Bigfoot Lesson Plan

TEACHING DATE: NOVEMBER 7TH
Indiana Wesleyan University

Elementary Education Lesson Plan
CAEP 2018 K-6 Elementary Teacher Preparation Standards
Reading Lesson
UNIT BIG IDEA
Growth for a brighter future. How can you change the course of your life
through the mundane details of your everyday? Great works are performed, not
by strength, but by perseverance.
LESSON RATIONALE
Students will work on distinguishing the difference between facts and opinion
through several literary formats. They will explore differentiation in what is true
and what is perceived.
READINESS
I. Goals/Objectives/Standard(s)
A. Goal: The goal of this lesson is to find examples of fact and opinion within
the text Weird but True: Bigfoot and other stations throughout the 90-
minute class period.
B. Objective: Students will be able to identify simple fact and opinions within
one piece of text, and create their own claims based on the text.
C. Standard(s): 4.RN.4.1 Distinguish between fact and opinion; explain how
an author uses reasons and evidence to support a statement or position
(claim) in a text.
II. Management Plan: 90 minutes in total
• Anticipatory Set: 10 minutes
• Mini Lesson: 10 minutes
• Group 1: 15 minutes
• Closure: 10 minutes
III. Anticipatory Set
• FBI Records: The Vault (Bigfoot)
• https://vault.fbi.gov/bigfoot/bigfoot-part-01-of-01/view
o “Today we are going to be investigating a topic that has been
questionable for the last 100 years. It is actually one of the biggest
mysteries in the world. Have any of you heard of Bigfoot? Recently
the FBI has released documents of their findings of hair believed the
be from the creature known as “Bigfoot”. Scientists are
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unconvinced that Bigfoot is real, but we are going to explore that
today. I am going to read you some of these files and after I am
done we are going to form individual claims of what you think is
true. Is Bigfoot real? Let’s find out together”
o Read this first letter and the last letter in this document. On the
overhead projector show students the newspaper clippings and the
images of the tuffs of hair found.
• Purpose: “Today we are going to be finding facts, opinions, and claims on
“Bigfoot” to determine if he is real or not. We will use our knowledge and
research skills to make our own claims on the topic.”
PLAN FOR INSTRUCTION

IV. Adaptation to Individual Differences and Diverse Learners
a. Groups have been divided based on level of independence.
b. I will explain the stations verbally before having students work on it
themselves.
c. Every other station focuses on a different learning style. This change
should keep students engaged and focused.
d. I have two aids in the classroom for twenty minutes. I will have them help
groups who are struggling. Sophie and Miss. Young will also be in the
classroom to assist with one-on-one needs.
e. I will be observing each group assessing knowledge and assisting where I
see a need when my teacher group is reading independently.
V. Lesson Presentation (Input/Output)

