. During the lesson,
students will be made aware of how electricity is different from other forms of power as well as
its pros and cons. Students will then put their knowledge to use by constructing their own electric
train which they will be able to describe, in detail, how it operates.

Overview: The lesson will begin by the teacher asking the class what the different types of
energy are. This should be a refresher to students. The teacher will write down the students’
responses on the board, then the teacher will underline the word electricity. Students will then be
asked what they know about electricity and if there are different types of electricity. The teacher
will write down the students’ answers down on the board and ask students if they can expand on
any of their ideas. Once the students have had an adequate amount of time to share their ideas,
the teacher will deliver a short lesson about electric trains, how they differ from different types
of trains, and their benefits as well as their hindrances. Once the teacher finishes delivering the
lesson, students will be asked to make a t-chart about the pros and cons of electric trains.
Students will then be asked to share their pros and cons with an elbow partner so that they may
defend their reasons as well as see if their partner came up with different pros and cons. After
about two minutes, the teacher will then create a t-chart for the whole class which will involve
the answers from every student. Students will then be asked to construct their own electric train
on a sheet of paper. Their drawing can be either 2-D or 3-D and they will be allowed to work
with one other person. Their drawing should have the basic parts of an electric train that they just
learned about, but they will be allowed a lot of creative freedom as to what their train will look
like. Once students are finished drawing, they will then label their drawing so that other students,
as well as the teacher, will be able to tell what the drawing entails. Students will perform a
gallery walk so that they can see their peers’ trains, this will allow them to see what they did
similarly or differently with their own train. Once the students have seen everyone’s trains, the
teacher will then ask students to give the basic mechanics of what makes an electric train an
electric train as a sort of review.

Materials:
● Paper
● Pencils
● Color Pencils/Crayons
● T-chart
● Whiteboard/Markers

Instructional Strategy: Students will start out in a whole group. Teacher will ask students
various questions about energy and electricity. A whole group setting will allow students to build
off one one another’s ideas and won’t force students to talk about a subject that they aren’t

52
completely familiar with. Teacher will then give a short lesson about electric trains, students will
be encouraged to write down the parts that they think are the most important or the most
interesting to them. Students will then be asked to individually create their own pros and cons t-
chart about electric trains from their own knowledge and what they had just hear during the
lesson. Students will then partner up to compare and contrast their t-chart with their peer.
Partnering up with allow students to see what their peers thought were pros and cons and see if
there were any similarities and differences between the two charts. The teacher will then bring
the whole class back together to create a class pros and cons chart. Creating one for the whole
class will allow students to share their answers, listen to new answers, and refer back to the chart
throughout the unit. Students will then individually or in pairs, create their own conceptual
drawing of an electric train that will be labeled. Students will then get up and walk around the
classroom so that they can see what their peers did. This gallery walk will allow students to
compare their drawing to their peers’ as well as see if there were any drawings that had
similarities or differences.

Assessment: Students will create a t-chart about the pros and cons of electric trains. Students
will create a conceptual model of an electric train and label its different parts.

Accommodations: If needed, students can partner up for the pros and cons chart. Students will
be able to choose if they wish to work alone or with a peer to draw their electric train. Students
who still seem to be struggling with electric trains can receive some additional instruction from
the teacher when the other students are creating their pros and cons chart or when the other
students are drawing their own electric trains. If students are uncomfortable drawing their train,
they can write a description of their train in paragraph format.

Week One: Day Five

Daily Activities

53
8:30AM-8:40AM: Entry Task
Teacher will split the class into different groups, each group will have a different scenery picture.
Students will be asked to look at the picture and make mental notes of anything they notice.
Students will then share the picture they were given as a group and talk about anything they
found interesting.
8:40AM-9:20AM: Math
Based on the destinations and estimations the students completed from last class, the teacher will
introduce a math activity for next week. The teacher will present the students with a map with
Checkpoint A and Checkpoint B. In pairs, students will be asked to find the most cost-effective
way to go from one point to another.
9:20AM-9:50AM: Specialist (Music)
While working in small groups students will be given a variety of musical instruments and asked
to create a song or some form musical representation that shows what it was like living in the age
of locomotives.
9:50 AM-10:40AM: Writing
Students will have finished their time period pieces and will exchange their writing with a peer
and begin to peer edit.
10:40AM-11:00AM: Science
Students will learn about how solar power could be the the future of trains. Students will begin to
create a small solar panel with the table groups.
11:00AM-11:30AM: Lunch/Recess
11:30AM-11:50 AM: Silent Reading
Students will engage in silent reading with a book of their choosing. The teacher, will
recommend books that relate to the locomotive unit.
11:50AM-12:20PM: Social Studies
Students will have a discussion on the decline of railway trains and why they were no longer an
option for carrying mail.
12:20PM-12:40PM: Technology
Students will continue to build shoebox trains.
12:40PM-12:55PM: Recess
12:55PM-1:35PM: Reading
Students will continue to read the community book Orphan Trains: An Interactive History
Adventure. Students will write down their thoughts and ideas about the section of the book that
they have read in a journal.
1:35PM-2:05PM: Art
Students will continue their artwork, and once their outline is completed, they will begin coloring
their scenery. The color scheme the students chose for their artwork will be determined from the
time phrase or seasons they would like their work to portray. For example, students can create a
night or day perspective in their artwork.

54
2:05PM-2:45PM: Finish watching “Love Those Trains”
Students will complete their KWL chart, as they finish the video in class today. The student’s
know and want to learn section should be completed (or almost completed) at this time.
In addition to the two sections, the learned section should be starting to be completed as well.
2:45PM-3:00PM: Read Aloud
The teacher will read out loud a short poem that is related to the unit about trains.

55
 Outside the Window Art Project

Purpose: The purpose of this lesson is to have the students to create an artistic representation of
what they may see outside the window when they go on a train. This lesson will connect
students’ own personal experience and enhance their visualization skills. From this lesson, the
students will see how each of their peer’s perspective are different compared to their own.

Overview: Teacher will begin the lesson by connecting with what they done in the previous
class. Teacher will say “Yesterday, all of us drawn out our scenery that we may see from outside
of the window. Today, we will continue our art project by coloring it based on the time or season
we chose.” The teacher will then ask questions if the scenery changes, based on the time they go
on the train. The teacher will expand and introduce their lesson, by having a class discussion
with the students what they might see outside, based on the time they ride the train. The teacher
will expand the art activity, by introducing an example that was made by the teacher. Teacher
will say, “When I go on a trip, I like looking at the snow falling down while I’m all warm and
cozy inside. I decided to create my artwork into a winter wonderland and the sun spreading its
warm colors onto the surface as it goes down.” After the teacher describes how they planned
their artwork and chose the art style, the students will go back to their art on their desk. As the
students are working on their art project, the teacher will go around each of the table groups and
ask what they chose to portray on their paper. The teacher will continue to do so, until they
notice the majority of the students were finishing up or have completed their artwork. If the
students are completed early, they are encouraged to share it with a member in their table groups
quietly as others are working. Once the students have completed their artwork, the teacher will
ask for volunteers to share their completed piece to the entire class. The students will point out at
least two reasons or ideas they had while completing their artwork. After a couple of volunteers,
all the students will place their artwork on each of their desk to participate in the class gallery
walk.

Materials:
● White Paper
● Pencils
● Pens
● Erasers
● Oil Pastels

Instructional Strategy: Students will start off as a whole class, then the teacher will ask
students questions to expand the lesson on imagery with trains through their artwork. Once the
teacher received some responses from their students, the teacher will introduce how the color
scheme may change based on how an individual imagine the scenery during a specific time. The
teacher will show the class an example that was made by the teacher, and state how they came up

56
with the details or colors they chose for their art from the time they chose to portray. Once the
introduction and demonstration was completed, the teacher will let the students to go back to
their desk to complete their project individually in class. Once completed, students will then
focus their attention to the students who volunteered to share their artwork in front of their peers.
Before 5 minutes into closure, the teacher will then ask the students to go back to their desk and
place their artwork on their desk for a gallery walk.

Assessment: The final artwork that was created by the students during this time will be their
assessment that they’ll turn in.

Accomodations: Even the art is mainly focused on the individual’s experience, the teacher will
provide some pictures of Pullman’s scenery for the class as reference. If the students are having
difficulties of coming up with an idea or imagine a specific scenery, the students will be able to
look into the picture for inspirations and reference for them to complete their final piece.

57
 Week Two:
Going the Distance with Trains

58
 Week Two: Day One
Daily Activities

8:30AM-8:40AM: Entry Task

Students will work together in their groups with topographical maps. They will talk about what
they notice and then share out in class. This will lead into their math project for the rest of the
week.
8:40AM-9:20AM: Math
Students will be introduced to Topographical Math Project: Building Railroads. Students will be
given a topographical map given by the teacher, in their table groups they must build the most
cost effective railroad from the starting point to the point assigned by the teacher.
9:20AM-9:50AM: Specialist (Music)
Students will listen to different types of train whistles they will be asked to try and identify the
types of trains that might be associated with each whistle.
9:50 AM-10:40AM Writing
Students will complete peer editing. Students will then type a final draft of their time period
story.
10:40AM-11:00AM: Science
Students will finish building the solar power panel and then test to see if they were successful.
Students will complete a short paragraph on the process of building the solar panel.
11:00AM-11:30AM: Lunch/Recess
11:30AM-11:50 AM: Silent Reading
Students will engage in silent reading with a book of their choosing. The teacher, will
recommend books that relate to the locomotive unit.
11:50AM-12:20PM: Social Studies
Students will research Pullman’s history with trains. Students will work as a group to come up
with a brief history of Pullman and the connection it has to George Pullman.
12:20PM-12:40PM: Technology
Students will have finished the shoebox trains and will test their trains on their tracks. Once
students have tested their trains, they will write in their journal if their train was successful, what
they could have changed if it wasn’t, and what they could have done to improve their train.
12:40PM-12:55PM: Recess
12:55PM-1:35PM: Reading
Students will continue to read the community book Orphan Trains: an interactive history
adventure. Students will write down their thoughts and ideas about the section of the book that
they have read in a journal.
1:35PM-2:05PM: Art
Students will create railroad tracks using letters of their name. Students will cut out bubble letters
that correspond with the letters of their name, and then create railroads with.
2:05PM-2:45PM: Self-Guided/Unfinished Work

59
Students will be allowed to work on anything that they haven’t finished, or any other productive
activity such as silent reading, partnered reading.
2:45PM-3:00PM: Read Aloud
The teacher will read out loud a short poem that is related to the unit about trains.

