1. Teacher:Ms. Korsah
Lesson number: 1
Lesson Title:Landforms
Grade/Subject: 4th
/ELA/SocialStudies
Central focus:
Comprehension
Essential literacy strategy:
Describing a topic
Requisite skills:
Using Descriptive language
Reading and Writing connections:
Students will use the readings to analyze and write in ways that allow interpretation of the text
Content/Common Core Standard(s):
RL.4.1 Refertodetails and examples in a textwhen explaining what the textsays explicitly and when
drawing inferences from the text
W.4.4 Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience
Learning Objectives associated with the content standards:
I can determine the names of several landforms In New York.
I can explain why these landforms are important to the state of New York.
Academic Language
Vocabulary:
Landform
Energy
Tourism
Landmark
Plateau
Mountains
Valleys
Plains
Hills
Glaciers
Waterfall
Language function:
Identify, report, or describe information
Additional language demand ( at least one of the two- only include the one(s) you address)
Syntax:
Discourse: x
There are several types of landforms in New York. They are called _____________
These landforms are important for several reasons such as __________________
Student Friendly Daily Learning Target ( I can… or pose as question)
I can identify the types of Landforms in New York
I can explain why these Landforms are important to the state of New York.

2. Monitoring Student Learning: Formal and Informal Assessments prior to, during & after
learning segment
Description of formal/ informal assessments:
Formal:
Writing Activity: I will collect students completed letters to their pen pals or friends. I will give
feedback that states where they lacked information and where they gave great detail.
Informal:
Involvement In Discussion: I will informally assess students by observing those who were engaged
in answering questions. I will also observe those who may have answered the questions wrong, but
used the information given to form a correct answer. Questions like “How does this landform help
you in your daily life and What landforms are unique to New York and why?
I will also be walking to each group and asking and answering their individual questions.
What is being assessed:
Letter to Pen Pals
Responses to Oral discussion
Graphic organizer handout
Assessment accommodations:
Students will be given more time to complete the pen pal activity
Students will be allowed to work with their peers next to them.
Type of feedback that will be given to students:
I will collect studentswork and provide the students with writtenfeedback.Papers will have a rubric
of 1 being little to no details to 5 having great detail. Students will also be told to what to expand on
and what they did well with.
What students will do with the feedback:
Students will be given the opportunity to correct their work and resubmit it based on the feedback
given.
Instructional Resources and Materials:
Smartboard
Landform Handout
Map of New York
Geography from A to Z: A Picture Glossary by Jack Knowlton
Graphic Organizer
Looseleaf Paper
Connection to prior academic learning and prerequisite skills:
Students will identify all the various oceans, islands, and sounds they have learned about
previouslythrough discussion. Students will be asked if they know the overall name of the various
things they have just described.
Requisite Skills: Students will use the vocabulary words to describe various landforms and relay
its importance.
Connections to cultural/personal/community assets:
Based on the knowledge of the various places my students have visited, students will be asked
questions such as “ What are some of the things you do on a hill, have you ever visited a waterfall,
and what do you do at the beach will be asked to introduce the fact that these are all landforms
InstructionalStrategies & LearningTasks thatsupportdiversestudentneeds
Motivation/Hook/Anticipatory Set: ( 10 min)
 I will tell students to name all the things they know about New York so far.

3.  I will ask students the thought provoking question “Does anyone know the name of
everything you have just described? “
 I will explain to the class that the word is Landform. I will explain that the word
Landform is simply another way of saying a feature of the earth’s surface.
 I will explain that the items they described are all landforms.
 I will ask students to look at the Landform Worksheet on their desk and on the
smartboard.
 I will ask them to identify with their tablemates what landforms they have seen or
believe are in New York.
Procedure
Time Teacher Action
(include higher order thinking
questions, grouping strategies)
Student Action
( 15
mins )
( 5
mins )
( 10 )
10
Mins
I will tell students that we will find out together
if their guesses are correct. We will do so by
reading parts of the book, Geography from A
to Z: A Picture Glossary by Jack Knowlton.
Students will be asked to raise their hand if
we come across a landform they wrote down.
I will than ask the students to tell us what the
different landforms they believe in New York
are.
I will again review the various landforms by
telling the students to look at the smartboard.
I will ask various students to read the
landforms we agreed were in New York to the
class. I will ask them to give me an example
of one in New York.
I will than ask the students to stand up. I will
ask them to give each other space from one
another. I will explain that I will draw a
landform on the smartboard. They must use
their bodies to describe what landform it is.
I will look for all students to be engaged and
to have made some sort of shape. I will ask
them to than shout out what they believe it is
before drawing another one.
I will than have students sit down. I will model
the writing activity they will do. I will explain
that they can talk to those in their group. I will
walk around to each group and check on their
progress and answer any questions.
Students will follow along and answer questions such as
“What is the name of the ocean we see when we go the
beach” What is the name of the famous waterfall you
may have seen?” They will answer each question after
it is approached in the book.
Students will discuss the landforms they wrote down
and why. Where have they seen these landforms? Is
there anything special they can do at these landforms?
Students will read the description of each landform to
the class. Students will tell an example of one to the
class. For example if they read the description for
ocean, they may say Atlantic Ocean as an example.
Students will use their bodies to describe without words
the landform that is drawn on the board. For example if
the landform drawn is a mountain, students will lift their
hands as high as it can go with hands closed together to
represent the tip of the mountain.
Students will continue this until all landforms in New
York are answered.
Students will complete the pen pal activity, Students will
have the option of using the graphic organizer for their
thoughts before writing on the looseleaf.
Closure ( 5 min)

