Unit Lesson Plan: Native Americans 4th grade (SS and ELA)

Unit Lesson Plan: Native Americans 4th grade (SS and ELA) Angie- comments in red Emily's comments in purple Sue's in orange Kasi Frenton-Comments in green-kas_122@hotmail.com 10/6/09 9:03 PM Unit Lesson Plan: 4th grade Social Studies and Language Arts Title: Native Americans in Ohio Teaching Strategies: 1. Children use a computer and a variety of books in the school library to conduct research. -Incorporating technolgy in your lessons when possible is important. kas_122@hotmail.com 10/6/09 9:08 PM 2. Social Studies textbook is used in class for introduction of project. 3. Use of overhead to conduct lesson on writing techniques. 4. Monitoring class time and making sure children use time wisely. Order of Lessons: Lesson #1: Read out of the social studies textbook and have students take notes over different Native Americans who lived in Ohio. They will use a sheet of paper that will be placed in their social studies section of their binder. They will then be split into groups and given the choice of researching about the Ottawa, Wyandot, Mingo, Miami, Shawnee and Delaware tribes. At the end of the unit, each group will present about their tribe in front of the class and turn in a written report. Their homework for the night will be to brainstorm what sources (at least 3) they can use in the school to complete their research. Thats a good way to save time by already having their sources. - emily.stone48@yahoo.com 10/6/09 7:51 PM Lesson #2: Research day! The students will meet in the library for social studies class. They will each turn in their homework from last night and points will be given for completion. They have the rest of the period to conduct their research. As well as check books out on the subject to read. A rubric will be given that includes what information needs to be included in the report and classroom presentation. How they split up the research is up to each group, but they will be receiving participation points for the day. Lesson #3: This lesson will focus on writing. I will have a paragraph on the overhead that needs to be grammatically corrected and spell checked. We will review as a class and "talk through" each correction. A worksheet with a different paragraph will be handed out that the students must correct. Once they are finished, they will come to my desk where we will conference about the answers. Once checked by me, the student can continue their research or begin a rough draft of their paper. The idea of doing individual conferences is a good one. Lesson #4: Research/paper writing day! The final day in class to complete research/poster/paper. Lib scheduled again and students will have tables to sit at to complete their paper. There will be another sect can meet to complete their poster and figure out who is presenting what during the presentation. Lesson #5: Presentation day! Each group will stand in front of the class and talk about what information they found out about their tribe. They should not read right off of their

papers. This presentation will help strengthen presentation and group work skills. After each group presents, the students will have to tell me what important facts they learned. I will write their answers on the board, and after all the groups have presented, the students must copy the facts from the board into their social studies journal that is kept in the classroom. I like how the students are responsible for their learning. - emily.stone48@yahoo.com 10/6/09 7:52 PM Rationale: This unit helps the children work on their research, presentation, and paper writing skills. I wanted to start the week off by introducing the six tribes and demonstrate how to pick out important information. I decided to follow that day with a research day in the library so I am able to float freely around and help groups as much as possible. The goal is to completely find everything on the rubric and complete the research. The third day is another skill building day. I want to review writing techniques before the students begin the paper portion of the project. By having individual conferences I can see who needs more help with their paper. Day four is another day for me to float around and really help groups being it all together. They have worked on researching and writing skills and now should be able to work as a group to create the presentation for the following day. I can proofread papers and listen to presentations if groups want feedback. The final day is presentations. I want groups to focus on the presentation, therefore that is why I am not making them take notes during. Having time at the end of each presentation to pick out key points helps with memory, and copying the points from the board into their journal can be used later to study for assessments. The unit builds day by day until the final project is shared at the end of the week. Good idea to allow groups to get feedback from you on their presentations.