a. Anticipatory Set: Bigfoot Files
b. Mini Lesson:
i. “Okay guys, so we are going to look at how we can pull pieces of
information from the text. I have in front of me a newspaper article
from the first known Bigfoot sighting. This article is from 1818. It is a little
blurry, but I will read it aloud to you. When I read I want you to pick
out any descriptive words and numbers. Every piece of information
you think is important we will write down on the board.”
ii. Read the article and have students pick out important pieces of
information. Write down facts on the board.
1. https://blog.newspapers.com/find-bigfoot-sightings-in-history/
iii. “Now that we have all the evidence or details of the text can
someone tell me what the author is telling us about the question
above. Is Bigfoot Real? (Have students answer) What evidence did we
find to support this claim?”
c. Stations: Explain each station before students go to each station.
i. “We are going to be doing some of the same things that we did with
the article, but in stations The first station is going to read “Weird But
True: Bigfoot” on Epic, once you are done reading I want you to write
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down on your investigation clipboard any pieces of information you
found interesting or important. The second station is going to be
finding other stories of Bigfoot on the internet. Try to find as much
evidence as you can about Bigfoot. The next station is going to be
with me at the table. We are going to be exploring more newspaper
clippings to find as much information as we can. The final station is
going to be either finishing your research or finding another
informational text on Bigfoot on Epic. However, before we start our
stations I want you to circle your initial thoughts on you investigation
clipboard. Do you think Bigfoot is real? Your name is on the board
once you are done with your predictions go to your first station.
ii. Teacher Station:
1. Text Type or Source: Newspaper clippings
2. Target Strategy/Teaching Point: Finding Fact, Opinion, and Claim
3. Pre-reading: “These newspaper clippings are from over 200 years
of Bigfoot sightings. We are going to read these newspaper
clippings to find out more about bigfoot. I am going to give you
all seven minutes to read these articles, and when you are done
we are going to discuss what we found. Feel free to underline or
highlight important pieces of text that you find in the articles.
Important pieces of text could be facts, opinions, or claims.
Remember that a fact is something that can be tested, an
opinion is somebody’s personal belief, and a claim is something
that is true, but it can be argued.”
4. Reading: Give students seven minutes to read the text.
5. Responding: What kind of things did you underline? Write things
that they found out on a white piece of computer paper.
6. Exploring: Ask these questions to have students go back and look
at the text. “Did any of you find any information about his
appearance? Or where he is usually seen? What information
that you found leads you to believe that Bigfoot is real or a
myth?”
7. Applying: When students go back to other stations they will use
this strategy again to find information.
iii. Teacher Station (Differentiated)
1. Text Type or Source: Newspaper clippings
2. Target Strategy/Teaching Point: Finding Fact, Opinion, and Claim
3. Pre-reading: “These newspaper clippings are from over 200 years
of Bigfoot sightings. We are going to pick two to read to find out
more about bigfoot. I am going to give you all seven minutes to
read these articles, and when you are done we are going to
discuss what we found. Feel free to underline or highlight
important pieces of text that you find in the articles. Important
pieces of text could be facts, opinions, or claims. Remember that
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a fact is something that can be tested, an opinion is somebody’s
personal belief, and a claim is something that is true, but it can
be argued. What are some possible things about Bigfoot that
would lead you to believe that he is real?” Have students discuss
what things they can be looking for in the text. “Okay so we
might be looking for appearances, eye witness accounts, or
something else right. If you are unsure about what you found feel
free to ask me, and I will help you brainstorm”
4. Reading: Give students seven minutes to read the text.
5. Responding: What kind of things did you underline? Write things
that they found out on a white piece of computer paper.
6. Exploring: Ask these questions to have students go back and look
at the text. “Did any of you find any information about his
appearance? Or where he is usually seen? What information
that you found leads you to believe that Bigfoot is real or a
myth?”
7. Applying: When students go back to other stations they will use
this strategy again to find information.
iv. Epic Weird But True: Bigfoot: Students will read or listen to the book
and fill out the questions on their investigation clipboard.
v. Online Research: Student will find sources on the internet and fill out
the questions on their investigation clipboard.
d. Closure: Bring students back together and review what a fact, opinion,
and claim is. “Okay I am really excited to see what you have all learned
today. What are some interesting things you found out about Bigfoot?”
Discuss what they found out in the exploration station. Add facts that
students found on the board. After everyone has shared ask students to
take a few minutes to write down their final claim and why they picked
what they did. After everyone is done take a tally of who picked what.
Ask a few students to share their reasoning.
VI. Check for understanding.

• Reteach: If students struggle during teacher time allow less time for group
discussion at the end. Take extra time to focus on what a fact, opinion,
and claim is. Allow them time to redirect their thinking. Then move into big
group discussion.
•
PLAN FOR ASSESSMENT
A. Formative: As students are working I will observe their behaviors and
conversations. I will mark on my assessment sheet the skills they are using
and the proficiencies in each skill. Their completed fact and opinion guide
will also serve as a tool and assessment for objective completion.
B. Summative: The end of unit test will serve as the summative assessment for
this literature standard.
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REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who did
not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability
levels?
7. Did the station keep each student engaged?
8. Were there any behavioral issues with in the groups?
9. What adjustments would I make to the materials?
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TEACHING DATE: NOVEMBER 7TH

Indiana Wesleyan University

PLAN FOR INSTRUCTION

V. Lesson Presentation (Input/Output)

VI. Check for understanding.

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