4.  I will ask students “What did we learn today”?
 I will ask those who did not finish the pen pal activity to finish for homework and I
will collect and grade the papers of those that did.
How students will reflect on their own learning
Students will be asked to discuss what they learned today. Their responses will give them the
chance to reflect on what they l earned for the day
Accommodations/Modifications to requirements in IEPs and 504 plans
Students with IEPS will be allowed to bring home the writing activity for completion at home. They
will also be allowed to draw the landforms provided they identify which ones they are.
Differentiation
Students who are struggling learners were placed with higher level learners in their groups.
Students who struggle with writing complete thoughts will be paired with one of the two T.A’S in
the room.
Students can refer back to the maps and landform worksheet to know which ones to use.
Technology Integration to Support Learning
The smartboard will be on throughout the lesson with the same Landform Worksheet they have on
their desks.
Teacher:Beverly Korsah
Lesson number:2
Lesson Title:Is that runningWater? No Its Niagara Falls
Grade/Subject: 4th
/ ELA/SocialStudies
Central focus:
Comprehension
Essential literacy strategy:
Describing a topic
Requisite skills:
Using Descriptive language
Reading and Writing connections:
Students will use the readings to analyze and write in ways that allow interpretation of the text
Content/Common Core Standard(s):
RL.4.1 Refertodetails and examples in a textwhen explaining what the textsays explicitly and when
drawing inferences from the text
W.4.4 Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience
Learning Objectives associated with the content standards:
In small groups ofstudents of varying abilitiesstudentswill describe NiagaraFalls and its importance as a
landform.
Academic Language
Vocabulary:

5. Landform
Energy
Tourism
Landmark
Plateau
Mountains
Valleys
Plains
Hills
Glaciers
Waterfall
Legacy
Language function:
Identify, report, or describe information
Additional language demand ( at least one of the two- only include the one(s) you address)
Discourse:
Using discussion and vocabulary words
Student Friendly Daily Learning Target ( I can… or pose as question)
Lookingat the pictureswhydoyou thinkNiagarafallsissuchan importantlandform? Explain?
How couldthe waterbe used?
Have you visitedNiagaraFalls?Why?
Monitoring Student Learning: Formal and Informal Assessments prior to, during & after
learning segment
Description of formal/ informal assessments:
Formal:
Informal: Review poster/brochure with small groups and individual students
What is being assessed:
How well they were able to formulate a travel brochure or poster based on the facts and information
about Niagara falls.
Assessment accommodations:
What information did your brochure provide? Explain
Type of feedback that will be given to students:
Students will share feedback with a partner and work together to revise brochure.
Instructional Resources and Materials:
Barreling Over Niagara Falls by Nancy Kelly Allen
Maps/Photos of the Niagara Falls region
Construction Paper
Loose Leaf Paper
SmartBoard
Connection to prior academic learning and prerequisite skills:
Refer to lesson 1 on Landforms
Connections to cultural/personal/community assets:
Discussion of vacations and trips. Discuss use of capital letters in name of landmark