-kas_122@hotmail.com 10/6/09 9:11 PM Very organized planning the week out, it seems like it will flow well and it gives the students alot of hands on learning, which they will probably retain more. Integration Model: Integrating social studies and language arts came easily since they are already joined in textbooks. By using the social studies textbook, students are working on the fluency, decoding, and other reading techniques to learn about new material. I also thought by having them form groups and present would be more fun and beneficial. I think the students will be more likely to remember the information also when they learn about it in different ways and not just from reading a textbook. -kas_122@hotmail.com 10/6/09 9:10 PM The students are teaching their peers all of the information that they learned about their tribe, and I think students would retain more information if in the form of a presentation from a peer then from me lecturing or giving guided notes everyday. I agree! -emily.stone48@yahoo.com 10/6/09 7:53 PM I also like how I am not tied down to standing in front of the classroom. This is great, as teachers we don't want to just lecture, we will lose half the class. I can move around the library and speak individually with each student in my class to see where I can help. Some students honestly don't need help, or not as much as others, so I also feel that this unit gives them the freedom to show what they can do, and me the freedom to help the students who actually need it. Standards: Social Studies: People In Society: Cultures 1. Describe the cultural practices and products of various groups who have settled in Ohio over time: b. Historic Indians of Ohio (Ottawa, Wyandot, Mingo, Miami, Shawnee and Delaware)

Language Arts: Writing Processes: E. Use revision strategies to improve the coherence of ideas, clarity of sentence structure and effectiveness of word choices F. Use a variety of resources and reference materials to select more effective vocabulary when editing. G. Edit to improve sentence fluency, grammar and usage. Writing Application: D. Write informational reports that include facts, details and examples that illustrate an important idea. Writing Conventions: A. Write legibly in finished drafts. B. Spell grade-appropriate words correctly. C. Use conventions of punctuation and capitalization in written work. D. Use grammatical structures to effectively communicate ideas in writing. Research: A. Identify a topic of study, construct questions and determine appropriate sources for gathering information. B. Select and summarize important information and sort key findings into categories about a topic. Communication: Oral and Visual C. Use clear and specific vocabulary to communicate ideas and to establish tone appropriate to the topic, audience and purpose. E. Organize presentations to provide a beginning, middle and ending and include concrete details. I really enjoyed reading your ideas for expanding this subject. Our textbook spends so little time on this infomation. I especially liked how you incorporated the library as a resource. Students can learn so much from accessing the resources there. Nice job! Kasi Frenton-Comments in orange-kas_122@hotmail.com 10/6/09 8:55 PM Erica's revisions in red. Lesson Plan Day #1 Lesson Title: Native Americans grade Lesson Content Topic: Learning more about Native American culture Pittmann Grade Level: 4th Name: Erica LESSON TOPIC: Learning more about Native American culture LESSON ACTIVITY/OUTCOMES: Learn key facts about Native Americans that resided in Ohio and complete a worksheet. STANDARDS: Social Studies: People In Society:

Cultures 1. Describe the cultural practices and products of various groups who have settled in Ohio over time: b. Historic Indians of Ohio (Ottawa, Wyandot, Mingo, Miami, Shawnee and Delaware) DIVERSITY: Children come from various backgrounds, but studying a culture that originated in the United States will be beneficial for all. By having the children popcorn read not only makes them focus on what we are reading, but also works on fluency and comprehension. MATERIALS: Social Studies textbook Worksheet over section of chapter (worksheet should have open ended questions that the students can finish after reading and relates directly to topic.) List of groups (for project) List of tribes on chalkboard (for project) Homework assignment on board INSTRUCTIONAL STRATEGY: 1. Have the children take out their textbooks and turn to the chapter reading about Native American tribes in Ohio. (This will be different depending on what textbook is used.) 2. Popcorn read the section. Popcorn reading helps children focus on what is being read and children will work on fluency. I really like using "popcorn" and kids really enjoy picking the next reader. -kas_122@hotmail.com 10/6/09 8:56 PM If children struggle with reading out loud and get embarrassed, then "skip" them by making new rules for popcorn reading. Instead of the children picking each other, have popsicle sticks where the teacher randomly "picks" students to read. During reading or any down time, have the children come to the teacher's desk and read a selection in order to work on fluency and decoding words. 3. When reading is complete, pair the students and pass out the worksheet that goes along with the reading. (This can be made based on the text and questions can be edited each year depending on the students in the class.) 4. Give students time to complete on the worksheet. While they are working, float around the room and answer any questions. ASSESSMENT: While the children "popcorn" reading put a check next to their name. If there is not enough text for the entire class to participate then the next reading selection can be read by the students who did not participate. This helps to see who is involved and evenly distribute the reading. Next, while the children are working on the worksheet give them a plus or minus next to their name. A plus means they were cooperating with their partner and completing the worksheet and a minus means they either worked on their own and did not talk to the other person, or did not complete the worksheet at all. 5. Next, have the children divided into 6 groups. Call out the groups and have them meet any place within the room. 6. List the 6 tribes on the chalkboard. 7. Give each group 3 minutes to discuss and pick their top 3 tribes that they would like to do research on. 8. Go around and have each group pick 1 tribe. If their first choice is taken they must go to their second choice, etc. The last group will get the last tribe not picked. 9. Have them write their tribes name in their social studies journal (this stays in the classroom.)

