This lesson plan is for a 4th grade West Virginia history class. It involves using various technologies like Voki, Twitter, blogs and a webquest to engage students in learning why West Virginia separated from Virginia during the Civil War. The plan calls for analyzing the learning styles and needs of the diverse students, outlining objectives for students to understand how and why WV became a state, and selecting media like textbooks, computers and class discussion to meet the objectives. Students will participate by sharing tweets and the teacher will evaluate understanding through discussion and revision as needed.

1. ASSURE
Lesson Plan for Monday
Analyze Learners | State Objectives | Select Methods, Media, and Materials
Utilize Media and Materials | Require Learner Participation | Evaluate and Revise
Analyze Learners
General Characteristics
This lesson plan is designed for fourth grade students to become familiar with West
Virginia History. The students vary in age from 9 to 10 years. There are 8 girls and
11 boys in the class. 17 of the students are West Virginia natives. There is 1 deaf
student. Almost all of the students are from poor socioeconomic environments.
Specific Entry Competencies
All students are aware of the state they live in and the capitol. None of them know
what county they live in or what a state symbol is. The majority of the students have
no knowledge of West Virginia history at all.
Learning Styles
The students need to constantly be hands on in order to keep their full attention.
There are a few students who are disruptive and have a difficult staying on task
without constant reminder. The students lose interest quickly when reading from
their textbooks. The students should be tested orally because they do not test well
on written assessments. The deaf student in class is also to be tested orally, but by
an interpreter rather than the teacher. The interpreter is always in the classroom
for that particular student’s aid.
State Objectives
Learning Outcomes
The main objective for this lesson plan is for all students to become familiar with
West Virginia history. They should be able to explain how West Virginia became a
state, identify the surrounding states, and recognize state symbols. Students should
be able to do this by day 5 with 100% accuracy.
Conditions of Performance
Students will be able to explain why West Virginia split from Virginia. They will also
be able to explain when it happened and who was the president at the time.

2. Degree of Acceptable Performance
Students should be able to do this by the end of the day with 100% accuracy.
Select Methods, Media, and Materials
Methods
The method chosen for this lesson was entire class instruction.
Media
The lesson will begin by the teacher playing a Voki. Students will be asked the
question, “Why did Virginia split?”. After a discussion is initiated students will be
instructed to ask the question on Twitter. Students will raise their hands and share
tweets that they think are relevant.Student’s will also utilize Zunal and complete a
WebQuest. After the teachers feel as if student’s have a generalization of how West
Virginia became a state and why, they will be given another assignment. They will
be assigned to create a blog on their opinion of West Virginia's statehood. The blog
will be made on Blogger.

3. Materials
For this assignment students will use their West Virginia History textbook,
Encyclopedias, and computers.

4. Utilize Media and Materials
Preview the Materials
Teacher will note the pages that cover the specific material that he or she wants to
talk about in class.
Prepare the Materials and Environment
The teacher will have the appropriate textbook on each student’s desk upon arrival.
The teacher will have checked Encyclopedias out of the school library prior to the
day of the lesson.The teacher will make sure the computers are all turned on and
working properly. Both the textbooks and computers will be available in the
classroom. Students will be sitting along the wall at the computers and also at their
desks. Their desks will be set up in single file rows
Provide the Learning Experience
The teacher keeps the students actively involved. The teacher has the students
sharing the information they are reading on Twitter. The whole lesson is class
discussion, no pencil and paper.
Require Learner Participation
Each student will be required to share at least one tweet that they find relevant to
the given discussion question. Students will be asked to participate by raising their
hand either for either yes or no. Teacher would ask students whether they think
each tweet read is true or false.
Evaluate and Revise
After each poll of yes or no, the teacher will inform the students of the correct
answer. The teacher will also explain the correct answer. The students will be
evaluated by participating in the class discussion.