6. InstructionalStrategies & LearningTasks thatsupportdiversestudentneeds
Motivation/Hook/Anticipatory Set: ( 10 min)
Procedure
Time Teacher Action
(include higher order thinking
questions, grouping strategies)
Student Action
(10 )
(15)
(2)
The teacher will ask the students, Boys and
Girls, do we remember what the different
types of landforms are?
The teacher will than ask; Today, we will learn
about Niagara Falls. What type of landform
can you assume Niagara falls is?
The teacher will than say, Before we learn
more about Niagara Falls, I will read to you a
book about a women who rode over the falls
years ago in a barrel called Barreling Over
Niagara Falls.
The teacher will ask the students to write
down questions that may come up as she
reading.
The teacher will identify with the students
where Niagara Falls is located, the different
types of falls within Niagara falls and where
they are located, talk about how they formed
and from which rivers they flow in and out of,
and finally why these falls are so popular and
significant. The responses will be answering
the student’s daily learning target. The
teacher will tell students that they will do this
in their groups.
The teacher will play a short video that states
most of the facts that the class has now
summarized.
The teacher will again discuss the facts and
details with the students. The teacher will now
discuss the answer to the questions with the
students.
The teacher will now model and demonstrate
how to write a travel brochure/ poster and
what should be inside. The teacher will have
the questions that must be answered written
on the smartboard.
Students will collaboratively describe what they are.
Students may choose to say them to the tune of a beat
or dance.
Allow one student to answer and tell me why they chose
that particular landform.
Students will listen to the teacher reading the book.
Students should be writing down questions that may
come up as the teacher is reading.
Students may know ask the questions they wrote down
while the teacher was reading the book. The teacher will
allow them to compute the answer based on the
information they now know before the teacher gives a
final answer. Students will answer the following
questions and use the answers to complete the activity.
Why did Annie Taylor think that the falls were so
important?
What benefit came out of her stunt?
Where is Niagara falls?
What makes It so different?
What is an interesting fact about it?
Think about the force in which the falls threw Annie
Taylor’s barrel. What other ways do you think that force
can be used for?
Students will begin making their own travel brochures or
posters. They will first write it on loose leaf than have it
proofread by the teacher before writing it on the
construction paper. The questions that must be
answered in paragraph form are as follows. Where is
Niagara Falls? What is Niagara Falls? What makes it
unique? What is an interesting fact about it?
Closure (5 min) The teacher will monitor who has finished and who has not. Students will
be told to decorate the travel brochure at home. Students will then be asked what their
favorite part of Niagara Falls is. Boys and Girls what did we learn today?

7. How students will reflect on their own learning
The question asked in the closure part of this lesson allows for students to reflect on what caught
their interest and how it plays a role in the history of Niagara Falls.
Accommodations/Modifications to requirements in IEPs and 504 plans
One on One with T.A
Students will be given more time on task
Modify the tasks to meet needs
Differentiation
Those who require modification will have the option of completing a poster rather than a brochure
Technology Integration to Support Learning
Niagara Falls : Fun Fact Series EP08 | Mocomi Kids Video. It depicts the different falls and states
facts that the students would have learned.
Teacher:Ms.Korsah
Lesson number:3
Lesson Title:Lady Liberty
Grade/Subject: 4th
/ELA/SocialStudies
Central focus:
Comprehension
Essential literacy strategy:
Describing a topic
Requisite skills:
Using Descriptive language
Reading and Writing connections:
Students will use the readings to analyze and write in ways that allow interpretation of the text
Content/Common Core Standard(s):
RL.4.1 Refertodetails and examples in a textwhen explaining what the textsays explicitly and when
drawing inferences from the text
W.4.4 Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience
Learning Objectives associated with the content standards:
I can determine the names of several landforms In New York.
I can explain why these landforms are important to the state of New York.
Academic Language
Vocabulary:
Landform
Tourism
Landmark
Language function:
Identify, report, or describe information
Additional language demand ( at least one of the two- only include the one(s) you address)