10. Assign homework: List three resources you can use in the school that will help you research your tribe. STUDENT GROUPING: Student grouping will happen before and many factors will be included. I will look at students who are strong academically and who are weak. I will also look at outgoing personalities/leaders and shy personalities/followers. ESL and Special Ed children are also a factor. I will form the groups by trying to put each factor in them. I am giving them two full days in class to complete the research so I can assist the children who are struggling. I do not want the students who excel to do all the work because this project is also learning about how to work with others. I think this is so important. You anticipated factors which may be an issue when students work in groups.-kas_122@hotmail.com 10/ 6/09 8:57 PM TEACHER-STUDENT INTERACTION: This lesson is teacher lead at first but then students take control. I will be walking around during popcorn reading and making sure students are not working on other work. While groups are filling out the worksheet, I will be walking around and helping them find where to look in order to find the correct answer. Finally, I will be standing at the board giving the groups time to discuss and then recording who is researching what tribe. Finally, they will have to show me their planners so I can make sure every student wrote down the homework. EVALUATING STUDENT LEARNING: I can make a note of what children are struggling while popcorn reading. By making note, I can talk with the reading specialist to get ideas on how to help. Also, the students will have to turn in their completed worksheet for a grade (since it deals with the reading about the tribes. This directly ties with the standard that is incorporated for this lesson.) Since they are allowed to use their books, the grade will be on correctness not completeness. ASSESSMENT: Each student will get a 3,2,1 for the day. 3 means they volunteered to read (either started off the popcorn reading or asked children to call on them,) they completed their worksheet with their partner during classtime, and wrote down their homework. A 2 means they read during class (because they were called on,) they worked on their worksheet individually and with their partner, and wrote down their homework. A 1 means they did not read (if there was not enough time do not count off, but if they were asked to read and refused then count off,) they worked on the worksheet indivually or did not complete it at all, and did not write down their homework. These points will be added to the total participation points for their social studies grade. Kasi Frenton-Comment's in orange Sue Blackman-comments in blue Emily Stone-Comments in green Angie Lykins-Comments in purple Erica's revision in red

Lesson Plan Day #2 Lesson Title: Library Fun Level: 4th grade Grade Lesson Content Topics: Researching about Native American tribes Name: Erica Pittmann LESSON TOPIC: Researching about Native American tribes LESSON/ACTIVITY OUTCOMES: Complete research on Native American tribes in the school library. Gather information to use for paper and group presentation. STANDARDS: Social Studies: People In Society: Cultures 1. Describe the cultural practices and products of various groups who have settled in Ohio over time: b. Historic Indians of Ohio (Ottawa, Wyandot, Mingo, Miami, Shawnee and Delaware) Language Arts: Research: A. Identify a topic of study, construct questions and determine appropriate sources for gathering information. B. Select and summarize important information and sort key findings into categories about a topic. DIVERSITY: The children will be in the groups that were determined the day before. The groups will consist of students from all ability levels so they can assist each other. Also, I will take into consideration students who might have lower academic abilities but are very artistic, good researchers, etc. They will each have a table in the library to spread out their materials. Each student should have their homework completed, and they can use the resources they thought of (books, computers, librarian, etc.) to complete their research. I will be floating around the library along with the librarian to assist with any questions. Special education children will have assistance from peers and Intervention Specialists if needed. Will the groups be divided up based on ability levels? For example, will you put lower leveled students with average leveled students in a group so that the average leveled students can assist them? -kas_122@hotmail.com 10/16/09 10:14 AM MATERIALS: In the library: each group will have a table to place their poster and anything else they want to use in their group presentation. They can also use the computers, books, and ask the librarian and myself questions. The students also have access to the ellis machine and any other art supplies to design their posters. At the end of the period, the students can check out books (they will return them at the end of the week) to assist in finishing research. The Ellis machine really can add a nice touch to their posters. INSTRUCTIONAL STRATEGY:

1. Students will be informed that they will have the time we would spend on social studies and language arts to research in the library. 2. Library rules will quickly be reviewed (Quiet voices, must ask for restroom pass, ask the librarian questions...that's what they are there for!) 3. Once in the library, each group will be assigned a table to work on. They have to turn in their homework (listing resources they could use in the library) and I will check for completion. ASSESSMENT: Did the student complete their homework and turn it in on time? Either a + or 0 grade is given. 4. The rubric that lists what must be included in their group presentation and paper will be handed out to each student. It will be taped into their social studies journal so they can refer to it at anytime during the project. Each group can decide who will find out what information and how they will put it all together. The rubric gives the kids a way to start planning their project out and check off who will be in charge of what aspect of the project. I think it needs to be in front of them rather than the teacher explain how they will be graded. 5. They have the rest of both periods to research. Their goal, which I will keep reinforcing, is to have the questions on the rubric answered by the end of today. They can add fun facts once that is completed. Observation for participation points is done by seeing who is researching (and staying on task while on the computer,) who is working on the poster, and who is working on their paper. The children have a lot of freedom today so constant monitoring is necessary. The rubric is a great organizational tool for students. They know what is expected of them! 6. When their research time is complete, we will return to the classroom where they can store their posters and put all research in their social studies homework folder if they want to add anything at home. STUDENT GROUPING: The students will be in the same groups from the day before. Groups were make based on strengths and weaknesses. Myself, the librarian, and an Intervention Specialist will be in the library to make sure everyone is staying on task. They have the freedom to talk and also work on group collaboration skills. That is nice that you have the librarian and the Intervention Specialist available to assist the students. I think this will definetly ensure that students are on task with three adults available to help.-kas_122@hotmail.com 10/16/09 10:11 AM TEACHER-STUDENT INTERACTION: As stated earlier, this day is very student centered and they have a lot of freedom. Checking for completion of homework is the first task of the teacher. Next, floating around the library and seeing how far along they are in their research is a must. Floating around the room will make students stay on track when they see you are watching them! - emily.stone48@yahoo.com 10/17/09 12:29 AM Monitoring and keeping the students on task is the number one priority of the teacher. Make sure if they are finished with their research that they are completing the group poster and starting on their paper. Even though there is no formal instruction, the teacher will play a vital role for student's completing what they need to for the day. EVALUATING STUDENT LEARNING: The students will be receiving homework points for turning in the list of resources they can use in the library. Great way to get them thinking of what resources to use before they get started -emily.stone48@yahoo.com 10/17/09 12:30 AM I will also have a checklist marking off what each student worked on during the time. Again, very organized way to track their progress They are not only finding information about their Native American tribes, but working on selecting and summarizing important information that can be used in

the paper and presentation. This is an indicator under the benchmark research for 4th grade language arts. The lesson provides a detailed way of how it will all flow. I am assuming that their projects will be displayed at the end of the unit, what a great way to show off their work. It could be planned around and open house time so that the can show their parents. I was also thinking of displaying the projects on tables in the hallway outside the classroom door so students passing can stop and glance at the work created. This is a great lesson for 4th grade - especially since they like learning about the Native Americans and anything related to what was buried in the mounds!! You are lucky to have a nice large library to work in, and the students will have research materials at their fingertips. Nice job! Sue Blackman