to students – Who lived there? What was there in the town? Teacher will encourage students to refer to text as evidence for their response. Teacher will display note taker on board (T- chart evidence on one side and reasoning on other. (ActivBoard/SmartBoard) and model adding information. Lesson 2 – P.116-117. Session Three 30 minutes Teacher will introduce students to multiple pictures of Virginia City, past and present. Teacher will remind students to use their note taker, analyze pictures and gather further information. With class discussion, the pictures (see internet reference in column to the right in red for pictures) and the census are tools to explore and help students infer why the population has decreased over time. Teacher should point out to students an increase in the population data and help them to understand what was encouraging about the data for families to want to move to Nevada. Extension activity – pull census data from 1860 and present to compare/contrast discussing push/pull factors. Students will observe pictures. Students will record what they notice with specific details. Students will share out responses. picture of Virginia City 1863 (in timeline on following website) /history.html - Session Four 30 minutes Teacher will begin with a read aloud of Rhyolite. Students will listen to read aloud. See links to order book above.
Jigsaw Seminar directions, Source Summary graphic organizer, and questions for the activity. “Chinese and Mining” background information using Online Nevada Encyclopedia. Lesson Plan Outline: Approximate Time What is the teacher doing during this time? What are students expected to do during this time? Notes (formative assessment ideas, differentiation, adaptations, etc.) 30-45 Minutes (1 Day) Whole Group Vocabulary lesson for all three articles: Immigrant Disposed Obedient Citizens population Find and define vocabulary words in all three texts. Use a previously used vocabulary lesson the students are familiar with in your classroom. 30-45 Minutes (3 days) Split class in three groups. One group a day (your choice of structure or time) to provide guidance to understand article for each group. Teacher guides students to also fill out the “Source Summary” graphic organizer. Students need to be prepared for discussion. Guided Group: Students read the article carefully and underline facts and ideas that they think are important/and or interesting. Students will also use the “Source Summary” to guide their understanding with the reading and support their discussion/writing activity. The other two groups will be busy doing other activities while teacher is supporting one group with their reading article. Suggestions could include a small vocabulary activity using the words listed above, researching for “Wanted” poster, other readings and or writing activities in the unit. Directions for “Source Summary” included below. Students will need copies of each article above. Each article, if possible, copied on a different color of paper. So students will have three articles, on a different color of paper. Have activities ready and prepared for other two groups. 45-60 Minutes Jigsaw Seminar Have one or two people from each expert group meet with one-two people from all other expert groups to engage in a small group seminar around a few open ended questions that can be answered in part with evidence from each of the texts. Group members should share their important facts and/or interesting ideas with each other to develop a common understanding of the article. Using their Source Summary graphic organizer, students will be able to explain in detail the information from their text.