60
 Topographical Math Project: Building Railroads
use 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: Jasmine Crawford, Mackenzie Curry, Hannah Eudy, Grace Ku
Date: Apr. 21, 2018
Cooperating Teacher: Barbara Ward Grade: 5th
School District: Pullman School: Jefferson Elementary
University Supervisor: Lori White
Unit/Subject: Locomotives/Math
Instructional Plan Title/Focus: Topographical Math Project: Building Railroads

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose: Teacher candidates explain how this instructional plan develops
students’ conceptual understanding of overall content goals. This is sometimes also called a
“rationale” and includes a “what, why, how” general statement (see also Central Focus in
edTPA)

The purpose of this lesson is for students to gain an understanding of how terrain and length can
factor into how much something can cost to build. During the lesson, students will have to find
the most cost effective route to make it from City A to their city. Students will be put into groups
so they must come to an agreement as to where they will build their railroad on the map that is
provided by their teacher, this will require each member of the group to communicate amicably
with one another as well as make some compromises so that they can find the one best option for
building their railroad. This lesson will also have students present in front of their peers, this
requires each group to plan out what each member will say so that each member as about the
same amount of speaking time.

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)?

61
This lesson will be taught during the second week of the unit. Previously, students learned about
the distance formula and that the greater the distance someone travels, the more they will have to
pay from point A to point B. Students will learn how to compare costs of different modes of
transportation after this lesson.

b. State/National Learning Standards: Teacher candidates identify relevant grade level

concepts/content and align them to Content Standards—Common Core Standards (Math,
English, Next Gen. Science), Washington State EALRs, (Arts, Language, Social Studies,
Health/Fitness) or National (Ag. Ed. or FCS). Aligning standards may be interdisciplinary. (Also
copy/paste these below to align)

CCSS.MATH.CONTENT.5.NBT.B.5
Fluently multiply multi-digit whole numbers using the standard algorithm.
CCSS.MATH.CONTENT.5.NBT.B.7
Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings
and strategies based on place value, properties of operations, and/or the relationship between
addition and subtraction; relate the strategy to a written method and explain the reasoning used.
CCSS.ELA-LITERACY.SL.5.1.B
Follow agreed-upon rules for discussions and carry out assigned roles.
CCSS.ELA-LITERACY.SL.5.4
Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate
facts and relevant, descriptive details to support main ideas or themes; speak clearly at an
understandable pace.

c. Content Objectives (to be copied in Assessment Chart below) and alignment to State
Learning Standards:
1. SWBAT… calculate the cost of their railroad, in whole dollars, by finding how many and
what types of sections they need to build their railroad.
Aligned standard: Fluently multiply multi-digit whole numbers using the standard algorithm.
2. SWBAT… calculate the exact cost of their railroad.
Aligned standard: Add, subtract, multiply, and divide decimals to hundredths, using concrete
models or drawings and strategies based on place value, properties of operations, and/or the
relationship between addition and subtraction; relate the strategy to a written method and
explain the reasoning used.

Language Objectives:
1. SWBAT… fulfill their assigned or given roll in a group while also working collaboratively
with their peers.
Aligned standard: Follow agreed-upon rules for discussions and carry out assigned roles.
2. SWBAT… deliver an oral presentation about their railroad in such a way that each group
member speaks equally.

62
Aligned standard: Report on a topic or text or present an opinion, sequencing ideas logically and
using appropriate facts and relevant, descriptive details to support main ideas or themes;
speak clearly at an understandable pace.

d. Previous Learning Experiences: Teacher candidates should explain what students know and
have learned that is relevant to the current lesson topic and process.

Students have learned how to speak in front of peers. Students have already learned how to
divide work evenly in a group. Students have learned what it means in a group and how they
should treat their group members. Students have learned what to do if there is a dispute in their
group. Students have already learned all of the math required to complete this activity. Students
know how railroads are built and how their general shape should be. Students know that trains
can’t make sharp turns or climb steep inclines.

e. Planning for Student Learning Needs (accommodations, student experiences, prior learning
and experiences):

Students that still need help with the math skills needed to complete the assignment may either
receive help from their group members or can be pulled aside by the teacher for extra instruction.
If a group just can’t seem to come to an agreement, they will present their different routes in
front of another group so that it will come to a vote. If the group still can’t agree, then the teacher
will allow the group to split into two and each pair will present their route to the class during the
final presentations. If one student can’t seem to work well with another student, the teacher will
first try to resolve the problem with the help of the students involved, if this doesn’t work, the
teacher will regroup the students. If one group wants an extra challenge, the teacher will either
tell the students to keep it under a certain cost, or have the students come up with the costs to use
resources such as dynamite, labor, bridges, etc.

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

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/Language Objectives Assessment Strategies

63
 SWBAT… calculate the cost of their Students will complete a journal entry where they
railroad, in whole dollars, by finding show their calculations of how much their railroad
how many and what types of sections will cost in whole dollars.
they need to build their railroad.

SWBAT… calculate the exact cost of Students will complete a typed report where they
their railroad. explain why they chose to build their railroad the
way that they did as well as how much their
railroad will cost in dollars and cents.

SWBAT… fulfill their assigned or Students will fill out a collaboration form that
given roll in a group while also follows the guidelines of how they should behave
working collaboratively with their in a group.
peers.

SWBAT… deliver an oral Students will give a presentation about their

presentation about their railroad in railroad and why it is the most cost effective
such a way that each group member railroad from City A to their city.
speaks equally.
(Add rows as needed)
*In the right column, describe whether the assessment you’ll collective is informal or formal.
Note: most assessment is considered formative when thinking about day-to-day lessons.
Summative is related to mastery. An exception might be having a “formal” quiz mid-way in a
unit to assure that students are on track with a certain degree of proficiency. Should the quiz
indicate students are not progressing, and adjustment of timing in the instructional “unit” will be
required.

g. Student Voice: Student voice is a term used to describe students expressing their
understanding of their own learning process. For your lesson, respond to the three
required components of student voice and identify how students will reflect and/or
communicate on their learning or progress toward meeting the goals. (Use the
following table.)
Student-based evidence to be Description of how students
K-12 students will be able collected (things produced by will reflect on their learning.
to: students: journals, exit slips, self-
assessments, work samples,
projects, papers, etc.)

64
1. Explain student learning Journal Entry Students will complete a
targets and what is required journal entry about the cost
to meet them (including why of their railroad in whole
they are important to learn). dollars. Students will show
their calculations in their
journal. This journal entry
should be close to the cost
they come up with in their
report.

2. Monitor their own Collaboration Form Students will complete a

learning progress toward the (See Appendix A) collaboration form which
learning targets using the will show what they did in
tools provided (checklists, their group, how they felt
rubrics, etc.). working in a group, and
what the other members of
their group did.

3. Explain how to access Report Students will complete a

resources and additional report about their railroad
support when needed (and which will also include the
how/why those resources actual cost of their railroad.
will help them). In the report, students will
give an explanation as to
why their group chose the
route that they did as well
as the troubles they had
while completing the
assignment.

h. Grouping of Students for Instruction: Describe why, how, and where in the lesson
students will be divided into groups, if applicable (e.g., "why" could be to support
language learners, for reciprocal teaching, and/or to use jigsaw, and "how" might include
random, ability-based, interest, social purposes, etc.). Recognize that some lessons or parts
of a lesson may call for grouped work or individualized work or both.
Students will begin in a whole group so that the teacher may explain the lesson. Whole
group will allow each student an equal opportunity to listen to what the teacher has to say
as well as ask any question they have about the assignment. Students will then be grouped
by their table groups. Table groups will be set up so that there are a balanced amount of

65
 learners in each group. This grouping will allow students who are struggling to be with
students who are ‘gifted’ or more mathematically centered. The groups will also have an
equal amount of students who are more outspoken and students who are more soft spoken
so that there can be a balance of talking and not talking instead of having a group of
outspoken students and a group of soft spoken students.
Section 2: Instruction and Engaging Students in Learning

a. Introduction: Teacher candidates identify how they are going to introduce the concept, skill
or task in a way that gains students’ attention and gets them involved (the lesson “hook”).

“Good morning class! Today we’re going to begin the Topographical Math Project: Building
Trains assignment. Who can tell me what topographical means?” (student responses may include
a type of map, terrain type, geology, etc.) “Now that we know what topographical means, who
can tell me what they think this assignment will entail?” (student responses may include that they
will be using a topographical map to build a railroad) “Remember that it’s always a good idea to
look at the title of an assignment to get a clue as to what the assignment is about.”

The teacher will greet the class and then ask students about what topographical means so that
students have a chance to activate prior knowledge and so that students who may not know what
topographical means can get a good definition from their peers. The teacher will then encourage
students to try and come up with what they think the assignment will be about based on its title.
This will then lead into the transition into groups.

b. Questions teacher candidate will ask during the lesson that drive thinking and learning and
engagement (5 or more questions) and in parenthesis, indicate Bloom level and/or question type
to ensure that you are posing questions that push critical thinking and engagement (e.g.
Analysis/Divergent)

● What is the most cost effective route from City A to your group’s city, how can you
determine this? (Understand)
● Is building a railroad as simple as deciding where the tracks should go? (Understand)
● What different obstacles besides rivers and mountains could cause problems while
building a railroad? How would you overcome those obstacles? (Analyze)
● Do think that the estimated cost of building a railroad will always be close to the actual
cost? Why or why not? (Apply)
● Is the most cost effective route always the most direct route from City A to your group’s
city? Why or why not? (Evaluate)

c. Learning Activities: Describe what the teacher will do and say and students will do during
the lesson. Write it as a procedural set of steps in the left column of table below. On the right,

66
refer to a supporting learning theory or principle driving that activity and/or your rationale for
doing what you are doing.