ASSESSMENT: The children will receive an S or U for the day. They can earn an S by working cooperatively with their group for the entire period, helping to complete research and answer questions on their worksheet, working on the poster, and working on their paper. There is a lot of freedom for the children so if they are off task for short amount of time, points should not be deducted. Instead a small reminder can be given by the teacher. A U will be given if the child does not help at all with the group work. They have a lot of options for things to work on during the period. If they sit by themselves and do not work on anything, or work on other homework, a reminder will be given by the teacher, but if the student continues to not work, then a U will be given for their social studies grade for the day. Angie-Pink Kasi Frenton-Comments in purple Emily Stone- Comments in green Sue Blackman - orange Erica's revisions in red Lesson Plan Day #3 Lesson Title: Commas, periods, and complex sentences, oh my! Grade: 4th Lesson Content Topics: Grammatical and spelling errors Name: Erica Pittmann LESSON TOPIC: Correcting grammatical and spelling errors in writing LESSON ACTIVITY/OUTCOMES: Review how to correct punctuation, spelling and sentence structure. A good thing to always review with students! -emily.stone48@yahoo.com 10/ 17/09 12:31 AM Strengthen skills on how to correct own writing. This is so important! I think so many students struggle with this early on and it makes it more difficult to grasp as they get older. -kas_122@hotmail.com 10/16/09 10:08 AM STANDARDS: Language Arts: Writing Application:

D. Write informational reports that include facts, details and examples that illustrate an important idea. Writing Processes: E. Use revision strategies to improve the coherence of ideas, clarity of sentence structure and effectiveness of word choices F. Use a variety of resources and reference materials to select more effective vocabulary when editing. G. Edit to improve sentence fluency, grammar and usage. DIVERSITY: Each student has the opportunity to participate during whole class instruction, but then they work individually to demonstrate what they got out of the beginning of the period. After individually conferencing with each st student will be editing a paragraph on their own so I would liketo average about 5 minutes with each student. Some may grasp the concepts quickly and others might need more direction so I will have to be flexible, but this will happen during language arts and the social studies periods so there will be over an hour to meet with my students. The time in class is for them to use dictionaries, computers, peers, and the teacher to finish their paper a edit it for final draft. Conferencing with each student is a great way to see how your students are doing. Will you have time to conference with every student in one class period? How long will each conference be? -emily.stone48@yahoo.com 10/17/09 12:32 AM MATERIALS: Overhead, transparency of a written paragraph (can be taken from a book, website, etc. but needs to have errors added,) copy of paragraph for students to copy corrections made on overhead, Good use of a visual. Giving the students one of their own copies is also a good idea so they can refer to it later when writing their own papers. - kas_122@hotmail.com 10/16/09 10:07 AM copy of another paragraph for students to complete individually then conference, students rough draft of final paper over N INSTRUCTIONAL STRATEGY: 1. A copy of a paragraph will be distributed to each student then shown on the overhead. Each sentence will be read aloud and corrections (grammar, punctuation, and spelling) will be done as a class. Great modeling! -emily.stone48@yahoo.com 10/17/09 12:33 AM 2. While the teacher is correcting the sheet on the overhead, the students should be doing the same on their worksheet. An explanation should be given for each correction either by the teacher or a student. 3. Next, another handout will be passed to the students. They need to correct the errors on their own. When they are finished, one by one they will have an individual conference with the teacher to check their answers and clear up any confusion. ASSESSMENT: The students will meet individually with the teacher to review the corrections they made on the paragraph. A 3,2,1 grade will be given based on how well the child completed the worksheet. 3 means there were 0-2 errors (they forgot to correct something or corrected something that did not need to be.) 2 means there were 3-5 errors (did not correct or corrected too many.) A 1 means there were 6+ errors and the student needs more one on one time with the teacher to review basic grammar. 4. After the student has completed their conference, they are free to return to their seat (or somewhere where they can write and be comfortable in the room) and finish their rough draft.

