Faye Schmidt Ss Lesson Sisseton Day 1
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Dakota State University College of Education Social Studies: Sisseton, SD - Day 1 Name: Faye Schmidt Grade Level: 4th Grade School: Sioux Valley Elementary Date: Thursday, March 28th, 2019 Time: 1:45-2:25 PM Reflection from prior lesson: ● Previously, this class has been working on their research for their upcoming Wax Museum Presentation that will take place in May. Before beginning their Wax Museum research, they were working on an interactive South Dakota Road Trip, found at https://www.sdroadtrip.org/. This website allows students to learn more about various cities in South Dakota from their own classrooms. Since our research part of the Wax Museum is now finished, we will begin using this website once again to continue our virtual road trip. This week’s South Dakota city is Sisseton, and the students will learn more about how this town came to be and some additional information describing the area. The section that I will be teaching today has 27 students. Although it is a rather large class, this group does a good job of staying on task and paying attention during instruction time. Many are eager to answer questions when asked and are willing to follow along with the readings. Lesson Goal(s) / Standards: ● K-12.H.1 - Students will analyze how major events are chronologically connected and evaluate their impact on one another. ○ 4.H.1.1 - Analyze the impact of significant historical events on the development of cultures in South Dakota. ● K-12.H.2 - Students will analyze and evaluate the impact of people, events, ideas and symbols upon history using multiple sources. ○ 4.H.2.3 - Describe the influence of notable South Dakotans of the development of our state. ● K-12.H.4 - Students will identify and evaluate the causes and effects of past, current and potential events, issues and problems. ○ 4.H.4.1 - Explain probable causes and effects of events and developments in South Dakota. Faye Schmidt Social Studies - Sisseton Day 1 Observation #3
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○ 4.H.4.2 - Explain factors affecting the growth and expansion of South Dakota. ● K-12.G.3 - Students will recognize the characteristics of the processes that shape places and regions. ○ 4.G.3.1 - Describe how natural and human conditions shape places and regions Lesson Objectives: ● By the end of the lesson, the students will be able to identify two key characteristics about the city of Sisseton, South Dakota. Materials Needed: ● Each Student will need their: ○ Laptops ● Teacher will need: ○ Promethean Interactive Board ○ Laptop ○ Websites/Videos: ■ South Dakota Road Trip: www.sdroadtrip.org ■ City of Sisseton: https://www.sisseton.com/ ■ Fort Sisseton: https://www.youtube.com/watch?v=hqFJ2SuRAPw ■ Pow Wows - Meaning: https://www.youtube.com/watch?v=4aEeKVXzYlc Contextual Factors/ Learner Characteristics: ● This classroom is made up of 27 total 4th-graders, aged 9-11. All 27 of these students will be in the classroom to complete this Social Studies lesson as a large-group, teacher-led learning experience. I, the student teacher, will be leading this lesson, and my cooperating teacher, who is the classroom’s primary teacher, will be observing and assisting students. This diverse classroom is made up of students from a various backgrounds and learning levels, which have been considered when planning this lesson. ● This lesson will be taught at about 1:45 PM, which is the last content class before study hall at the end of the day. Also, this class ends at approximately 2:45, when the students will transition into a study hall until the end of the school day. Flexible seating is also utilized in this classroom, with several different options available each week for the students to choose. In this classroom, there is a strict seating Faye Schmidt Social Studies - Sisseton Day 1 Observation #3
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chart, and students are expected to find their seats and remain in their assigned seats for the lesson. Because of the size of the group and the arrangements of the desks, the teacher is to remain mindful of unnecessary behaviors, such as irrelevant conversations that do not pertain to the lesson. These situations should be approached immediately if any issues arise during the lesson. A. The Lesson 1. Introduction (5 min) ● First the teacher will introduce the lesson, and state that we will be revisiting our South Dakota Road Trip. The students have previously used this website earlier in the year, but have taken a break from it to work on the research process for their upcoming Wax Museum presentation. ● The teacher may then announce the town that they will be “travelling” to this week: Sisseton. ● To activate prior knowledge, the teacher may ask who in the class has been to this city in South Dakota, and what they remember about it. Students will raise their hands to volunteer to share this information. ● After a number of students have gotten the opportunity to share, the teacher will discuss a few of the things that they will be covering about Sisseton over the next few days. They will be learning about the city of Sisseton, Fort Sisseton, reservations, sacred Native American symbols, pow wows, hoop dances, and the Nicollet Tower. The teacher will also this lesson’s objectives with the group before beginning. ○ “By the end of the lesson, the students will be able to identify two key characteristics about the city of Sisseton, South Dakota.” 2. Content Delivery (45 min) ● At this time, the teacher will ask the students to take out their computers and open up to their South Dakota Road Trip Website, with should be bookmarked. On the Promethean, the teacher should also bring up this website to guide the students and help them follow along. ○ https://www.sdroadtrip.org/students ● On the Promethean, the teacher will bring up the City of Sisseton website for the students to see and discuss together. They should discuss observations and brainstorm questions about this particular South Dakota town. ○ https://www.sisseton.com/
