Background Knowledge Links to past learning Strategies Used Resources Selected E-resources Content was adapted for EL, struggling and GATE students. Background knowledge was addressed at the lesson introduction. Comprehensible Input Facts and their organization were modeled for students. Comprehensible input in the form of readings provided students with the 10 facts. Students were guided through the first few facts and then were allowed to work independently. Works Independently Mixed groups Flexible groups The entire class participated in forming the first 2-3 facts. In small groups or with shoulder partner students were able to review and write the rest of their facts. Lesson concentrated on each student (advanced, EL, other) in order to teach to their level. Integration of Processes Reading Writing Speaking Listening Viewing Vocabulary Students read the material and were engaged in listening, speaking, viewing of images as well as content vocabulary. Application Hands on Meaningful Linked to objectives Engaging Active Learning Student product was on meaningful information and was linked to learning objectives for 3rd grade. Assessment Rubric Written Oral Formative Summative Test Checklist A rubric was used to assess the final product. Following the lesson students were assessed on written and oral accuracy of their 10 facts. Objective Linked to Standard Integrated with Language Arts Age Appropriate Lesson connected to standards, such as Social Studies and Language Arts. In addition, it was age appropriate (3rd grade). for next lesson: Strengths/Weaknesses of Lesson on your data from students and the assignment results etc. Possibly provide more cooperative groups that will focus on specific areas and the groups can work on the material with others to gain further understanding. Allow students to work in pairs in order to discuss important ideas and share with others. Provide more content adaptations that will take place for the students with IEPs and ELL students. Reading skills always going to vary in a group of students Vocabulary clarification will be taught, as it is needed for the academic subjects some students may struggle. Note: In order to receive all points all lesson components must be submitted.
will apply this knowledge and develop generalization concerning the topic of tribes. Student made random guesses. Student provided no illustrations. 0-1 generalizations are correct. Student made many spelling and grammar mistakes. data. 2 generalizations are correct. Student made few spelling and grammar mistakes. Data chart is organized and supports generalization. Student provided illustration for each of the three generalizations. Student used correct spelling and grammar. 4. PURPOSE (5 points) Have a clear definition in your own mind of the reason (the WHY) for teaching this lesson. Where does this fit into the overall curriculum? script, in words you will use with the children, why it is important for each student to learn this lesson. How does this affect a student’s lifelong learning? Why will the student benefit from this learning? “Boys and the reason we are learning some of the generalizations about tribes is because it is important to see the big ideas. For example, tribes all want freedom; freedom of land, celebration, tradition, religion, and language. Tribes are not so different from us, because we want freedom too. “ 5. ANTICIPATORY SET/Motivation for Learning (5 points) You begin by doing something to get the students’ interest hooked into what you are about to teach. Ask leading questions. Describe related activities or experiences they have had before. Remind them of previous learning. Use artifacts, hands-on math or science activities, photographs, costumes, hats, sounds, music, videos, books, etc. “Boys and the reason we are learning some of the generalizations about tribes is because it is important to see the big ideas. For example, tribes all want freedom; freedom of land, celebration, tradition, religion, and language. Tribes are not so different from us, because we want freedom too. “ LESSON BODY (25 points) Justify for your choice of strategies. Students will apply their background knowledge on the topics about Native American Tribes. In addition, students will use prior knowledge or their own experiences to consider present day examples of tribes/Native American tribes which influence one another. Note: The inducing-a-generalization technique helps pupils arrive at an explanatory generalization by applying their own logical thinking skills. The teacher begins by selecting a well-validated generalization and finding specific examples that support its truth. The learners
ELL Learner – W/Few Words I would allow the student to use a computer program to help translate the reading into their language. Student with low reading ability I would provide the student with a text at their reading level on the same topic. Student with advanced literacy skills/other I would have the student create a compare/contrast chart on their two favorite tribes: one Native American, one African. Strategies to extend the lesson- Fill in chart below: Wright Text Description of strategy How strategy is helpful Rationale for selecting & links to student/standards 1. Paired Reading The student reads aloud in tandem with an accomplished reader. Accomplished reader becomes the teacher and the students learns from their peer. This can help specific students who don’t learn through the teachers teaching style. 2. Main Idea Maps This simple strategy teaches students to generate a graphic organizer containing the main ideas of an expository passage. Students can organize ideas and create a main idea about Native American and African tribes. This helps students learn the benefits of graphic organizers. Students add key facts when they feel it is necessary and contributes to the main idea. 50 Literacy Strategies 1. Data Charts Teacher or students choose a topic and set up a data chart for organizing information. This strategy helps students organize information. I will use this strategy to help students organize information about Native American and African tribes. 