5. The entire social studies and language arts period will be dedicated to the activity, so when two students complete their rough draft, they can buddy up and correct each others papers. Sometimes students learn the best from each other. Later, during reading period, the students will have the opportunity to use the classroom and library computers to type of their final papers. Technology is important to incorporate since students will be typing more and more papers as they get older. 100% agree 6. The main goals of today are for the students to complete their rough drafts, peer correct, and then type their final papers during reading later in the day. 7. If students are unable to complete their rough drafts, they can finish during the reading period, but then have to type of their final papers for homework. STUDENT GROUPINGS: Today is an individual work day. After the class instruction, children have the freedom to work at their own pace. The teacher needs to make sure every child completes a conference, and then keeps circling around the room making sure students are staying on task and not getting overwhelmed. During conference is also a great way to evaluate and offer feedback of their work. Also, students have the choice to pick who they want to buddy grade their papers with. Buddy grading is a great idea-students can really learn a lot from each other. TEACHER-STUDENT INTERACTION: The teacher must conference with every child to see who is struggling with correct errors in writing. After conferences, the teacher needs to help students who are struggling to complete their rough draft. Once they are completed, conferencing again with the student to correct mistakes can help them not fall behind or get frustrated. Also, the teacher can answer any questions while they are peer correcting and help children organize all the information they collected. I really like the idea of conference with every child. Will you simply tell them their mistakes or lead them to find their mistakes on their own? -kas_122@hotmail.com 10/16/09 10:03 AM If the child has a lot of mistakes I will correct the first couple and then have them orally correct them incase I need to lead them to the answer. If they only have a couple of mistakes total, they will self correct and explain why to me. EVALUATING STUDENT LEARNING: After each individual conference, the teacher will keep the paragraph corrected by the student. They will receive a check for participating and completing it, and also a grade for how many errors they made while finishing it. There will also be a task checklist that will be completed for each student: completed correcting paragraph, completing rough draft, peer editing, and typing up final paper during reading. Great idea, keeps students on track. Grades will not be taken, instead, it is a simple checklist to see students progression and where they were getting "stuck." This is a great idea for review of a skill that students need to be reminded of. I have 8th grade students that are still having problems with these basic ideas! This is a great reminder that we still need to teach the basic rules for grammar and not assume students know and can apply them consistently. ASSESSMENT: As stated above, the student will receive a check for completing the worksheet and then the number grade based on how many errors were made. I will then have a checklist to mark for each student. This will help me kep track of progress and see who needs to be focused and kept on track. The checklist will have: completed paragraph worksheet and conferenced with teacher, working and completing the rough draft of their individual paper, peer editing completed, working/finished typing of final individual paper. I can look

at the checklist at the end of the day and figure out who I need to work with the next day to help complete their papers. Emily Stone-comments in blue Sue Blackman - purple Kasi Frenton's comments in green -kas_122@hotmail.com 11/3/09 12:02 PM Angie Lykins-red Lesson Plan Day #4 Lesson Title: Let's Wrap It Up! grade Lesson Content Topic: Finishing research of Native American tribes Pittmann Grade Level: 4th Name: Erica LESSON TOPIC: Finishing research and completing group presentation LESSON ACTIVITY/OUTCOME: Students will complete research on their Native American tribe. They will also work with their group to complete presentations. STANDARDS: Social Studies: People In Society: Cultures 1. Describe the cultural practices and products of various groups who have settled in Ohio over time: b. Historic Indians of Ohio (Ottawa, Wyandot, Mingo, Miami, Shawnee and Delaware) Language Arts: Research: A. Identify a topic of study, construct questions and determine appropriate sources for gathering information. B. Select and summarize important information and sort key findings into categories about a topic. DIVERSITY: The students will be in the same groups from lesson plan day #2. They will be working on finishing touches to their poster and speaking presentation. They are also able to come to me if they have any last questions about the final draft of their paper.good ideas! I think this allows students to work at their own pace. -kas_122@hotmail.com 11/3/09 12:06 PM MATERIALS: The library will be reserved again for the students. They will each have a table to spread their poster and any other materials for the presentation on. They will have access to computers to add any last minute ideas and can practice their presentation at different parts of the room. This will help students become more comfortable before presenting! - emily.stone48@yahoo.com 11/2/09 9:35 PM The students also need to bring their final draft of their paper so I can answer any questions. Students always enjoy making posters - good idea! INSTRUCTIONAL STRATEGY:

1. The students will have the entire social studies period in the library to complete any last minute research. They have access to computers and books if they are struggling to complete their information. 2. If the presentation is complete the students have the opportunity to seek out help with their final paper or practice as a group the speaking part of their presentation. Where are they going to practice without distracting the others? -Angela Lykins 11/3/09 2:44 PM 3. Once back in the classroom, the students are able to add final touches to their paper and present their presentations to me. I will give feedback on where they need to improve and what went well so they can make adjusts before giving the presentation for a grade. I will tell them to refer to the group presentation rubric that I gave to each student at the beginning of the unit to make sure they meet all requirements. Giving your feedback will really help them to polish their presentations. STUDENT GROUPING: The students are in the same groups from day 2 of the unit. They were placed in the groups based on strengths and weaknesses. Lower level academic students can receive help not only from myself, the intervention specialist, and the librarian, but also from the students in their group. Peer collaboration is sometimes the best way to get a concept across and can boost a child's self-confidence. I like the peer collaboration - emily.stone48@yahoo.com 11/2/09 9:36 PM Right! Students learn so much from each other. I like that you added the last comment to your lesson plan, kids will not feel that they are academically weak if they are collaberating with their peers. -Angela Lykins 11/3/ 09 2:41 PM Will you be placing the lower leveled students with middle leveled students or keep the groups homogeneous? -kas_122@hotmail.com 11/3/09 12:03 PM EVALUATING STUDENT LEARNING: I will be noting students that are on task during the two given time periods. They will earn participation points for the day if they are working on their papers, finishing research, and/or practicing their group presentation. Any students who have to be redirected numerous times will loose points. I like this! Good way to get them to stay motivated. -emily.stone48@yahoo.com 11/2/09 9:36 PM ASSESSMENT: I decided to write the assessment at the end of the lesson, but the teacher will be assessing the students during the entire lesson. Today is catch up/ workday for all of the students. They need to complete their final paper, complete the poster for their group presentation, and work with the students in their group by practicing the presentation. Walking around the room and making note of who is completing what task is important to make sure everyone is working. A checklist with the different options the students have to choose from should be with the teacher at all times and making notes on it can give a visual of who is actually working during the time and who "looks" like they are working. If a student does not have any checks, a quick one on one conference with the teacher is needed so they can start working. Emily Stone-Comments in blue Sue Blackman- Comments in purple Kasi Frenton's comments in green -kas_122@hotmail.com 11/3/09 12:07 PM Angie Lykins-Red Lesson Plan Day #5

Lesson Title: Share Your Research! Grade: 4th grade Lesson Content Topics: Presenting information about their Native American tribes Name: Erica Pittmann LESSON TOPIC: Group presentations LESSON ACTIVITY/OUTCOMES: Groups will present their poster boards and share all the information they learned through their research about their Native American tribes. They will also turn in their final paper. Are you just going to collect one final paper per group? -emily.stone48@yahoo.com 11/2/09 8:41 PM STANDARDS: Communication: Oral and Visual C. Use clear and specific vocabulary to communicate ideas and to establish tone appropriate to the topic, audience and purpose. E. Organize presentations to provide a beginning, middle and ending and include concrete details. DIVERSITY: Students will present in the same groups from lesson plan days 2 and 4. They will share presenting the information and bring in anything extra that will help with their final presentation grade. What do you mean by anything extra that will help them with their final presentation grade? What kinds of things can they use? - kas_122@hotmail.com 11/3/09 12:08 PM MATERIALS: A table at the front of the room will be provided for the children to set