Faye Schmidt Social Studies - Sisseton Day 1 Observation #3
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● The students will then be instructed to click on Sisseton on their South Dakota Road Trip website, which is located in the northeast corner of South Dakota. This page will give them more information about the city. ● Once everyone is on the Sisseton page, the teacher will draw sticks or ask for volunteers to read each paragraph, beginning at the top of the page. The following questions may be used to comprehension: ○ What was Sisseton named after? Why? ○ What reservation is Sisseton located on? What is a reservation? ○ Why was the city of Sisseton founded so quickly? ○ What were forts? Where and why were they built? ○ Was Fort Sisseton always called that name? What other name did it go by? ● The class will then watch an informational video together that will be displayed on the Promethean. This video is about a gatling gun demonstration at Fort Sisseton from 2009. The students should watch and listen to this video to learn more about military weapons at Fort Sisseton. ○ https://www.youtube.com/watch?v=hqFJ2SuRAPw ● Then, the students will move on to the next section of reading, which is back on their South Dakota Road Trip website for Sisseton. This section provides more information about important symbols and practices of Native American culture. The teacher will choose a student to read the brief description of a Sacred Pipe, and the following questions could be asked to ensure student comprehension: ○ When is a Sacred Pipe used? ○ What does it represent? ● Then, the class will watch another brief video created by a Native American man from the Pine Ridge Reservation that explains a Sacred Pipe from his perspective. ○ https://www.youtube.com/watch?v=TDiPtT4vY-M ● After the video is discussed together, the students will finish reading the section from the South Dakota Road Trip website regarding Native American symbols. Together the class will discuss pow wows and drums. ● After reading this section, the class will watch a video that shows and explains a variety of Native American dances performed at a pow wow. In the beginning of this video, there is some information displayed across the screen to explain pow wows and their meaning. Call on students to read each of these short paragraphs and discuss the information together. Once the information is discussed, continue with the video. ○ https://www.youtube.com/watch?v=4aEeKVXzYlc Faye Schmidt Social Studies - Sisseton Day 1 Observation #3
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3. Closure (10 min) ● At this time, the teacher will ask the students if they have any questions about the city of Sisseton that they are still wondering about. The teacher can use this information to plan the lesson for the next day when the class continues to learn about Sisseton. ● The teacher will then instruct the students to take out a piece of paper and write down at least two things that they discussed in today’s lesson. Then, they can hand them in and return to their desks. These will be used as an informal exit ticket. ● Then, the teacher will ask the class to discuss these two things they learned in today's lesson about Sisseton with their elbow partners. Students will then volunteer when asked to share their answers that they have discussed. Since this is a partner discussion, the doorbell sound in the front of the room may be used to collect the students attention when finished. ● To end the class, the teacher should explain that they will be continuing their discussion on Sisseton the next day, and will learn even more about the town. B. Assessments Used ● Informal Assessment: Observations ○ Observations were gathered when discussing with students about the city of Sisseton, and also while walking around during the partner discussion at the end of the class period. ● Informal Assessment: Exit Ticket ○ Exit tickets (list of two or more things that students learned today) will be collected upon completion at the end of the lesson. These will be analyzed by the teacher to identify which students may need more assistance or any common problem areas that could use more explanation the following day. C. Differentiated Instruction ● For those needing additional support: ○ Work one-on-one with students needing more help to ensure that they are learning foundational skills to help them with with social studies comprehension later on. When reading aloud, assist them with unknown words and provide detailed explanations for each unknown term. ● For those in need of enrichment/challenging: ○ Encourage these students to provide more detail or additional pieces of information to their exit ticket. ○ Also, have them work with those who may need more support. Pair them with struggling students so that both parties may benefit from this interaction. ● For those in need of specific language support: Faye Schmidt Social Studies - Sisseton Day 1 Observation #3
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○ Provide additional wait time for students who take a bit longer to answer each question. Make sure to speak slowly and articulate vocabulary and new information, and use multiple phrases to describe and explain the same idea.
