Part A: Lesson Planning

To be completed before teaching the lesson

LESSON PLAN FORM

Your Name and the Date on which the plan will be taught: Amie Weyer 3/15/18
Grade Level: 4th grade
Length of Lesson: 30-40 minutes
LEARNING GOALS
CENTRAL FOCUS OF LEARNING SEGMENT: The students have recently switched over to
learning and discussing social studies. We recently discussed the Native American Tribes in
Indiana. We are moving on to explorers and settlers in Indiana. We will be talking about the French
and how they arrived. This will be the second lesson in the series.

PURPOSE(S):Introduce and discuss where the French settled in Indiana.

LEARNING OBJECTIVE(S): At the end of this lesson, students will be able to:
 Name and discuss where the French settled in Indiana.
 Define what a French trapper and trader is.

Primary Subject Area(s): Social Studies

Standard(s):
4.4.1 Give examples of the kinds of goods* and services* produced in Indiana in different historical
periods.
* goods: tangible objects, such as food or toys, that can satisfy people’s wants and needs
* services: actions that someone does for someone else, such as dental care or trash removal

4.3.9 Explain the importance of major transportation routes, including rivers, in the exploration,
settlement and growth of Indiana and in the state’s location as a crossroad of America.

PLANNING CONSIDERATIONS
KNOWLEDGE ABOUT MY STUDENTS THAT WILL INFLUENCE THE DESIGN OF THIS PLAN:
In my class, I have a variety of learners. To approach this, I will incorporate seeing, hearing, and doing. We
have not been doing history for that long. We switched from science to social studies this previous week. My
initial impression of the students and how they enjoy history is they are interested in what happened and the
students like to stop and discuss to ask questions about what is going on. This surprised me because the
majority of my students indicated they do not like history on the “Student Survey.” I hope that talking about
Indiana and discovering how our state became the way it is motivates them to continue to be curious about
this subject. My students indicated in their “Student Survey” they like working with partners. I plan to have
the students work with a partner throughout parts of the lesson.

PREREQUISITE OR SUPPORTING SKILLS NECESSARY FOR SUCCESS:

Vocabulary: territory, ally, missionary, scarce, expedition, voyageurs, trappers, traders
Conceptual Understanding: For this lesson, we will be discussing what the French did when they
settled in Indiana. Students will need to work on summarizing what happened in order to discuss it.

PRIOR ACADEMIC LEARNING & PRE-ASSESSMENT INFORMATION:

My students know very little about Indiana history especially in the early stages. We recently
learned about the Native American tribes who settled in Indiana. They have a little bit of knowledge
of who settled here first and where they settled. The students just recently learned that the
Europeans moved to our continent and where they settled first. Since my students do not have
much background knowledge over the topic of early explorers in Indiana, I plan to introduce them to
the topic and the students will be able to discuss how the French settled in Indiana. I plan to use
notes about the topic and use their textbooks in order to give them background knowledge about
the topic.

SPECIFIC STUDENT NEEDS:

Student Initials Type of need
[may be multiple] [ELL/IEP/Specific skill deficit/GT/High performing]
BC, OA, BA IEP
-Understanding an comprehending information
-Can easily get distracted
MA, MK 504
-Loses attention shortly
MA, MJ, PD ELL Students
All high functioning

One Significant Learning Modality [not linguistic] and how it will be utilized:
Interpersonal: Students will work together to read from the book. They will have to discuss what they learned
from the book in order to fill in the missing spots in the notes I give them while they are working with one
another. They will have to listen to others ideas and respect what is being said.

One Significant Aspect of Character and how it will be fostered:

Cooperate: Since we will be in groups to read a portion of the book, the students will have to collaborate with
others to finish the guided notes that go along with what they are reading in the book. This means, they will
have to listen to each other and work together in order to complete the notes and questions that are given to
them.

One Significant Habit of Mind and how it will be fostered:

Thinking Interdependently: Students will be able to share their ideas about what was read and
answer questions according to the information presented. The students will have to be willing to
listen to others and learn from their ideas in order to grasp what we are learning.

Co-Teaching Strategy/ies that will be used:

One Teach, One Observe- I will be lead teaching the lesson and my teacher will be observing
throughout. She will be walking around the room at times to make sure the class is on task
especially the students who have a hard time paying attention.

ORDER OF TEACHING with PROCEDURES:

(Instructional steps, teaching and assessment strategies)

INSTRUCTIONAL AND ASSESSMENT STRATEGIES

RECALL PREVIOUS LEARNING-LESSON: I will ask the students “What did we learn about or talk
about yesterday?”(We talked about the Europeans arriving in America) Who was one famous
explorer that went further into the continent to explore? (La Salle)

ATTENTIONAL PROMPT(S):
Visual: I will hold up a bag filled with a few items. I will tell the students, “I have a few different items
in my bag. The items in my bag have to do with what the Europeans had and what they wanted.” I
will allow the students to guess what might be in my bag. I will not tell them right away because I
want to talk about trading and what they may have traded in the time frame we are discussing. Tell
the students, “In order to find out, you must listen to what I am going to teach you.”

Words used to tell the children the purpose of the lesson:

As we continue to explore facts of early Indiana, we are going to discuss how the French settled in
Indiana.

