Theme 2: My World & Others (Geography) Grade 5: Lewis and Clark: Opening the American West by Ellen Rodger (U.S. Geography) This 4MAT lesson incorporates activities in the Daily Lesson Guide (DLG) that relate to the stated concept (below). Thus, it is designed to be used as a lead-in to the study of the Pathways book as outlined in the DLG, keeping in mind that some of those activities have already been completed via this 4MAT lesson. Title: Pathways: Theme 2 Lewis and Clark Subject: Opening the American West What are you teaching? Explorations of Lewis and Clark What will learners know when the unit is complete? About Lewis and Clark s Voyage of Discovery What will learners be able to do when the unit is complete? Make an attractive, neat, educational poster. What will learners have become when the unit is complete? More likely to take ownership in their own growth (spiritual, scholastic, etc.) Concept: Expansionism Theme/Transition Verse: But seek ye first the kingdom of God, and his righteousness; and all these things shall be added unto you. Matthew 6:33 Essential Question: Can I expand in my knowledge, thinking, understanding and abilities? Bridge: I can be instrumental in expanding my own abilities.
Quadrant 1: WHY? Experiencing and Reflecting CONNECT: (Connector) Objective: Inflate Balloons Right Brain Procedure: Give each student a balloon and have them write on it, with a Sharpie, the school subject in which they would most like to improve. ATTEND: (Reflector) Objective: Easy? Difficult? Impossible? Left Brain Procedure: Discuss the ease or difficulty with which they were able to inflate their balloons. Did some need assistance? Did some help others? Did every balloon get inflated? Assessment: Discussion
Quadrant 2: WHAT? Reflecting and Thinking IMAGINE: (Idea Imager) Objective: Let s Improve Right Brain Procedure: Put students in groups of 2 or 3 and have them brainstorm at two strategies each student could use to improve in their subject of difficulty. Assessment: Lists of improvement strategies INFORM: (Understander) Objective: Point of View Right Brain Procedure: Just as your balloons expanded, so did America expand. Lewis and Clark were instrumental in the expansion of America. Teach the verse, But seek ye first the kingdom of God, and his righteousness; and all these things shall be added unto you. Matthew 6:33. Afterwards, use this verse each time you call the students to work on this Pathways unit; the verse will enable them to quickly transition and focus on the learning. Study Point of View DLG, pg 18; Writing Write from your point of view DLG, pg 44; Writing Assessment: I Witnessed papers RAFT paper
Quadrant 3: HOW? Thinking and Doing PRACTICE: (Practicer) Objective: Expand Grammar Skills Left Brain Procedure: Expand students working relationship with nouns and adjectives DLG, pgs 18 & 19; Grammar. Expand students ability to recognize and use introductory phrases DLG, pg 23; Grammar Assessment: Blackline 7 EXTEND: (Experimenter/Maker) Objective: Adopt a Tribe Right Brain Procedure/ Technology Component: Research via http://www.native-languages.org/original.htm to expand your knowledge base of American Indians by selecting a tribe and making a poster showing that tribe s: Type of housing Type of clothing Type of government Main foods Main activities One other interesting detail
Quadrant 4: IF? Doing and Experiencing REFINE: (Polisher) Objective: Make it Educational Left Brain Procedure: Be certain all requested information is shown on your poster. Make it neat, attractive and informative, as well as grammatically and mechanically correct. PERFORM: (Performer/Critic) Objective: Nice Work! Right Brain Procedure: Do a Gallery Walk of all the posters. Have a sheet of notebook paper beside each one on which the students can write positive comments about each poster. Assessment: Completed Posters Willingly giving positive feedback to fellow students
Grade 5 Writing, Speaking, Listening Standards Content Standard: 3.0 Writing Skills: The student will work from a Christian perspective while developing the structural and creative skills of the writing process necessary to produce written language that can be read, presented to, and interpreted by various audiences. 3.1 Use the Quality Writing Process 5.3.1a.Brainstorm ideas (bubbles, webs, etc.) 5.3.1b.Organize information (graphic organizers, story maps, etc.) 5.3.1c. Write an initial draft. 5.3.1d. State main idea. 5.3.1e. Add details to support topic sentence/main idea. 5.3.1f. Conclude with summary paragraph. 5.3.1g.Revise using appropriate voice. 5.3.1h. Consider audience. 5.3.1i. Clarify/enhance word choice. 5.3.1j. Edit for grammar, punctuation, capitalization, and spelling. 5.3.1k.Proofread for run-on sentences, fragments, clear paragraphs, time order words, correct sequencing. 5.3.1l. Edit for purpose and audience. 5.3.1m.Use technology as a writing tool (word processing, spelling and grammar checks.) 5.3.1n. Publish consider page format, select presentation format, and incorporate illustrations/photos 3.2 Apply Writing Skills to Multiple Forms and for Various Audiences. 5.3.2a. Write friendly and formal letters. 5.3.2b. Use proper letter format. 5.3.2c. Address audience and adjust style and tone to recipient of letter. 5.3.2d. State purpose and context clearly and simply early in letter. 5.3.2e. Develop the purpose of letter clearly, logically, and fully but briefly. 5.3.2f. Write original stories and imitations of folklore. 5.3.2g. Establish setting and plot with conflict and conflict resolution. 5.3.2h. Establish a context for the story in a variety of ways. 5.3.2i. Use clear point of view and meaningful details. 5.3.2j. Use dialogue and descriptive elements. 5.3.2k. Show the action of the story rather than just telling it. 5.3.2l. Display traits of characters rather than just describing them.