2.Prereading plan Teacher introduces a key concept discussed in the reading and ask students to brainstorm relates and ideas. I would use this strategy to learn what my students background knowledge consists of regarding Native American and African tribes. This students know what they already know (background knowledge) and discover what questions they still have. 50 Social Studies Strategies 1. Case Studies Case studies are general narrative descriptions of situations and incidents. This allows students to be creative in researching the similarities and differences in two types of tribes from different places. I decided this would be helpful because it allows students to pick one tribe from America and Africa and dive deeper. 2.Role Playing Students become involved with the actions, and ideas of others while they take on roles in the classroom. This allows students to do more research and embody one member of a tribe of their choice. I would separate students into two different groups. They can pick if they want to be part of a Native American Tribe or an African tribe. They then will “role play” in a presentation in front of the class. Technology Resources YouTube videos-Crash Course
to “Native American Tribes” Strategies Used Concept attainment, concrete examples, Working in pairs Resources Selected Reading book, website, etc. In small groups or with shoulder partner students were able to discuss their generalizations when broken into two groups. Integration of Processes Reading Writing Speaking Listening Viewing Vocabulary Students read the material and were engaged in listening, speaking, viewing of images as well as the generalizations made. Application Hands on Meaningful Linked to objectives Engaging Active Learning Student product was on meaningful information and was linked to learning objectives for 3rd grade. Assessment Rubric Group Written Oral Formative Summative Test Checklist Rubric was used to assess the product. Following the lesson students were assessed on written and oral accuracy introducing new generalizations from the material they gathered. Objective Linked to Standard Integrated with Language Arts Age Appropriate Lesson connected to standards, such as Social Studies. In addition, it was age appropriate (3rd grade). for next lesson based on lesson results: Strengths/Weaknesses of Lesson Lesson contained engaging intro/story. Many good generalizations were made. Students needing more help It may be necessary to pull out level group to review a few of the generalizations that were shared. Content Adaptations Allow students to study various images and descriptions of “Native American Tribes” in advance so they are prepared to discuss generalizations with the class. Reading Skills May vary depending on the lesson Vocabulary clarification It is important to possibly review key vocabulary terms days prior to the lesson, especially for the focus students in the classroom.
All strategies will be research based and from one of the texts. Please provide reference for each. Teacher: Presentation/ Learning Activities (Strategy Steps) (includes language and content objectives, comprehensible input, strategies , interaction, feedback. Use bullet points in each of the three areas below. Academic Language Development: (How will this happen in the following three areas?) Teacher will teach students more vocabulary words. Collaborative (engagement with others) Teacher will inform students that they will earn table points by correctly defining a word when the video is played. They are instructed to study together beforehand. Students: Practice and Application Note meaningful activities, interaction, strategies, practice and application, feedback in each of the three areas below. Academic Language Development: (How will this happen in the following three areas?) Students will know more vocabulary words about Native American tribes. Collaborative (engagement with others) Student will earn points by correctly defining a word when the video is played. They study together beforehand. Review and Assessment: What specific assessment are being used? Informal assessment through verbal definitions. Student Reflection: How will you provide for student reflection on learning? Are the definitions correct? If not, which words do I need to study further? Teacher Reflection What do you anticipate to be a problem for specific students? Teacher will discuss what students already know about the vocabulary words. Students will examine images/videos depicting Native American tribes if needed to review knowledge. Teacher will present instructional strategy. Students will write the definitions in their social studies journal. I anticipate memorization will be a problem for some students. Extension: Based on data/evidence, what are the next steps for future lessons? Provide evidence for your answer. I will include more vocabulary words in future lessons to help students. Students will be instructed to write the words in sentences, paragraphs, and eventually a short essay. Listening /Talk (Social Studies Topic) MINI LESSON Favorite Facts Name: Nicole Willard Date: March 28, 2017 Grade Level: 3
2. Newspaper making Publish a classroom newspaper on a topic Allows students to utilize the web and organize their ideas into a cohesive published paper. Connects to culture, technology, production, etc. Technology Resources YouTube videos on Native students get facts (especially if they were absent) Computer program that what a student verbally says Writing for Information in Social Studies MINI LESSON Create A Tall Tale