Prompts for right hand column—supporting theories/principles. In the right column, use
references from texts, research/peer reviewed journals, or other learning theories to support your
choice of activities. You might draw from your 301 and/or your methods courses here.
o Connections between students’ own lives, experiences, cultures, interests and the content.
o Active learning over passive learning (e.g. SCI Learning Experiences ladder—simulation
over verbal)
o Theoretical support for learning activities (e.g. Culturally responsive strategy, or
processing)
o Multiple means of representation for the K-12 students (UDL principle)
o Multiple means of engagement for the K-12 students (UDL principle)
o Multiple means of expression of learning by the K-12 students (UDL principle)
o Accommodations and modifications for students with diverse needs, including those with
disabilities (as stated in their IEPs)
o How the teacher candidate will assess the learning of the students (from table above)
Learning Steps and Activities Supporting Theories/Principles
(why are you doing what you are doing?)

Example: Transition from introduction by Supports multiple means of engagement, and

asking students to look at “inputs” and in pairs, allowing students to generate their own
create a list of additional community inputs from experience; is more culturally
assets/contributions (inputs) for social change responsive than teacher generated ideas only.
diagram. Circulate around groups to observe
students’ progress.

67
Teacher will transition from introduction to the Piaget’s Scheme, Schemes, and Schemas
main activity. “In your table groups, you will Teacher will ask the class to answer
come up with the most cost effective railroad questions before starting the assignment so
route from City A to the city that I assign to that the teacher can evaluate where the
you.” Teacher will reveal the map (see students’ prior knowledge is. Teacher can
Appendix B) to the students. “What kind of formatively assess this and make quick
map is this?” (student responses may include decisions on whether there needs to be a mini
an aerial view, topographical, fictional) “It is a lesson before the assignment or if the
topographical map, who can tell me why it is a students can get started right away.
topographical map?” (student responses may
include terrain, mountains, rivers) “Right,
topographical maps depict the geographical
features of an area of land.” Teacher will then
gesture to the different cities that are labeled
on the map. “This is City A, this is where all of
your railroads will start. Group one will build a
railroad to City B, group two will build to City
C, group three will build to City D, group four
will build to City E, and group five will build
to City F.”

Teacher will then transition into explaining the Paivio’s Dual Coding
different kinds of railroad construction prices. Teacher will have students look at the map
“Thinking back to how railroads are built, while explaining the different features that
would it cost the same amount to build on are presented. Students will reason through
flatland as it would to build a bridge across a why bridges and tunnels are more expensive
river?” (student responses can either be yes or to build than putting tracks on flatland.
no) “Why would it cost more to build a bridge
across a river than it would to build on
flatland?” (student responses may include that
there are more materials needed) “Does this
apply to building a railroad through a
mountain?” (student responses can either be
yes or no) “What needs to be done in order for
a railroad to go through a mountain?” (student
responses can include building tunnels, finding
a valley, or building on the slope of the
mountain.) “In order to build a railroad through
a mountain, we must build a tunnel which will

68
cost more just as it costs more to build a
railroad across a river. Let’s start will how
much it costs to build a railroad on flat land,
you might want to write this down in your
journals. Every two inches of railroad will cost
you $25, remember that this is just a
simulation of cost, building a real railroad
would cost much more than this. For every
river you have to build across it will be $28.50.
For every mountain you go through, it will be
$32.75. Remember that railroads can’t make
sharp turns so plan accordingly.”

Teacher will then give each group their own Vygotsky’s Importance of Language
individual map that is identical to the map that Students will be in groups to try to decide
the teacher showed. “Before we begin, can what is the most cost effective route from
anyone tell me the rules of working in a City A to their city. This activity encourages
group?” (student responses may include students to communicate in order to be
dividing roles, listen to each other, try to come successful.
to an agreement, no one person does more or
less than the rest of the group, try to solve
problems in the group and then come to the
teacher if the problem is not resolved) “Great!
You’ll have about twenty minutes to come up
with a route, this doesn’t have to be your final
route as we’ll be working on this for a few
days. Remember to record what types of
railroads you use for your route.” Teacher will
then walk around and aid students if they need
help. Teacher will then offer questions such as:
What was the first route that you had in mind
as you looked at the map? Are there different
ways to plan a route aside from starting from
one point and then going straight to another?
Did your group members have similar routes in
mind or different ones?

Teacher will transition from the group work Bandura’s Observational Learning
back to whole group. “Hopefully, your group Teacher will demonstrate the math needed to
has come up with a route from City A to your solve the equation by modeling it to the class.

69
 city. Now, I want you to estimate the cost of
your railroad in your journal. Who can tell me
what it means to estimate?” (student responses
may include a guess, not use calculators, or
approximate) “In this case, I want to round any
of your decimals to whole numbers and then
add everything together to get the estimated
cost of your railroad. So if building a tunnel
through a mountain costs $32.75, we’d round it
to…?” (student responses may include $33 or
$32) “Remember that when we round, we
round to the nearest whole number. So if I
have to build two tunnels, three bridges, and
then have sixteen inches of flatlands to cover,
how much would my railroad cost?” Teacher
will display the math on the whiteboard for
students to see. Teacher will then give students
about three minutes to find the estimated cost
of their railroad. “Group 1, what is your
estimated cost?” Teacher will record their
estimated cost on a sticky note and then do the
same for the other groups. “Don’t get rid of
your estimates, tomorrow your group will try
to find a more cost effective route if they can.”

b. Closure: Closure is the signal to students that the lesson is now coming to an end. In
closure, teachers review the learning targets (what was taught) for the day and refocus on what is
important.

“Now that you’ve gotten a chance to look at what, at least partially, goes into building a railroad,
what were the struggles that you had or the successes?” (student responses may include finding a
route right away, trying to cross the least amount of rivers or mountains as possible, or coming to
an agreement about which route is better) “Can anyone recall why it would cost more to build
through a mountain or across a river?” (student responses may include extra materials needed)
“Is the most direct route the most cost effective?” (student responses may include that it is or it
isn’t) “Is it possible that there are more than one route that costs the same amount to build?”
(student responses may include yes or no) “Keep what you did today in mind as we move into
tomorrow’s math activity.”

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c. Independent Practice: Describe how students will extend their experiences with the content
and demonstrate understanding in a new and different context (perhaps even outside of the
classroom). Include possible family interaction (identify at least one way in which you might
involve students’ families in this instructional plan.)

This lesson will allow students to see why routes whether they be railroads, roads, waterways, or
airways, are designed the way they are. This lesson also allows students to see how cost may
affect where a route is located. As students are traveling, they will be able to identify where more
materials are needed such as tunnels, guardrails, or other features that are included when building
a road or railway.

d. Instructional Materials, Resources, and Technology: Attach a copy of ALL materials the
teacher and students will use during the lesson; e.g., handouts, worksheets, multi-media tools,
and any assessment materials utilized.
● Math journals
● Pencils
● Whiteboard/Markers
● Poster board topographic maps

e. Acknowledgements: Acknowledge your sources

Common Core State Standards Initiative. (n.d.). Retrieved March 24, 2018, from
http://www.corestandards.org/

● Lesson created by Jasmine Crawford, Mackenzie Curry, Hannah Eudy, and Grace Ku
● cdoovision.com (map)

71
 Appendix A

Collaboration Student 1 Student 2 Student 3 Student 4 Student 5

Form

Contribution
(What did
they do?)

Teamwork
(How well did
they work
with the other
members?)

Focused
(How often
did they stay
on task?)

Other Comments: _______________________________________________________________

______________________________________________________________________________

72
Appendix B

73
 Week Two: Day Two
Daily Activities

8:30AM-8:40AM: Entry Task

Students will gather on the carpet and play I’m Going on a Trip. Students will sit in a circle, one
student will start by saying “I’m going on a trip by train and bringing (a suitcase).” The student
to their left will then say “I’m going on a trip by train and brining (a suitcase and a jacket).” This
will continue until everyone has had a turn.
8:40AM-9:20AM: Math
Continuation of Topographical Math Project: Building Railroads. Students will start to map out
the route they want their train to make.
9:20AM-9:50AM: Specialist (P.E.)
Students will conduct the activity Trains. A train is created when 2 or more people are in a row
and are moving in sequence. The teacher will shout out the different methods of transport and the
children will adjust their movements accordingly. Create train tracks using different equipment
to add to the game. You can also use traffic lights (colored cones) to instruct the children when
to get ready, start and rest.
9:50 AM-10:40AM Writing
Students will finish typing their time period story. Students will print out their final draft and
share it with an elbow partner. If time, students can choose to share their story with the class.
10:40AM-11:00AM: Science
Students will study the types of land that trains are built on (i.e. bedrock, valleys, mountains,
etc.). Students will then be asked to determine the best type of environment for trains to be built
on.
11:00AM-11:30AM: Lunch/Recess
11:30AM-11:50 AM: Silent Reading
Students will engage in silent reading with a book of their choosing. The teacher, will
recommend books that relate to the locomotive unit.
11:50AM-12:20PM: Social Studies
Student will research the safety of trains and if bandits were prevalent or if this was a Hollywood
misconception.
12:20PM-12:40PM: Technology
Students will have an opportunity to modify the shoebox or track to achieve better results.
12:40PM-12:55PM: Recess
12:55PM-1:35PM: Reading
Students will continue to read the community book Orphan Trains: An Interactive History
Adventure. Students will write down their thoughts and ideas about the section of the book that
they have read in a journal.
1:35PM-2:05PM: Art

74
Students will draw and color their own train or train related scene, on a piece of paper that can be
cut into puzzle pieces for their peers to assemble.
2:05PM-2:45PM: Self-Guided/Unfinished Work
Students will be allowed to work on anything that they haven’t finished, or any other productive
activity such as silent reading, partnered reading.
2:45PM-3:00PM: Read Aloud
The teacher will read out loud a short poem that is related to the unit about trains.