their poster boards on, therefore no one will be "hiding" behind it. The teacher will also need to easily access the chalkboard to write the students responses after each presentation. The students will need their journals and a pencil after the presentations are over. This is a great way to handle posterboards! INSTRUCTIONAL STRATEGY: 1. Have popsicle sticks with numbers on them. Pull out one number at a time, therefore the order of presentations are fair. Using popsicle sticks is a very popular method-angela Lykins 11/3/09 1:45 PM 2. Before the first group begins, explain to the students that they will place their poster board on the table and stand around it so they are not blocking it. Also, every group member must talk during the presentation. If they are not sharing, the students need to need to sit quietly on the floor and give their full attention to the presenters. 3. The first group will stand in front of the class and present. Each child will share their part of the presentation. ASSESSMENT: Are the students listening to the presentations? Mark if someone is not and remind the entire class that they need to be respectful and listen so others will listen when they are speaking. 4. After each group presents, have the class choose three important facts from the presentation and write them on the board. Nice way to encourage active listening. Great way to summarize what was learned for the students also! -kas_122@hotmail.com 11/ 3/09 12:09 PM 5. Repeat for every group until all have presented. 6. After every group has presented, have the students return to their seats. They will write the facts listed on the board in their journals. The teacher will also sit with a

journal and complete the task as well. The information on the board will be the information used for a short quiz the following Monday after the unit is complete. This allows the students to be responsible for their learning! -emily.stone48@yahoo.com 11/ 2/09 8:39 PM 7. The students will then turn in their final papers on their tribes for a writing grade. STUDENT GROUPING: Students will be in the same groups from the beginning of the unit. This is the final day they will work in groups. They will complete copying the notes into their journal on their own. Journaling is great, Is this journal used all year round for them to write in or is it specifically for a certain subject?-angela Lykins 11/3/09 1:48 PM TEACHER-STUDENT INTERACTION: During the presentation I will be sitting behind the class taking notes and completing each groups presentation rubric. When each group is finished presenting, I will go to the board and write the three most important facts the students can agree on that they learned from the presentation. This process will be completed for every group. Finally, I will copy the notes from the board in my own social studies journal and monitor the students as they complete this task. I will also collect their papers and grade them for completeness, grammar, spelling, and information included. I really like the way you included modeling here. Good idea! EVALUATING STUDENT LEARNING: Each group will be graded on their presentation. The groups received the rubric at the beginning of the unit and should know what is expected during the presentation. I will also give participation points for discussing the important facts as a class and then copying them into journals. They will also receive a grade for their final papers based off of the rubric that was also handed to them at the beginning of the unit. ASSESSMENT: The children will receive a grade based on their final papers and presentations. The papers will receive a number grade: 3,2,1. 3 = All questions from worksheet answered from research and included in paper, less than 3 grammatical errors, beginning/middle/end paragraphs, and well organized. 2= All questions answered from worksheet and included in paper, between 3-6 grammatical errors, beginning/middle/end paragraphs (may not be in correct order,) organized. 1= Not all questions included from worksheet in paper, more than 6 grammatical errors, no clear beginning/middle/end paragraphs, not well organized. They will also receive a group grade for the presentation: 3,2,1. 3= Everyone participated (spoke), poster was organized and easy to read, spoke clearly and loud enough for entire class to hear. 2= Not all members participated, poster was organized and easy to read, spoke clearly but hard to understand. 1= Only one person spoke, poster was not organized and hard to read, could not understand speakers during presentation. Finally, the students will receive a check or a 0 for participating in the discussion following each presentation. If they contributed to the three important facts from the presentations and copied the notes in their journal they receive a check. If they do not say any important facts from the presentations and do not copy the information in their journals then they receive a 0. Overall, the students receive 3 grades: their final paper grade, their group presentation grade, and their grade for actively participating in the discussion following the presentations.