5.3.2m. Write effective informative reports. Answer key questions. Show clear understanding with significant facts and details. 5.3.2n. Write multi-paragraph expository and persuasive texts. 5.3.2o. Use introductory, body, and concluding paragraphs. 5.3.2p. Write full, clear body paragraphs each developing support for a central idea. 5.3.2q. Adjust style and tone to fit various audiences. 5.3.2r. Use organizational patterns to clarify content. Cause/effect, comparison/contrast, and problem/solution. Chronological and spatial. Logical flow of ideas. 5.3.2s. Synthesize information from multiple sources. 5.3.2t. Take and support a clear persuasive position. 5.3.2u. Support key ideas with references to various sources 5.3.2v. Write important autobiographical incidents. 5.3.2w. Write multi-paragraph narratives to present ideas and to show imagination. 5.3.2x. Write research reports. 5.3.2y. Use a variety of strategies to identify topics to investigate. Brainstorming. Idea webs. 5.3.2z. Use graphic organizers to gather and record information. 5.3.2aa. Collect information from a wide variety of sources. 5.3.2bb. Compile information into written reports or summaries. 5.3.2cc. Develop with facts, details, examples, and explanations. 5.3.2dd. Write notes, outlines, and explanations. 3.3 Apply conventions of writing effectively. 5.3.3a. Write clear and fluent sentences. Simple Compound. Complex. Exclamatory, declarative, interrogative, and imperative. 5.3.3b. Write proper paragraphs. Topic sentences. One main idea. Complete. Correct format. 5.3.3c. Identify and correctly use all parts of speech. 5.3.3d. Use appropriate noun-verb agreement. 5.3.3e. Use appropriate pronoun cases.
5.3.3f. Use consistent verb tenses. 5.3.3g. Identify and use common, proper, plural, and singular nouns. 5.3.3h. Identify and use prepositional phrases. 5.3.3i. Identify and use appositives. 5.3.3j. Identify and use subordinate clause. 5.3.3k. Use negatives properly. 5.3.3l. Use varied, content-appropriate, and precise words. 5.3.3m. Use specific nouns. 5.3.3n. Use strong verbs in the active voice. 5.3.3o. Use descriptive adjectives, adverbs, and phrases. 5.3.3p. Use appropriate punctuation including commas, quotations marks, colons, apostrophes, periods, question and exclamation marks. 5.3.3q. Use accurate capitalization. 5.3.3r. Use appropriate composition techniques. 5.3.3s. Use proper format including footnotes and proper use of bold and italic print and cursive. 5.3.3t. Use clear and logical sequencing. 3.4 Develop handwriting skills. 5.3.4a.Write cursive legibly in all subject areas 3.5 Use correct spelling in all areas of the curriculum. 5.3.5a.Spell words correctly in written reports 5.3.5b.Spell varying subject area words correctly 5.3.5c.Use phonetic patterns and spelling rules Content Standard: 4.0 Speaking Skills. The student will maintain the Christian perspective when developing a variety of necessary and effective oral communication skills. 4.2 Use voice and body language effectively in various situations. 5.4.2a. Pronounce words clearly and correctly. 5.4.2b. Speak at a volume comfortable and clear for the audience. 5.4.2c. Speak at a pace comfortable and clear for the audience. 5.4.2d. Demonstrate variety and appropriateness in voice inflection. 5.4.2e. Make eye contact when presenting or speaking to others. 5.4.2f. Use an erect and mostly still stance. 5.4.2g. Use gestures and facial expressions to emphasize key ideas and to provide audience focus.