75
 Terrains
Purpose:
The purpose begins with learning different types of land which ties in geology, and then the
focus will be what kind of terrain railroads are built on the better understand the travel of trains.
They will be consuming science while learning more about trains which will help them later on
when they focus more on geology. They will be able to determine what the best environment that
trains are built on which will tie into how fast a train can travel in earlier lessons.

Overview:
The teacher will say, “Last time we finished our solar panels, and today we are going to focus on
environments! You might wonder why we are going to be looking at environments, specifically
terrains of areas. Well, let’s think, what would go on the ground, that connects to trains? Train
tracks huh? So, what we are going to do today is classify some rocks I have brought in from
different environments. We will try to name them and the environment they came from.” The
students walk around the classroom to look at the rocks in a gallery walk fashion, and write their
guesses on sticky notes. Students draw each one they see in their journals and write their initial
guesses down. Then the class discusses the rocks and their various environments and comes up
with agreed upon ideas. “Since we have now classified our rocks from environments on which
trains go, we will now start to research what the best terrain would be for trains.” Students work
in their table groups to try and figure out what environment would be best for trains. They record
their thoughts, and the whole class makes a chart on the whiteboard recording their findings. The
teacher asks the students to justify their answers, and the whole class decides which one would
be best after their discussion. They write in their final answer, and reflect how they did as their
last step in their journal. The teacher will collect their journals to see what they thought before
and now know.

Instructional Strategy:
Students will start in a whole group with the teacher at the opening of the lesson. Then the
students will get out of their seats letting their blood flow as they walk around recording their
observations, drawings, and guesses. They can do this with some chatter so that they can discuss
and allow for some peer support. Next, they all agree on what the each rock and environment is
as a team to promote all student thinking and camaraderie. They will then split off into their table
groups to figure out what the best environment for trains is, and then they write down their final
thoughts and observations as they reflect. The teacher will collect their journals to see their
thought processes on each of these steps.

Materials:
● Rocks from various environments
● Sticky notes
● Pencils

76
 ● Paper
● Journals
● Whiteboard
● Dry erase markers

Assessment:
The teacher will collect their journal as they have recorded their findings and images of the rocks
from the different environments.

Accommodations:
For students who need extra support, the teacher will provide them with extra rocks they can
look at if they are struggling. The teacher will also promote peer support to assist them, as the
teacher will also roam for questions the students might have. Another accommodation could be
helping them with process of elimination of what the best environment could be without giving
away. Extra scaffolding and feedback would be crucial to support the students in their search for
the best environment. Since they are in their table groups, they will also be heavily supported by
peers.

77
 Week Two: Day Three
Daily Activities

8:30AM-8:40AM: Entry Task

Teacher will read a book about labor laws then students will engage in a conversation about what
they know about labor laws, what they learned about labor laws, and what they want to know
more about labor laws.
8:40AM-9:20AM: Math
Students will continue the Topographical Math Project: Building Railroads. Students will be
given the different pricings for building their track.
9:20AM-9:50AM: Specialist (Library)
9:50 AM-10:40AM Writing
Teacher will introduce the Union Pacific Railroad and delve into the laborers that created the
railroads. Students will be asked to write down their thoughts and feelings on the information
that the teacher presented.
10:40AM-11:00AM: Science
Students will research the different types of train track materials and how those materials have
changed over time and how this has impacted the landscape. Students will work with their table
groups to recreate tracks and then present their findings.
11:00AM-11:30AM: Lunch/Recess
11:30AM-11:50 AM: Silent Reading
Students will engage in silent reading with a book of their choosing. The teacher, will
recommend books that relate to the locomotive unit.
11:50AM-12:20PM: Social Studies
Students will learn more about the Union Pacific Railroad, this includes the workers, how it was
built, the steps that went into building it, as well as the struggles that building it caused.
12:20PM-12:40PM: Technology
Students will test their modified shoebox train and track. Students will then write a small
response about what worked the best and what they struggled with. What materials helped or
hindered the shoebox train.
12:40PM-12:55PM: Recess
12:55PM-1:35PM: Reading
Students will continue to read the community book Orphan Trains: an interactive history
adventure. Students will write down their thoughts and ideas about the section of the book that
they have read in a journal.
1:35PM-2:05PM: Art
Students will make trains out of either fruits or vegetables with the produce coming from our
community garden. When they are finished, they will be allowed to eat them.
2:05PM-2:45PM: Self-Guided/Unfinished Work

78
Students will be allowed to work on anything that they haven’t finished, or any other productive
activity such as silent reading, partnered reading.
2:45PM-3:00PM: Read Aloud
The teacher will read out loud a short poem that is related to the unit about trains.

79
 Union Pacific Railroad

Purpose: The purpose of this lesson is to introduce and help students know one of the largest
U.S. transportation company, the Union Pacific Railroad. The main focus of this lesson is to help
students to know and understand the problems that occurred during the construction of the
railroad, such as the immigrant workers or the terrain of the land. The students will
independently reflect on why they believe an organization with make specific decisions to make
their goals happen.

Overview: The teacher will show a video to begin the lesson “Transcontinental Railroad
(Camila Cabello’s “Havana” Parody)”, because of how this plan related to the problems Union
Pacific Railroad had encountered during the construction. From the information in the video, the
teacher will go back to the specific ones that talked about the labor workers and the effects the
railroad had from their decisions. The teacher will go over the Chinese immigrants, ex slaves,
and Germans on the unfair payments they received and treatments they had after the
construction. The teacher will emphasize on the law that was passed and compare how much
they earned from how much they worked on the railroad. The teacher will explain that these
workers weren’t the only ones affected by the railroads, but also the conflict with Native
Americans due to the railroads that need to be constructed on their land. The teacher will go over
how there was violence, a war between the Native Americans and the railroad workers on that
part of American history. For each parts of the issues, the teacher will bring pictures on the
projector as they discuss about them in front of the entire class. After the information from the
video and the lesson, the students will individually write in their student journals on the question
“Why do you think the railroad construction occurred, despite the problems that were associated
with it? Do you think they should have stopped it or accomodate with the problem in different
ways?”

Instructional Strategy: The lesson will be mostly as an entire class, as the teacher will show the
video with the information on the topic and express them more right after. The assessment will
be individual, because then the teacher will be able to understand and see each of the individual
student’s opinions from the information they learned in the lesson.

Materials:
● Pictures
● https://www.youtube.com/watch?v=44Xusv2gdGY
● Student journals
● Pencils
● Erasers
● Projector
● White screen

80
Assessment: The assessment that the students will complete for this lesson will be the reflection
portion that they wrote on their student journals. When the students go to recess later in the
evening, the teacher will go through all of their responses and see if there was any similarities of
certain student’s thinking in their writing.

Accommodations: The teacher will provide the questions on the board, so that all the students
will be able to look back while working on the assignment. If the students need more additional
support, the teacher will go around and give additional questions to help them branch into their
writing.

81
 Week Two: Day Four
Daily Activities

8:30AM-8:40AM: Entry Task

Show students a video of an interview and then have students write down their own interview
questions.
8:40AM-9:20AM: Math
Students will continue with the Topographical Math Project: Building Railroads. Students will
start finalizing their railroads and come up with a cost report to share with their peers on day
five.
9:20AM-9:50AM: Specialist (P.E.)
Students will do an activity where they will run around the gym, the instructor will call out
different action that relate to trains (pull a whistle, shovel coal, or driving the train).
9:50 AM-10:40AM: Writing
Students will begin to write a story in the form of journal entries as if they were one of the
immigrant workers on the railroad. Students will be asked to include facts and details in their
journal entries.
10:40AM-11:00AM: Science
Students will continue to build their tracks that they started on the previous day. They will be
able to test their tracks as well as write a brief overview of what they used to build their railroad
as well as their process of building their railroad.
11:00AM-11:30AM: Lunch/Recess
11:30AM-11:50 AM: Silent Reading
Students will engage in silent reading with a book of their choosing. The teacher, will
recommend books that relate to the locomotive unit.
11:50AM-12:20PM: Social Studies
Students will finish the discussion on the Union Pacific Railroad and then write a short
paragraph on the impact of immigrant labor and how this shaped the railways.
12:20PM-12:40PM: Technology
Students will use their journal entries as a reference to create a short video on immigrant workers
on the railroad. The students can either create the video into an interview format or any other
type of educational video with their table groups.
12:40PM-12:55PM: Recess
12:55PM-1:35PM: Reading
Students will continue to read the community book Orphan Trains: An Interactive History
Adventure. Students will write down their thoughts and ideas about the section of the book that
they have read in a journal.
1:35PM-2:05PM: Art
As a whole class, students will start working on an 1000 piece puzzle that has some prevalence
to trains. They will continue this tomorrow.

82
2:05PM-2:45PM: Self-Guided/Unfinished Work
Students will be allowed to work on anything that they haven’t finished, or any other productive
activity such as silent reading, partnered reading.
2:45PM-3:00PM: Read Aloud
The teacher will read out loud a short poem that is related to the unit about trains.

83
 Immigrant Perspectives
Purpose:
The purpose of this activity is so that students will start learning about the perspectives of
immigrant workers. As trains benefitted many people and the economy, it was not perhaps the
most glamorous for immigrant workers. Students will research how train building impacted these
people to see if the effects were positive or negative.

Overview:
The teacher will begin by asking what the students learned yesterday about trains, and they will
mention their shoebox trials. The the teacher will connect that lesson to today’s lesson by saying,
“So, we have been talking about trains, who rides them, and how they have benefitted them; but
have we talked about how they were built?” The teacher will explain that someone had to make
the trains, and it was a labor intensive job. Then the teacher will explain that the students will
start their project on making a video on immigrant workers using their notes from their journal
entries, and will also incorporate more resources. Teacher will say, “Now we know what we are
going to do, everyone will be split into groups of four in their table groups, and can start
planning their research and videos.” Students will go into their groups and everyone can start
researching, once their research is done they will start planning their videos. They will be
allowed to make an interview video or another sort of educational video. They might choose a
green screen or they can choose to film outdoors. When they have filmed their videos, they will
then edit their videos on computers to make it look as professional as they can. If students need
more help, the teacher will be there for the steps of the process. When students finish their
projects, they will need to help others who need help with any of the steps as well. Once
everyone’s videos are completed, they will be shared with the class and the students will write
notes on each video to be turned in. Students will then participate in a short closing discussion
about what they learned doing the project, and what they learned from others.