Words used to tell the children the objective of the lesson:

By the end of this lesson, you will be able to discuss facts about the French settling in Indiana.

ACADEMIC MOTIVATOR(S):
(Motivating Learning activity) The students will be motivated to listen so that they can find out what
objects are in the bag.

(Motivating Learning Activity) Tell the students, “If you guys are able to listen, figure out what might
be in the bag, and fill in your notes over the slides, you will be able to read the book with a partner.

INFORMAL FORMATIVE ASSESSMENTS

I will assess the understanding of student learning by stopping and asking what they think should
go in the blanks in their notes.

DIRECT INSTRUCTION:

-I will have a presentation on the board for the students. The students will follow along as I read the
information off the slides. ACTIVE LEARNING-LISTENING STRATEGY/IES (ALLS): (Large
ALLS) Since there is a lot of information regarding the French exploration, I have provided students
with notes that they will fill in as I read and talk about the information. (Give Students notes)
-I will be stopping throughout the presentation and asking about the information and deepening their
understanding of the information in the presentation.
-There are a few, short videos we will be watching over the topic.
-Once we stop and talk about the notes, the student will need to share their information altogether
as to what goes in the blank.
- ATTENTIONAL PROMPT(S): Once the presentation is finished and we have discussed what was
in the notes and who traded what, pull out the bag of items. Hold the bag out for everyone to see.
Ask the students, “Now that we have talked about Europeans and what they may have wanted,
what do you think might be in my bag?” Have students guess what might be in the bag. In the bag
there will be a few items the Europeans traded with the Native Americans. There will be buttons and
a blanket. These are a few of the items they traded.
- ACTIVE LEARNING-LISTENING STRATEGY/IES (ALLS): When discussing the items they
traded and finding out what is in the bag, flip to the slide on the presentation, and ask the students,
“What might they trade these items for?” All the students should answer with animal fur or fur.

GUIDED PRACTICE:

-After we discuss our notes over French explorations, tell the students they did a great job listening,
figuring out what was in the bag, and answering questions, they will be able to work with a partner.
-Before assigning partners, tell students we are reading page 44 in our books and we have notes to
follow along with.
-I will assign partners in order to keep on track and there is no messing around.
-Once assigned a partner, the students will be able to move throughout the room and read page 44
in their textbook. ACTIVE LEARNING-LISTENING STRATEGY/IES (ALLS): (Large ALLS)
students will have a note taking chart in order to fill in the information about what they are reading.
This will keep them on task in their partners. They will have to listen to each other in order to decide
what goes in the blank.
-Once groups complete this activity, have them return to their desk and reread their notes over the
information.
-If time allows, review over the terms they used to fill in the blanks and discuss what they read i in
the book.
-Have the notes on the board and fill them in as the students give you the answers in order for the
students to follow along.

CLOSURE: Who is one explorer we talked about today? (La Salle) What territory was Indiana part
of, which the French also claimed and they eventually settled in? (Louisiana Territory)

DIFFERENTIATION OF INSTRUCTION:

Student Initials Type of need Differentiation

BC, OA, BA Comprehension -Students will not have to fill in as many notes as the
rest of the class. They will be filled in for the students.
-The notes will visually be presented on the board for
students to follow along with the rest of the class.
-pair students up with someone they are comfortable
reading with.
MA, MK Attention - Mrs. Lange or I will make sure to keep the
conversation on track.
-Notes will be on the board as we answer so they are
able to follow along.
MA, MJ, PD High Functioning ELL - I will allow the students to see what I am filling out on
Students the board in order to make sure they are following a
long.

MATERIALS:
Prepared by TC:
Bag of blanket and buttons
Guided notes, one for each student
https://docs.google.com/document/d/11MxWTgtqjeKNY8rgT5YjJI9slKf0534ZkYJP4OPIgk4/
edit?usp=sharing
Textbook

Prepared by CT:
PowerPoint
French Expedition:

-In the early 1600s, the French founded a colony called

_______________(New France) . A _________________(Colony) is a
settlement that is ruled by a faraway government

-______________________ (La Salle) was the first European to visit what is

now Indiana.

-In the fall of 1679, La Salle, led an expedition around the eastern shore of
Lake Michigan. An ____________________ (Expedition) is a journey into an
area to learn more about it.

-La Salle and his crew reached the southern bend in the river, which is in
___________________ (South Bend) today.

-A _____________________ (Missionary) is a person who teaches his or her

religious beliefs to others.
-Native Americans trapped beavers and other animals for their
_____________(Fur). They were ________________, (scarce) or hard to
find

-European traders offered Native Americans goods such as

__________________, knives, guns, __________________, and
____________________. (tools, blankets, beads)

-They gave a large number of furs to ____________________, or travelers.

(voyageurs)

The French in Indiana

-Indiana was part of the ___________________________. A

_______________ is an area of land that is controlled by an outside
government. (Louisiana Territory) (territory)

-French people mostly travel by _______________________. (Water)

-They settled along the ____________________ and

_________________.(rivers and lakes)

-___________________are people who caught animals for their fur.

(trappers)

-____________________ were used for protection. (forts)

-Stockades surround some forts. ________________________are a

defensive wall or fence built around a fort. (Stockade)

-An ___________________ is a partner or supporter who pledges friendship

or help. (ally)