4.3 Use effective communication tools/skills in varied situations. 5.4.3a. Handle note cards or speaking notes in non-distracting manner. 5.4.3b. Use visual aids- pictures, objects, etc. to make information clear and interesting. 5.4.3c. Include appropriate vocabulary and correct grammar. 5.4.3d. Use various technologies B PowerPoint, overhead, video, CD, etc. B to enhance communication. 5.4.3e. Use listener response to determine clarity of message. 5.4.3f. Ask and answer questions clearly and briefly. 5.4.3g. Add good ideas in small and large group discussions. 5.4.3h. Speak in turn. 4.4 Deliver brief oral and narrative presentations. 5.4.4a. Establish setting or situation. 5.4.4b. Establish a plot. Beginning, middle, and ending. Conflict or problem and resolution. 5.4.4c. Establish a context for the story in a variety of ways. Clear and main point of view. Meaningful details. Descriptive elements. Dialogue. Expressive use of voice and gestures. 5.4.4d. Show the action of the story rather than just telling it. 4.5 Participate in a variety of group oral activities. 5.4.5a. Use imagination and improvisations. 5.4.5b. Use audience awareness to enhance performance. 5.4.5c. Behave with Christian courtesy. 4.6 Deliver informative and descriptive presentations for specific audiences. 5.4.6a. Choose a meaningful idea, issue, events, or topic to present. Ask key questions. Demonstrate understanding of significant facts and details. 5.4.6b. Relate information to background and interests of audience. 5.4.6c. Use introduction, body, and conclusion. 5.4.6d. Use organizational patterns to clarify content. Cause/effect Conflict/problem and resolution. Chronological and spatial. Logical flow of ideas.
5.4.6e. Develop with facts, details, examples, and explanations. 5.4.6f. Synthesize information from multiple sources. 5.4.6g. Support key ideas with references to various sources. 5.4.6h. Choose words which clarify information. 5.4.6i. Adjust grammar and sentences to audience and purpose. 5.4.6j. Use visual aids to clarify and simplify information. 5.4.6k. Present comfortably from note cards without reading. Content Standard: 5.0 - Listening Skills. The student will maintain a Christian perspective while developing skills necessary for effective listening. 5.1 Demonstrate the social skills of audience behavior. 5.5.1a. Maintain eye contact. 5.5.1b. Use erect and relaxed posture facing the speaker. 5.5.1c. Avoid distracting or interrupting others including the speaker or being distracted by others. 5.5.1d. Provide immediate feedback (nod, applaud, laugh, etc.) 5.5.1e. Asks/answer relevant questions briefly and politely. 5.5.1f. Adapt audience behaviors to various situations B plays, concerts, lectures and formal presentations, sports events, talking with others. 5.5.1g. Listen in order to understand a speaker s topic, purpose and perspective. 5.2 Comprehend what is heard. 5.5.2a. Ask clarifying questions. To understand point of view or attitude of the speaker. To clarify nonverbal messages. To seek additional information. 5.5.2b. Take brief notes that identify main point and key information. 5.5.2c. Summarize information accurately in writing and verbally. 5.5.2d. Analyze presentations by purpose (inform, entertain, persuade). 5.5.2e. Determine point of view of speaker or media presentation. 5.5.2f. Interpret gestures and vocal expressiveness. 5.5.2g. Distinguish between facts and opinions, fiction and non-fiction, and right and wrong. 5.5.2h. Draw inferences and reach conclusions. 5.5.2i. Connect information to prior knowledge or own experiences. 5.5.2j. Organize information by topic and/or subject. 5.5.2k.Restate and follow multi-step instructions. 5.5.2l. Use listening skills in a group setting to determine goals, tasks or responsibilities, and progress.
Grade 5 Standards Met in This Louis and Clark Opening the American West 4MAT Lesson Grade 5 Language Arts Standards Southern Union Standards 5.1.7g. Use various reference sources to locate information. Library card catalog or electronic catalog. Encyclopedia. Bible and Concordance. Internet. 5.1.9a. Establish a purpose for reading. 5.1.9c. Scan to find specific information. 5.3.1b.Organize information (graphic organizers, story maps, etc.) 5.3.1j. Edit for grammar, punctuation, capitalization, and spelling. 5.3.1m.Use technology as a writing tool (word processing, spelling and grammar checks.) 5.3.2i. Use clear point of view and meaningful details. 5.3.2s. Synthesize information from multiple sources. 5.3.2aa. Collect information from a wide variety of sources. 5.3.3o. Use descriptive adjectives, adverbs, and phrases. 5.3.3p. Use appropriate punctuation including commas, quotations marks, colons, apostrophes, periods, question and exclamation marks. 5.3.3q. Use accurate capitalization. 5.3.5a.Spell words correctly in written reports 5.6.1a. Analyze visual media for a specific purpose 5.7.1b. Present visual media to clarify goals, solutions, and courses of action