Instructional Strategy:
Students will start off as a whole group discussing what and how the trains and railways were
built, and what the expectations are for the project. Once they have had their mini lesson and
discussion, they will split off into their groups with their table mates. From then on out, students
will work with their team and the teacher will be roaming around to provide more scaffolding for
students who need more help. Students will also be supported by their table and their peers, and
then when everyone starts to finish up the videos will be shared to the class. Students will watch
each video and write some notes for each video about what they liked, and a respectful critique.
Then the teacher will start asking a couple questions for a class discussion reflecting what they
learned, and how others helped them with their understanding.

Materials:

84
 ● Paper
● Pencils
● Computers
● Video camera or phones

Assessment:
Students will turn in their final video that will be edited, as well as their notes which will be
graded with a rubric.

Accommodations:
Since some students may not have much background information on immigrant workers, the
teacher will provide extra resources that the student can turn to if they cannot find sources. The
teacher will also provide scaffolding for students who have trouble finding sources or trouble
with researching, recording, and editing. The teacher will also assign some students who know
how to do some of these activities who finish early to help their peers.

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 Week Two: Day Five
Daily Activities

8:30AM-8:40AM: Entry Task

Students will get into their math project groups and rehearse for their presentation, this includes
dividing up speaking parts, what their main focus is going to be, and why they think that their
railroad is the most cost effective.
8:40AM-9:20AM: Math
Students will present their Topographical Math Project: Building Railroads to the class. During
their presentation, they will describe why their route is the most cost effective as well as the
struggles that they faced while making their route.
9:20AM-9:50AM: Specialist (Music)
Students will listen to songs that represent emotions through trains. Students will listen and be
able to understand how the trains can connect with individual’s personal experience or emotions
in their lyrics.
9:50 AM-10:40AM Writing
Students will continue write their story in the form of journal entries as if they were one of the
immigrant workers on the railroad. Students will be asked to include facts and details in their
journal entries. Students can peer share if they are at a good point in their story.
10:40AM-11:00AM: Science
Students will present the railroad that they built to the class. Students will explain why they
chose the materials that they did as well as how their thinking changed throughout the process of
building their railroad.
11:00AM-11:30AM: Lunch/Recess
11:30AM-11:50 AM: Silent Reading
Students will engage in silent reading with a book of their choosing. The teacher, will
recommend books that relate to the locomotive unit.
11:50AM-12:20PM: Social Studies
Students will look at the impact railways had on the industrial revolution. Students will create a
comic strip with dialogue that highlights the main points of the industrial revolution and
railways.
12:20PM-12:40PM: Technology
Students will continue creating and finishing their video with their table groups.
12:40PM-12:55PM: Recess
12:55PM-1:35PM: Reading
Students will finish reading the community book Orphan Trains: an interactive history
adventure. Students will write down their thoughts and ideas about the section of the book that
they have read in a journal.
1:35PM-2:05PM: Art

86
Students will continue working on the 1000 piece puzzle, and if they don’t finish then they can
work on it in their free time.
2:05PM-2:45PM: Self-Guided./Unfinished Work
Students will be allowed to work on anything that they haven’t finished, or any other productive
activity such as silent reading, partnered reading.
2:45PM-3:00PM: Read Aloud
The teacher will read out loud a short poem that is related to the unit about trains.

87
 Railways and the Industrial Revolution
Purpose: The purpose of this lesson is to have students understand the connection between
railways and the industrial revolution. This lesson will encourage students to think critically on
how railways shaped the industrial revolution. Students will create a comic strip that depicts
important moments throughout the timeline of the industrial revolution. Once they have created
the comic strip they will write dialogue that justifies the facts they chose to include in their
comic strip.

Overview: The teacher will begin by introducing the students to the industrial revolution.
Teacher will say “Has anyone one heard of the industrial revolution?” The teacher will wait for a
response from students writing down ideas on the whiteboard after about two to three minutes of
student responses, the teacher will explain what the industrial revolution was. “The industrial
revolution took place in the 18th century and went into the 19th century. Before the start of
industrial revolution manufacturing of goods was done in people’s homes, when
industrialization hit factories sprung up and manufacturing in people’s homes become a thing of
the past. Mass production of goods was now possible, iron, textiles and the steam engine played
a crucial role in the development of the industrial revolution. Railways meant that the goods that
were being mass produced could now more easily be transported. Advances in developing the
railroad helped to increase safety and efficiency in coal mines. Before railroads were developed,
coal mining was extremely dangerous. Also, all the transportation of coal was done by hand. The
production of coal increased steadily, from 2 1/2 million to more than 15 million tons by 1829.”
Once the teacher has given a brief description of the industrial revolution the teacher will
introduce a powerpoint presentation that highlights the main points of the industrial revolution
connecting the industrial revolution to the railways. Once the students have seen the power point
the teacher will introduce the activity. “Now that we have discussed the connection between the
industrial revolution and railways, we are going to create a comic strip. You will create a comic
strip that depicts important moments throughout the timeline of the industrial revolution. Once
you have created the comic strip you will write dialogue that justifies the facts you chose to
include in your comic strip. After the teacher has given the students the directions to the activity
the teacher will release the students to brainstorm and conceptualize the comic strip. The teacher
will take this time to walk around the class offering clarification and help to any students who
may need it. After students have completed their comic strips, volunteers will be asked to share
what they have created with the class. If no student volunteers to share the teacher will have
students share with their table groups, the teacher will walk around and listen to the students
sharing and make note of what the students decided to include in their comic strip. Once students
have finished sharing they will hand in their comic strip and the teacher will display them on the
walls of the classroom.

Instructional Strategy:

88
Students will start out in a whole group discussion led by the teacher. The teacher will discuss
the connection between the industrial revolution and railways, once the the mini lesson has been
completed students will return to their desk and work independently to complete their comic
strips. Students will use the support of their peers at their table and when and if they need
additional support they may raise their hand to receive additional help from the teacher. Once the
students have completed the comic strip they will be asked to share in front of the class, if no
student is willing to share students can share amongst their table groups. The teacher will walk
around and listen to what each student is sharing making sure to keep students on topic. After
students have shared they will turn in their assignments to be hung on the wall.

Materials:
● Paper
● Pencils
● Colored markers or pencils
● Powerpoint
Assessment:
Students will hand in their final comic strip, the teacher will check to see if the students have
included relevant facts that were discussed in class.

Accommodations:
For accommodations the teacher will provide extra time for students to ask questions, encourage
peer to peer support and provide additional resources that break down the subject into smaller
chunks. Students that finish early can choose a peer to help. For English language learners the
teacher will spend extra time providing scaffolding so that students can successfully finish the
assignment.

89
Week Three:
Ticket to Ride

90
 Week Three: Day One
Daily Activities
8:30AM-8:40AM: Entry Task
Students will get out a piece of paper and identify different types of transportation. After five
minutes students will share their ideas with their table groups.
8:40AM-9:20AM: Math
Students will be given a map with a point A and a point B. They will then be asked which mode
of transportation they think will be the most cost effective way to travel from point A and a point
B.
9:20AM-9:50AM: Specialist (Music)
The students will listen to traditional work songs, the chants and songs that were sung by the
individuals working during the American history.
9:50 AM-10:40AM Writing
Students will finish writing their story in the form of journal entries as if they were one of the
immigrant workers on the railroad. Students will be asked to include facts and details in their
journal entries. Students will begin to peer edit.
10:40AM-11:00AM: Science
Teacher will break up students into groups of five and give the groups a hypothetical town,
students will do ecology research and begin to compile a list of pros and cons for building a
railroad in their town.
11:00AM-11:30AM: Lunch/Recess
11:30AM-11:50 AM: Silent Reading
Students will engage in silent reading with a book of their choosing. The teacher, will
recommend books that relate to the locomotive unit.
11:50AM-12:20PM: Social Studies
Students will research what people ate on trains from the beginning until now. They will work in
pairs of two, and have specific regions they focus on. They will create a poster, and present to
the class.
12:20PM-12:40PM: Technology
Students will begin planning to create a virtual train station with the program, Minecraft. The
students will work in pairs to discuss and plan how they would want their train station to look
like.
12:40PM-12:55PM: Recess
12:55PM-1:35PM: Reading
Students will be put into groups of four or five, to start planning for their Readers Theater. The
students will decide as a group on what scene they would like to perform from the book they
read before, Locomotive.
1:35PM-2:05PM: Art
Students will be given sheets of paper that will fold into 3D subway train cars. Students will
color them how they would like, and then construct the trains.

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2:05PM-2:45PM: Self-Guided/Unfinished Work
Students will be allowed to work on anything that they haven’t finished, or any other productive
activity such as silent reading, partnered reading.
2:45PM-3:00PM: Read Aloud
The teacher will read out loud a short poem that is related to the unit about trains.

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 Readers’ Theater
(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: Grace, Hannah Eudy, Jasmine, & Mackenzie Date: April 27, 2018
Cooperating Teacher: Barbara Ward Grade: 5th
School District: Pullman School: Jefferson
University Supervisor: Lori White
Unit/Subject: Reading/Fine Arts
Instructional Plan Title/Focus: Readers’ Theater

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose: Teacher candidates explain how this instructional plan
develops students’ conceptual understanding of overall content goals. This is sometimes
also called a “rationale” and includes a “what, why, how” general statement (see also
Central Focus in edTPA)

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)?

