Final Project Lesson Plan
Name(s): Christine Danowski
Julie Fields
Steven L. Lurtz
Amy Malter
Date: December 11, 2003
Content Area: Language Arts
Grade Level: 4th through 6th
Objectives:
1. Students will orally read The Story of Sacajawea, Guide to Lewis and Clark, by Della
Rowland (1.B.2d).
2. Students will locate information on aspects of Sacajawea’s life using various forms of
media (5.A.2b).
3. Students will compose a script based on a specific event in Sacajawea’s life on a word
processor using the correct format for a play (1.C.3c, 3.C.2b, 5.C.2a).
4. Students will orally present a scene on Sacajawea (4.B.2d, 5.C.2b).
Strategies/Techniques:
Oral Reading, Research, play writing, acting
Materials:
Paper
Pencils/Pens
Construction Paper
Clothing for Characters
Word Processor
The Story of Sacajawea, Guide to Lewis and Clark, by Della Rowland
Procedures:
Anticipatory Set
Sacajawea traveled with Lewis and Clark on their Corps of Discovery as an
interpreter and helper. She gathered food and set up shelter on the trail. Three
mountains, two lakes, a gold coin, and at least twenty three monuments are names
for her. Let’s go on a journey to see what else we can learn about this brave
woman.
Development
1. Prior to this lesson, the class will have orally read The Story of Sacajawea,
Guide to Lewis and Clark, by Della Rowland focusing on a chapter per day.
2. Teachers will divide students into six groups and prepare a short scene relating
to Sacajawea’s life and told from her perspective.
3. Students will research Sacajawea in books, internet, etc. to supplement the
information from the book for their designated scene.
4. Scenes will be divided as follows:
a. Sacajawea’s early life (before marriage).
b. Sacajawea’s marriage to Charbonneau and pregnancy with Pomp.
c. Sacajawea’s beginning journey with Lewis and Clark.
d. Sacajawea’s role on the journey.
e. Sacajawea’s reunited with her brother and learns the history of her
family.
f. Sacajawea’s return home.
5. Student will prepare a script on a word processor as a group to emphasize the
important aspects of the scene. Proper format must be used and papers edited for
mistakes.
Closure
Students will present the scenes in chronological order to their peers.
Modifications/Adaptations:
1. Students will break up group tasks to maximize the use of everyone’s potential.
2. Students who are unable to formulate their ideas in writing will dictate to those
typing on the word processor.
Extensions:
1. Students will prepare costumes and props for their scene.
2. Students will rehearse their scene with another group that is done for feedback.
Technology:
Computer
Assessment of Student Learning:
The students located adequate amounts of information to write their scene with
depth and clarity.
The script is written grammatically correct and free of errors.
The presentation of the scene is clear and easy to understand.
The students read fluently and comprehend vocabulary.