This lesson plan is for a 4th grade West Virginia history class. The plan analyzes the learners, which include 9-10 year olds with a variety of learning styles. The objectives are for students to learn about how West Virginia became a state and identify its symbols. The plan will utilize a digital story, maps, and textbooks during whole class instruction. Students will participate by creating a poster or podcast identifying the state capital and their home county. Their work will be evaluated using a rubric to ensure they meet the 100% accuracy objective.

1. ASSURE
Lesson Plan for Tuesday
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.
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 identify the capitol and the specific county that they live in.
They should also be able to name the location of West Virginia’s capitol.
Degree of Acceptable Performance
Students should be able to do this by the end of the day with 100% accuracy.

2. Select Methods, Media, and Materials
Methods
The method chosen for this lesson was entire class instruction.
Media
The projector will be used for this lesson and also computers. Both of which are
located in the classroom. Students will have the option to choose between creating
a poster or a Podcast. The teacher will show a digital story about West Virginia’s
capitol’s to begin the lesson.
https://marshall-bb.blackboard.com/courses/1/CI350-CL-hblanco-
201302/attempt/_1159774_1/s/West%20Virginia%20Capitol%20History.mp4
Materials
The materials used for this assignment are maps of West Virginia and their West
Virginia History textbooks.

3. Utilize Media and Materials
Preview the Materials
The teacher will make sure there is a map of West Virginia in the room that clearly
shows the location of the capitol. The teacher will also preview the projector to
confirm it is working properly. Also, the digital story will be preview to ensure that
there are no technical difficulties.
Prepare the Materials and Environment
The teacher will supply all students with a West Virginia History textbook to use.
Also, the teacher will ensure that all computers are working properly. The
classroom will be set up in single file rows. The map will be shown on the projector.
The digital story will be loaded and ready for view.
Provide the Learning Experience
The teacher keeps the students actively involved. The teacher will encourage the
students to raise their hands if they have questions on how to complete the
assignment. Instead of the teacher answering the questions, he or she will prompt a
student to answer.
Require Learner Participation
Students will be encouraged to ask questions if they are having difficulty. After
everyone has completed their individual assignments, they will be asked to share
with the class.
Evaluate and Revise
Students will have the choice on how they want to be assessed. They have the
option of creating a poster. If they choose the poster, it must correctly include the
capitol itself and the location. They have creative reign over how the information is
portrayed on the poster. Teachers will use a rubric for the poster. The other choice
they have for assessment is to create a podcast. Students can simply state the
capitol and the location by recording and saving it as an MP3 file. Teachers will use
the same rubric for this assignment as well.