The purpose of the Readers’ Theater is to get the students thinking about trains
and other perspectives while choosing an important scene to portray from Locomotive.
This project uses a wide variety of skills while still focusing on trains. The students will
complete a Readers’ Theater project involving props, costumes, scripts, and a
performance. Their performances will be based on a scene from Locomotive in order to
fully understand trains from another perspective. Performing about the topic they are
deeply delving into will give them new insight into what we want them to learn, and we
thought it would be a perfect way for them to grasp the concepts of the book as well. This
lesson will be taught in week three of our three week unit on trains from Day 1 to Day 4
in this week. What came before this lesson on the Friday before is a journal entry on
finishing their book Orphan trains: An Interactive History Adventure, and what will
come after this is the teaching of another book.

b. State/National Learning Standards: Teacher candidates identify relevant grade level

concepts/content and align them to Content Standards—Common Core Standards or
Washington State EALRs, or National.
TH:Cr2-5

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Participate in defined responsibilities required to present a drama/theatre work informally to an
audience.
TH:Cr3.1.5
Use physical and vocal exploration for character development in an improvised or scripted
drama/theatre work
CCSS.ELA-LITERACY.W.5.3
Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequence.
VA:Cr2.1.5
a. Experiment and develop skills in multiple art-making techniques and approaches through
practice.

c. Content Objectives (to be copied in Assessment Chart below) and alignment to State
Learning Standards:

1. SWBAT … Write the script for their presentation

2. SWBAT … Revise and make edits to their script
3. SWBAT … Make props and costumes for their performance

Aligned standard:
TH:Cr2-5
Participate in defined responsibilities required to present a drama/theatre work informally to an
audience.
TH:Cr3.1.5
Use physical and vocal exploration for character development in an improvised or scripted
drama/theatre work
CCSS.ELA-LITERACY.W.5.3
Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequence.

Language Objectives:
1. SWBAT … Perform their Readers’ Theater to the class

Aligned standard:
TH:Cr2-5
Participate in defined responsibilities required to present a drama/theatre work informally to an
audience.
TH:Cr3.1.5
Use physical and vocal exploration for character development in an improvised or scripted
drama/theatre work

94
d. Previous Learning Experiences: Teacher candidates should explain what students know
and have learned that is relevant to the current lesson topic and process.

Students will already be familiar with the topic of trains as this is the third week
they will have been focusing on it. Students will have read many poems and books prior
to this lesson, and have talked extensively about trains so their knowledge of them will be
great. Students will have also already made an immigrant perspective video in which they
had to act in giving them more practice with their performance skills. As for creating
costumes, making props, they have had a couple art lessons that will help them. Lastly,
the students will be able to use their video experience as well as their journal entries to
assist them with their script writing.

e. Planning for Student Learning Needs (accommodations, student experiences, prior

learning and experiences):

For students who need extra support, we will make sure they are paired with
people that can assist them as it is a team effort. We will also provide scaffolding for
them if they are not grasping the ideas of what to do. We will also have a few of the
scenes in mind from Locomotive that might be easier to suggest for their group. If a
student needs an extension, we will have them choose more than one scene to enact and
make more props and elaborate costumes.

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

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/Language Objectives Assessment Strategies

SWBAT… Write the script for their As a team, students will write the script they will use for
presentation their performance. Students may make changes to their
script if they feel it is not sufficient enough, and then
they will turn it in after their performance along with
their checklist.
SWBAT … Revise and make edits to their After students complete their script, they will work
script together to edit and revise it so they can turn in a
polished script after their performance. We will check if
they edited and revised their scripts after they have been
turned in with their checklist.
SWBAT …. Make props and costumes for As a team, students will make at least two props and
their performance costumes for all performers for their Readers’ Theater.

95
 They will check these parts of the project on the checklist
and turn it in before their performance.
SWBAT… Perform their readers’ theater to Students will perform their Readers’ Theater after they
the class have completed the necessary steps as well as turning in
their checklist, notes, and reflections for teacher review.

(Add rows as needed)

*In the right column, describe whether the assessment you’ll collect is formative or
summative. Note: most assessment is considered formative when thinking about day-to-day
lessons. Summative is related to mastery. An exception might be having a “formal” quiz
mid-way in a unit to assure that students are on track with a certain degree of proficiency.
Should the quiz indicate students are not progressing, and adjustment of timing in the
instructional “unit” will be required.

g. Student Voice: Student voice is a term used to describe students expressing their
understanding of their own learning process. For your lesson, respond to the three
required components of student voice and identify how students will reflect and/or
communicate on their learning or progress toward meeting the goals. (Use the following
table.)
Student-based evidence to be Description of how students
K-12 students will be able to: collected (things produced by will reflect on their learning.
students: journals, exit slips, self-
assessments, work samples,
projects, papers, etc.)
1. Explain student learning Students will discuss what
targets and what is they liked about the
required to meet them Reflection assignment as well as what
(including why they are (See Appendix B) they didn’t like. They will
important to learn). talk about what they learned
and what could do to make
the project better.
2. Monitor their own learning Students will be given a
progress toward the learning checklist in their groups to
targets using the tools make sure they have all the
provided (checklists, rubrics, Checklist requirements fulfilled, they
etc.). (See Appendix A) will then turn that in with all
their other papers to show
they double checked their
preparedness prior to the
performance.
3. Explain how to access Students will discuss in their
resources and additional group how they worked
support when needed (and Collaboration form together and how each
how/why those resources will (See Appendix C) individual did on their own.
help them). They will also add extra
comments if they feel they

96
 need to.

h. Grouping of Students for Instruction: Describe why, how, and where in the lesson
students will be divided into groups, if applicable (e.g., "why" could be to support
language learners, for reciprocal teaching, and/or to use jigsaw, and "how" might include
random, ability-based, interest, social purposes, etc.). Recognize that some lessons or parts
of a lesson may call for grouped work or individualized work or both.
There will be a whole group demonstration performed by the teachers of what a
Readers’ Theater looks like so that the students know what they will be doing. The
students will be separated in groups of four or five to make their scripts, props, costumes,
and perform over the course of four days. The groups are separated into 4-5 students
because these are small performances, and Reader’s Theater groups are generally kept
smaller. Once they are finished practicing, they will perform and students will take notes
of each performance. Then students will write a small reflection individually about what
they liked, what they didn’t like, what they learned, and what could be changed. Lastly,
students will work on a group collaboration form on how they worked together,
individually, and how focused everyone was.

Section 2: Instruction and Engaging Students in Learning

a. Introduction: Teacher candidates identify how they are going to introduce the concept,
skill or task in a way that gains students’ attention and gets them involved (the lesson
“hook”).

“Good afternoon 5th graders, today we are going to start our Readers’ Theater project.
Since we all just finished Locomotive, you will each pick a scene to use to perform with
your groups.”

b. Questions: Questions teacher candidate will ask during the lesson that drive thinking
and learning and engagement (5 or more questions) and in parentheses, indicate Bloom
level and/or question type to ensure that you are posing questions that push critical
thinking and engagement (e.g. Analysis/Divergent)
1. What is the purpose of Readers’ Theater? (Understand)
2. How is your group going to represent and enact a scene? (Apply)
3. What kind of clothes and props could represent your scene? (Apply)
4. What might you say in your script to represent your scene? (Apply )
5. How did doing this Readers’ Theater build your knowledge about trains? (Analyze)

c. Learning Activities: Describe what the teacher will do and say and students will do
during the lesson. Write it as a procedural set of steps in the left column of table below.
On the right, refer to a supporting learning theory or principle driving that activity and/or
your rationale for doing what you are doing.

97
 Prompts for right hand column—supporting theories/principles. In the right column, use
references from texts, research/peer reviewed journals, or other learning theories to
support your choice of activities. You might draw from your 301 and/or your methods
courses here.
o Connections between students’ own lives, experiences, cultures, interests and the
content.
o Active learning over passive learning (e.g. SCI Learning Experiences ladder—
simulation over verbal)
o Theoretical support for learning activities (e.g. Culturally responsive strategy, or
processing)
o Multiple means of representation for the K-12 students (UDL principle)
o Multiple means of engagement for the K-12 students (UDL principle)
o Multiple means of expression of learning by the K-12 students (UDL principle)
o Accommodations and modifications for students with diverse needs, including those
with disabilities (as stated in their IEPs)
o How the teacher candidate will assess the learning of the students (from table above)
Learning Steps and Activities Supporting Theories/Principles
(Why are you doing what you are doing?)
Example: Transition from introduction by asking Supports multiple means of engagement, and
students to look at “inputs” and in pairs, create a allowing students to generate their own inputs
list of additional community assets/contributions from experience; is more culturally responsive
(inputs) for social change diagram. Circulate than teacher generated ideas only.
around groups to observe students’ progress.
Transition from introduction by telling the students Bandura-Observational Learning
that each group will be 4-5 students of their
choosing. “Class, instead of just me modeling to Students are being shown what Readers’ Theater
you what Readers’ Theater is, I have a special treat is as they may have never heard of it before.
for you all. We are going to join the other 5th They will understand that it involves a book, and
grade class, and head down to the gym where you theater might clue them in. Other than that they
will see me and the other 5th grade teachers put on are learning by their teachers modeling it to
our own Readers’ Theater.” Students go to the them.
gym and watch the teacher perform their Readers’
Theater giving them a chance to think about the
upcoming assignment. “Now, our class will be
using Locomotive and each group will pick a scene
to enact, and we will be making costumes, and
props as well.”
Students find their group mates and decide what Constructivism
scene they want to perform and decide which
member is playing what role. Students begin Students are in groups of 4-5 which will
planning and writing their scripts. encourage social interaction as they make
decisions about their choice of scene and
characters.

In the allotted time for art, students will make the Constructivism
props they want to use in their performance. They

98
will have to make at least two. Students will have to work together again in
their groups of 4-5 to select the props they would
like to make. The students with extra time can
also make more props.

Students will complete their scripts and will edit Constructivism

and revise them as a team. Then they will rehearse
in the hall, and once they have rehearsed once they In the groups, students will perfect their script,
can start working on their checklist. rehearse, and complete a checklist which will all
be a social occurrence.

In the allotted time for art, students will make Constructivism

costumes for each person for their performance.
Students will take the time in their group to
decide a costume for each character. They must
work together to make sure the costumes fit the
scene as they work through problems.