8. Syntax:
Discourse:x
I can determine that the Statue of Liberty is on the __________ which is the name of a landform.
The purpose of this landmark being on this landform is ______________
Student Friendly Daily Learning Target ( I can… or pose as question)
I will be to determine the landform the Statue of Liberty is on
I will be able to identify the purpose of having a landmark on this type of landform.
Monitoring Student Learning: Formal and Informal Assessments prior to, during & after
learning segment
Description of formal/ informal assessments:
Formal:
Exit Slip: Students ability to answer this question: Would the Statue of Liberty still have meaning if
those who came to America had to travel to see it? This will be on a piece of paper that I will hand
to students at the end of the lesson and collect once they answer.
Informal:
I will circulate the room to see who is accomplishing the task at hand or who may be struggling to
think of a place that Is symbolic in their community.
What is being assessed:
Exit Slip
Statue of Liberty writing activity
Oral discussion
Assessment accommodations:
The exit slip would provide the students who are not comfortable speaking in front of others to
voice their understanding.
I will allow those who prefer typing over handwriting to type their response to the writing activity at
home.
Type of feedback that will be given to students:
I will collect the writing activity and exit slip. I will collect students work and provide the students
with written feedback. Papers will have a rubric of 1 being little to no details to 5 having great detail.
Studentswill also be told to what to expand on and what they did well with. The exitslips will advise
me on what to reteach or instruct again.
Instructional Resources and Materials:
Smartboard
Exit Slips
Looseleaf Paper
Lady Liberty: A Biography by Doreen Rappaport
Connection to prior academic learning and prerequisite skills:
Students will identify all the various oceans, islands, and sounds they have learned about
previouslythrough discussion. Students will be asked if they know the overall name of the various
things they have just described.
Requisite Skills: Students will use the vocabulary words to describe various landforms and relay
its importance.
Connections to cultural/personal/community assets:
Based on the knowledge of the various places my students have visited, students will be asked
questions such as “ What are some of the things you do on a hill, have you ever visited a waterfall,
and what do you do at the beach will be asked to introduce the fact that these are all landforms
InstructionalStrategies & LearningTasks thatsupportdiversestudentneeds

9. Motivation/Hook/Anticipatory Set: ( 10 min)
 I will start by asking the class “What did we learn yesterday”? After students have
touched upon Niagara Falls, I will tell them that we learn about another landmark In
New York.
 I will ask the students to think about the answer to this question as I read the book
“How important is the ocean, one of the many landforms in New York, to the Statue
of Liberty”?
 I will also ask the students to write down any questions that may come up and we
will see if they have been answered by the end of the book.
 I will begin to read the book.
Procedure
Time Teacher Action
(include higher order thinking
questions, grouping strategies)
Student Action
15 mins I will ask questions as I read the book.
Questions that will be asked are “Why did the
architect decide to build the Statue of Liberty,
What makes it different from the landmark we
learned about yesterday? How does it being
on an ocean affect the importance of it? “
I will ask students to close their eyes. Imagine
you had to flee everything you knew and
leave everything you owned at home and run
away. You board a ship that is going to take
you to a new land where there are riches and
the opportunity to have everything you want, if
mom and dad work hard. After weeks of bad
food and no sleep you look ahead to see Lady
liberty.
I will ask them to share their responses. I will
than ask if anyone knows the meaning of
Symbolism and if they can tell me the
symbolism of the Statue of Liberty. I will ask
them to share any important landmarks in
their community and explain why it is
symbolic.
I will have the students answer the following
questions about their symbolic feature within
their community:
What is it?
Where is it located?
Why or how is this symbolic to you?
Do you think this is a symbolic representation
of your community to others? Why or why
not?
Students will be engaged as the teacher stops from time
to time to ask questions. Students will answer
accordingly.
Students will close their eyes and imagine the scenario
before them. Students will than openly discuss with their
group what they thought. One member from the group
will be designated as the “writer” and will write their
responses down.
Students will explain what they believe symbolism
means and what they believe the Statue of Liberty is a
symbolism for. Students will than share a landmark or
place that is important to them in their community and
why it is symbolic.
Students will answer their questions on loose leaf
independently. They may share their answers with a
classmate once I have circulated the room and
approved their work.

10. Draw or print picture of it and attach
Closure ( 10 min)
I will now ask the question “What did we learn today”? I will also ask the question that can
be found on the exit slip. I will explain what they are to answer on the slip and will collect it
once they are done.
I will allow students who did not finish the writing activity to place it In their homework
folders to finish at home.
How students will reflect on their own learning
The students will be given time to reflect on the exit slips that will determine how well they
understood the lesson.
Accommodations/Modifications to requirements in IEPs and 504 plans
 I will make sure all students are engaged in discussion. If they are not able to speak to me
directly I will make sure that they are able to converse with a classmate
 I will model instructions for all
 I will provide a graphic organizer to those who need to organize words and thoughts
Differentiation
 Students being arranged in groups of varying ability allows a balance that aids In learning
 Exit slips allow instruction to be best suited to individual needs
 The questions on the smartboard serves as a reminder of the overall purpose of the lesson
which is a strategy that aids learners who may be struggling.
Technology Integration to Support Learning
Questionswill be written on the smartboard throughoutthe lesson. The answers to those questions
will guide them in the writing activity.