Students will complete their checklist and turn it in Constructivism

before they perform so that we can make notes
while they perform. Students will turn in their Lastly students will work together to complete
script when they are finished as well. When all the their checklist, checking that they completed all
performances are done students will hand in the the tasks. They will then perform their Readers’
notes they took during everyone’s performances Theater together, and then will complete their
and start on their reflection of how the project reflection and collaborations. Students will have
went for them. “Great job class, once you turn in had to work hard with their groups to complete
your scripts, notes, reflections, and collaboration this project, as most of the steps included time
forms we can jump into art.” work and collaboration.

(Add rows as needed)

b. Closure: Closure is the signal to students that the lesson is now coming to an end. In
closure, teachers review the learning targets (what was taught) for the day and refocus on
what is important.

“Well class, it looks like we have finished all of our performances, reflections,
and collaboration forms so if you could all turn in all your work to the box that would be
wonderful. I want to thank you all and congratulate you on your hard work these past few
days for these excellent performances. We learned some showmanship skills, script skills,
and artistic creativeness with props and costumes. Time to clean up all our papers and
performance items for art time.”

c. Independent Practice: Describe how students will extend their experiences with the
content and demonstrate understanding in a new and different context (perhaps even

99
 outside of the classroom). Include possible family interaction (identify at least one way in
which you might involve students’ families in this instructional plan.)

After having completed their Readers’ Theater, students can now think about
books they like and put on shows for their friends and families. This can help them
further with their learning, provides entertainment for their audience, and will help them
learn more about a topic or book. They can also utilize their fine art skills to make props
and costumes for other classes, or for further learning.

d. Instructional Materials, Resources, and Technology: Attach a copy of ALL materials

the teacher and students will use during the lesson; e.g., handouts, worksheets,
multimedia tools, and any assessment materials utilized.
● Paper
● Pencils
● Costumes
● Reflections
● Checklists
● Collaboration forms
● Props
● Material for costumes and props

e. Acknowledgements: Acknowledge your sources

Common Core State Standards Initiative. (n.d.). Retrieved March 24, 2018, from
http://www.corestandards.org/

Lesson created by Jasmine Crawford, Mackenzie Curry, Hannah Eudy, and Grace Ku

Appendix A
Group Checklist
Group Names:___________________________ Date:_____________

With your team, go through the checklist putting checks by each one you have completed, and
turn in right before your performance.

100
(_) Have a script

(_) Edited and revised the script

(_) Chose a scene or more for your Readers’ Theater Performance

(_) Have a costume for everyone in the group

(_) Made at least two props

(_) Practice their Performance at least once

Extra Comments:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Teacher Comments:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Appendix B
Reflection
Name:________________ Date:______________

1) What did you like about this assignment?

101
 2) What didn’t you like about this assignment?

3) What did you learn after having completed this project, and what more do you now know
about trains?

4) What could I do to make this a better assignment?

Appendix C

Collaboration Student 1 Student 2 Student 3 Student 4 Student 5

Form

102
Contribution
(What did
they do?)

Teamwork
(How well did
they work
with the other
members?)

Focused
(How often
did they stay
on task?)

Other Comments: _______________________________________________________________

______________________________________________________________________________

Week Three: Day Two

Daily Activities

103
8:30AM-8:40AM: Entry Task
Students will complete a clock time zone worksheet to better understand how time and
geographical regions function.
8:40AM-9:20AM: Math
Students will continue with the point A to point B scenario. This time, students will research the
cost of plane tickets, train tickets, bus tickets, the cost of gas, or whatever different ways they
can think of that will get them from point A to point B. Once students have found the most cost
effective way to travel, they will share their findings with an elbow partner.
9:20AM-9:50AM: Specialist (P.E.)
Train tag. This version of tag requires no extra equipment. Students are divided into groups of
three or four to make up trains. Each kid in the train holds onto the waist of the kid in front of
him and the group moves together like a train. Leave two or three students unattached to a train.
As the trains of kids run around the gym, they try to avoid the solo players. Solo players try to
catch up with a train and grab onto the last student in the train, creating a new caboose. If a
player catches up to a train and links on as the caboose, the first student breaks off from the train
and becomes a solo player.
9:50 AM-10:40AM Writing
Students will edit their story in the form of journal entries as if they were one of the immigrant
workers on the railroad. Students will be asked to include facts and details in their journal
entries.
10:40AM-11:00AM: Science
Students will continue to work on ecology report. Students will begin to create a formal
presentation.
11:00AM-11:30AM: Lunch/Recess
11:30AM-11:50 AM: Silent Reading
Students will engage in silent reading with a book of their choosing. The teacher, will
recommend books that relate to the locomotive unit.
11:50AM-12:20PM: Social Studies
Students will watch a video on how trains helped time zones in American history. After watching
the video, the students will write a short reflection on what they learned or what interested them
from the video in their journals.
12:20PM-12:40PM: Technology
Students will begin creating their virtual train station or train tracks in Minecraft. Each of the
students will be in pairs, but also work with another group to connect their projects together. All
the students will be in the same server, so that all the students progress can be monitored by the
teacher.
12:40PM-12:55PM: Recess
12:55PM-1:35PM: Reading
Students will begin to start planning and writing their script for Readers Theater.
1:35PM-2:05PM: Art

104
Students will make the props they need for their readers’ theater performance. They will work to
make props that will accurately describe the scene they are enacting.
2:05PM-2:45PM: Self-Guided/Unfinished Work
Students will be allowed to work on anything that they haven’t finished, or any other productive
activity such as silent reading, partnered reading.
2:45PM-3:00PM: Read Aloud
The teacher will read out loud a short poem that is related to the unit about trains.

105
 Times are a-Changin’

Purpose: The purpose of this lesson is to show what started the time changes in the United
States. The video will explain interesting facts while showing creative visuals to entice the
students. Since the information is being presented to students engagingly, students will latch onto
the facts to learn what started time zones. Knowing the reason behind the time zones is good to
know, because society blindly accepts it, but the students can now know the reasons why.

Overview: The teacher will start by stating, “Yesterday we learned about what kind of food
people regionally ate on trains, which was a fun topic. Today, we are going to focus on the
reasons behind what started the time zones. I am sure you are all guessing by now that it might
be connected to trains, if so, you are correct!” Teacher will state that time zones started in the
United States because of the trains and their schedules, and will take a couple questions before
they move on. Next the teacher will inform the students that they will be watching a video that
will help solidify this new knowledge and how it directly correlates with trains. After the
students watch the video, the teacher will say, “What did you all notice? Please take out your
journals and write down what you learned or found interesting. As soon as you are done, turn to
your elbow partner to discuss” Students will write down what they learned or found interesting,
and then turn to their elbow partner to discuss what they thought about the video. This will be the
time that if students did not completely grasp the concepts behind the video, their partner can
give them a couple ideas. Teacher will say, “Alright it looks like the conversation is wrapping
up. I would like each partner to share what the other learned or found interesting. When we are
finished, we will make a quick poster together about what we all learned.” Students share out
what their partners said, and then they all make a comprehensive poster to post on the wall.

Instructional Strategy: The beginning of this lesson starts out as a whole group and a small
starting discussion. Then the teacher plays a video to the whole class to engage them with an
intriguing video. When that is over they write in their journals a short reflection on what they
learned or found interesting. They then turn to their elbow partner, because social interaction is
vital to learning. When they are done discussing, they share out to the class about what their
elbow partner said to test if they were listening to their partner. Lastly, they make a short poster
together about what everyone learned or found interesting making sure everyone’s voice is heard
so everyone feels included.

Materials:
● https://www.youtube.com/watch?v=UBpTohx1BOc
● Journals
● Pencils
● Document camera

106
Assessment: The teacher will collect their journals off and check the students off if they listed
what they learned or a fact they found interesting.

Accommodations: The teacher will provide knowledge about the time changes, so that if anyone
is unsure after the video, there will be more scaffolding. The teacher will also have elbow
partners turn and talk after the journal writing is complete so students can hear their partner’s
ideas if they are having trouble. The teacher can also provide another video if the students are
struggling.

107
 Week Three: Day Three
Daily Activities
8:30AM-8:40AM: Entry Task
Students will do a gallery walk where they will look at different forms of currency. Students will
return to their desk and speak to their table groups about anything they found interesting about
the currency.
8:40AM-9:20AM: Math
Students will be introduced to money conversion. The teacher will give a short mini lesson on
what money conversion is and how it applies to the students.
9:20AM-9:50AM: Specialist (Library)
9:50 AM-10:40AM Writing
Students will type the final story in the form of journal entries as if they were one of the
immigrant workers on the railroad. Students will be asked to include facts and details in their
journal entries. Students will peer share for final edits or revisions.
10:40AM-11:00AM: Science
Students will finish research and put final details on the their ecology reports.
11:00AM-11:30AM: Lunch/Recess
11:30AM-11:50 AM: Silent Reading
Students will engage in silent reading with a book of their choosing. The teacher, will
recommend books that relate to the locomotive unit.
11:50AM-12:20PM: Social Studies
Students will share their reflection from the previous days video and then the teacher will briefly
discuss daylight savings.
12:20PM-12:40PM: Technology
Students will continue on creating their virtual train station or train tracks in Minecraft.
12:40PM-12:55PM: Recess
12:55PM-1:35PM: Reading
Students will complete their script for Readers’ Theater and will need to revise and edit it. Then
students will rehearse with their group outside in the hall to prepare for tomorrow’s performance.
1:35PM-2:05PM: Art
Students will make their costumes for their readers’ theater performance. They can use material,
felt, buttons, and sparkles to create visuals that look like their scenes.
2:05PM-2:45PM: Self-Guided./Unfinished Work
Students will be allowed to work on anything that they haven’t finished, or any other productive
activity such as silent reading, partnered reading.
2:45PM-3:00PM: Read Aloud
The teacher will read out loud a short poem that is related to the unit about trains.

108
 Minecraft Your Trail

Purpose: The purpose of this lesson is to extend the students’ creativity and create a model using
a building software, Minecraft. Students will learn how to use the software, and also understand
the educational purpose that relates to the unit they are learning. This activity will allow students
to collaborate with their peers, to connect their thinking for them to create their virtual train
station or tracks. The students will activate their prior knowledge and use their reference to
remodel it into the program they use for the lesson.

Overview: The teacher will begin by introducing the students the basics of Minecraft, where the
teacher will go over all the controls they will need to complete the assignment. During the
demonstration, the teacher will constantly check with the class’s progress by asking them to give
a quiet “thumbs up” if they understood or remind them that they can raise their hands during the
demonstration for further explanation. After the demonstration, the students will all have access
into the same server for the project. The students will either work around the program to get
familiar with the controls and proceed to start working on the project. Once the students are
familiar with the controls, the students will work with another pair to connect their work
together. The students will discuss in their small groups on how they can combine their two
creations together to complete the assignment. The students will screenshot their final project
and submit it into the dropbox. Along with their image, the students will write an individual
reflection on what they learned from the assignment and what struggles they have to overcome
while creating their model. Once the students have worked on this assignment for couple of days,
all the students will go on a virtual tour by roaming around the world together after completion at
the last day.

Instructional Strategy: The lesson will start in a entire group, where the teacher will
demonstrate and go over the controls they need for the project. After the introduction, the
students will be broken into pairs to work around the program and to become familiar with
Minecraft before they begin working on their project. In the middle of the lesson, the students
will work in small groups where the two pairs will work together to connect their models in the
virtual world. The students will enhance their problem solving skill and creativity as they create
and collaborate with other peers in the classroom.

Materials:
● Laptops
● Projector
● Screen
● Minecraft

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Assessment: The teacher will collect the picture of the student’s completed work and the
student’s voice reflection the students wrote along with it. Through the assessment, the teacher
will understand how much the students understood and learned from the lesson. Not just the
students, the teacher will be able to reflect from it by finding some considerations the teacher
may adjust for future reference.

Accommodations: Since there will be some students who struggle or not familiar with
Minecraft, the students will be paired with students who already know the program or
understood it during the lesson. In that way, the students will be able to understand and proceed
on their assignment together by discussing and working with one another. In addition to this, the
students will be provided with a Minecraft guidebook, so that the students can use this book as a
resource when they encounter confusion or difficulties while working on their project. The
teacher will also create checkpoints, so that the students will be sure of how much their progress
is with the assessment.

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 Week Three: Day Four
Daily Activities

8:30AM-8:40AM: Entry Task

Students will rehearse their Readers Theater with their groups.
8:40AM-9:20AM: Math
Students will convert money from other countries into US dollars. Students will write a short
paragraph on when and why this would be helpful.
9:20AM-9:50AM: Specialist (P.E.)
Students will do an activity called “Train and Tunnel”, where half of the students will be
planking, acting as a tunnel. The other half of the students will crawl under the students, acting
as a train.
9:50 AM-10:40AM Writing
Students will have finished their story in the form of journal entries as if they were one of the
immigrant workers on the railroad. Students will be asked to include facts and details in their
journal entries. Students will take all revision and edits and type the final draft of the story.
10:40AM-11:00AM: Science
Students will present their ecology reports.
11:00AM-11:30AM: Lunch/Recess
11:30AM-11:50 AM: Silent Reading
Students will engage in silent reading with a book of their choosing. The teacher, will
recommend books that relate to the locomotive unit.
11:50AM-12:20PM: Social Studies
Teacher will give a mini lesson about the different types of trains (i.e. locomotive, monorail,
subway, etc.). Students will then be asked to make a chart of when the different types of trains
are used, how they differ.
12:20PM-12:40PM: Technology
Students will finish up on completing their project on Minecraft. Once all the groups are
completed, the students will be able to go into the server and look at all their peer’s completed
project.
12:40PM-12:55PM: Recess
12:55PM-1:35PM: Reading
Students will perform their Readers’ Theater to the entire class.
1:35PM-2:05PM: Art
The students will individually create a candy train, using actual candies to create a train model.
Once completed, the students will draw a picture of their train before they eat it or take their
finished project home.
2:05PM-3:00PM: Summative Assessment
Students will individually complete a reflective essay with specific details they learned.
Candy Train

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Purpose: The purpose of this lesson is for students to create a train model by using a different
material they are familiar with, candies. The students will compare and contrast the shapes of the
actual train and the candies, to determine which candies resemble the certain parts of the train.
The students will activate their prior knowledge of the physical appearance of the train, so that
they can remodel it with the materials that are provided from them.

Overview: The teacher will begin their lesson by asking students what parts they know about
trains. As students bring up parts they are familiar with, the teacher will write the parts on the
board. Once the teacher got a handful of responses, the teacher will show their example of train
she created and explain what certain candies resembled a specific part of the train. The teacher
will explain how to glue the parts together. Once the teacher explains the process, the students
will individually begin to create their candy trains. The teacher will go around and ask the
students how they are constructing their train with different candies. After all the students have
completed the art project, the teacher will inform the students to draw a diagram of the train they
created with candies. If the students finished earlier than their peers, the students are more than
welcome to share and compare their trains within their table groups (those who are finished). At
the end of the lesson, the students will be able to complete a model and an art diagram that goes
along with it.

Instructional Strategy: Students will start off as a entire class. Teacher will ask students
questions that they will raise their hands to answer. Teacher will list the students’ answers on
specific train parts they know in a list of bullet points on the whiteboard. After the introduction
and demonstration from the teacher, the students will move to their tables to begin working on
their art project. While the students are working on their art project, the teacher will go around
and ask students individually what candies they are using, and why they decided in using that
specific candy. Once students finish their train model and draw their model onto the paper, the
students will share and compare their finished artwork to their peers. Through peer sharing, the
students will see how different the students can create certain parts of the train by using the
materials provided for them in class.

Materials:
● Life Savers
● Gum packs
● Reese’s Peanut Butter cups
● Mini chocolate bars
● Hershey’s Kisses
● Glue

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Assessment: The completed art diagram that was created by the students will be their assessment
that they’ll turn in. The art diagram will include the labels that are written by the student for each
part they created with the material.

Accommodations: For students who have difficulties on coming up with a design, the teacher
will place her example for the students to see for reference. If the students struggle to create their
train independently, the students are encouraged to talk with one another and help their peers as
they create their train models in the table groups.

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 Summative Assessment
Students will write a two page essay stating what they knew at the beginning of lesson and what
they now know. Students will also be encouraged what they can do with the information that
they’ve learned throughout the unit as well as how this information can help their life outside of
school.

You will have fifty-five minutes to complete a two page essay on what you knew at the start of
our thematic unit on trains and what you now know. Your concluding paragraph should include
how you can link the information that you’ve learned the past three weeks to your life outside of
school. Please include at least five to ten details and facts that you felt personally resonated with
you. I will be looking for correct grammar and punctuation. While writing be sure to include the
six writing traits that we went over in class.

Tip: Start with a outline or concept map to help clarify your thoughts.

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 Week Three: Day Five
Daily Activities

8:30AM-8:40AM: Entry Task

Teacher will go over rules and procedures for the field trip. Students will given a scavenger hunt
checklist to complete during their field trip.
9:00AM-9:20: Departure
10:00AM-12:00PM: Arrive at Museum
Students will tour the museum in their assigned groups. Students and chaperones are encouraged
to take photos for reference.
12:00PM-1:00PM: Lunch
1:00-2:00PM: Scavenger Hunt
Students will go back around the museum and complete their scavenger hunt checklist with their
groups. Once students are finished, then they will prepare to board the bus to go back to school.
2:00PM-2:40PM: Arrival to School
2:40PM-3:00PM: Overview
Students will discuss as a whole class on what they found, what they noticed, and what interested
them from the field trip.

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 All About Trains Scavenger Hunt

Purpose: The purpose of this lesson is to have the students to understand the concepts they learn
in the classroom to their relevance in the outside world. The students will be able to recognize
and label specific elements or areas that they learned throughout the unit. Since the field trip
occurs during the last day of the thematic unit, the students should be familiar with the concepts
they learned from the lessons. The students will be able to extend their knowledge, by personally
experiencing through the field trip. The students will be able to comprehend the importance of
the learning that they were taught for the thematic unit. The lesson will also be a good purpose
for students to review in overall what they learned from the unit.

Overview: Before the students go on their field trip, the teacher will go over the rules and
procedures the students should follow during the day. Once the students arrive at the museum,
the students will be split into groups to go on a tour. All of the groups will have at least one
chaperone to assist them. From the tour, the students will be familiar with the structure of the
building, so that it’ll help them navigate easier for their assessment. Then, the teacher will
provide the students a scavenger hunt worksheet, where the students will check off and add notes
on what they found or noticed during their tour. After lunch, the students will have time to go
back around the museum or look through the pictures they took to complete their scavenger hunt
worksheet. The teacher will end their instruction after the students come back to the school and
discuss their findings. During the discussion, the students will go over where and what they have
found at the museum, and what was personally interesting for them during the trip. The
discussion will help the students to complete their scavenger hunt, by filling up areas that they
couldn’t finish. The teacher will collect all the student’s worksheets at the end of the day. In
addition to that, the teacher will encourage the students to talk about their findings to their
parents or guardians when they go back home.

Instructional Strategy: Because the students are going on a field trip, the majority of the time
the students will be in their groups. The students will come back together into an entire class
during lunch and the discussion they will have after they arrive to the school.

Materials:
● Pencils
● Erasers
● Folders or clipboards

Assessment: The assessment for this lesson plan will be the scavenger hunt worksheets the
students have completed during the field trip and after the discussion they had in the classroom.

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Accommodations: For students who have difficulties on adjusting to different schedules, the
students will have prior practice, where the teacher will go over all the routines with them. The
teacher will remind the class how many days till they go on their field trip, and show pictures as
well as explaining parts that they will see during the day. The teacher and other chaperones will
also be in one-to-one aid to support the students for any circumstances that may occur during the
trip. The teacher will also bring transitional signals and remind the students how much time they
have for their activity, so that the day will go smoothly with little to no confusions or disruption.
If the student have difficulties on writing short notes in a specific time, the teacher will modify
the worksheet where the students will simply circle or label the parts they found during the trip.

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 Closure
Once students have returned from the field trip, the teacher will have a short discussion with the
students asking what they felt was the highlight and lowlight of the thematic unit. This will
signal the end of the thematic unit.

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