D. Resources South Dakota Road Trip, Sisseton (2019). Retrieved from: https://www.sdroadtrip.org/towns/sisseton
Faye Schmidt Social Studies - Sisseton Day 1 Observation #3
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Page 1
○ 4.H.4.2 - Explain factors affecting the growth and expansion of South Dakota. ● K-12.G.3 - Students will recognize the characteristics of the processes that shape places and regions. ○ 4.G.3.1 - Describe how natural and human conditions shape places and regions Lesson Objectives: ● By the end of the lesson, the students will be able to identify two key characteristics about the city of Sisseton, South Dakota. Materials Needed: ● Each Student will need their: ○ Laptops ● Teacher will need: ○ Promethean Interactive Board ○ Laptop ○ Websites/Videos: ■ South Dakota Road Trip: www.sdroadtrip.org ■ City of Sisseton: https://www.sisseton.com/ ■ Fort Sisseton: https://www.youtube.com/watch?v=hqFJ2SuRAPw ■ Pow Wows - Meaning: https://www.youtube.com/watch?v=4aEeKVXzYlc Contextual Factors/ Learner Characteristics: ● This classroom is made up of 27 total 4th-graders, aged 9-11. All 27 of these students will be in the classroom to complete this Social Studies lesson as a large-group, teacher-led learning experience. I, the student teacher, will be leading this lesson, and my cooperating teacher, who is the classroom’s primary teacher, will be observing and assisting students. This diverse classroom is made up of students from a various backgrounds and learning levels, which have been considered when planning this lesson. ● This lesson will be taught at about 1:45 PM, which is the last content class before study hall at the end of the day. Also, this class ends at approximately 2:45, when the students will transition into a study hall until the end of the school day. Flexible seating is also utilized in this classroom, with several different options available each week for the students to choose. In this classroom, there is a strict seating Faye Schmidt Social Studies - Sisseton Day 1 Observation #3
Page 2
chart, and students are expected to find their seats and remain in their assigned seats for the lesson. Because of the size of the group and the arrangements of the desks, the teacher is to remain mindful of unnecessary behaviors, such as irrelevant conversations that do not pertain to the lesson. These situations should be approached immediately if any issues arise during the lesson. A. The Lesson 1. Introduction (5 min) ● First the teacher will introduce the lesson, and state that we will be revisiting our South Dakota Road Trip. The students have previously used this website earlier in the year, but have taken a break from it to work on the research process for their upcoming Wax Museum presentation. ● The teacher may then announce the town that they will be “travelling” to this week: Sisseton. ● To activate prior knowledge, the teacher may ask who in the class has been to this city in South Dakota, and what they remember about it. Students will raise their hands to volunteer to share this information. ● After a number of students have gotten the opportunity to share, the teacher will discuss a few of the things that they will be covering about Sisseton over the next few days. They will be learning about the city of Sisseton, Fort Sisseton, reservations, sacred Native American symbols, pow wows, hoop dances, and the Nicollet Tower. The teacher will also this lesson’s objectives with the group before beginning. ○ “By the end of the lesson, the students will be able to identify two key characteristics about the city of Sisseton, South Dakota.” 2. Content Delivery (45 min) ● At this time, the teacher will ask the students to take out their computers and open up to their South Dakota Road Trip Website, with should be bookmarked. On the Promethean, the teacher should also bring up this website to guide the students and help them follow along. ○ https://www.sdroadtrip.org/students ● On the Promethean, the teacher will bring up the City of Sisseton website for the students to see and discuss together. They should discuss observations and brainstorm questions about this particular South Dakota town. ○ https://www.sisseton.com/
Faye Schmidt Social Studies - Sisseton Day 1 Observation #3
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● The students will then be instructed to click on Sisseton on their South Dakota Road Trip website, which is located in the northeast corner of South Dakota. This page will give them more information about the city. ● Once everyone is on the Sisseton page, the teacher will draw sticks or ask for volunteers to read each paragraph, beginning at the top of the page. The following questions may be used to comprehension: ○ What was Sisseton named after? Why? ○ What reservation is Sisseton located on? What is a reservation? ○ Why was the city of Sisseton founded so quickly? ○ What were forts? Where and why were they built? ○ Was Fort Sisseton always called that name? What other name did it go by? ● The class will then watch an informational video together that will be displayed on the Promethean. This video is about a gatling gun demonstration at Fort Sisseton from 2009. The students should watch and listen to this video to learn more about military weapons at Fort Sisseton. ○ https://www.youtube.com/watch?v=hqFJ2SuRAPw ● Then, the students will move on to the next section of reading, which is back on their South Dakota Road Trip website for Sisseton. This section provides more information about important symbols and practices of Native American culture. The teacher will choose a student to read the brief description of a Sacred Pipe, and the following questions could be asked to ensure student comprehension: ○ When is a Sacred Pipe used? ○ What does it represent? ● Then, the class will watch another brief video created by a Native American man from the Pine Ridge Reservation that explains a Sacred Pipe from his perspective. ○ https://www.youtube.com/watch?v=TDiPtT4vY-M ● After the video is discussed together, the students will finish reading the section from the South Dakota Road Trip website regarding Native American symbols. Together the class will discuss pow wows and drums. ● After reading this section, the class will watch a video that shows and explains a variety of Native American dances performed at a pow wow. In the beginning of this video, there is some information displayed across the screen to explain pow wows and their meaning. Call on students to read each of these short paragraphs and discuss the information together. Once the information is discussed, continue with the video. ○ https://www.youtube.com/watch?v=4aEeKVXzYlc Faye Schmidt Social Studies - Sisseton Day 1 Observation #3
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3. Closure (10 min) ● At this time, the teacher will ask the students if they have any questions about the city of Sisseton that they are still wondering about. The teacher can use this information to plan the lesson for the next day when the class continues to learn about Sisseton. ● The teacher will then instruct the students to take out a piece of paper and write down at least two things that they discussed in today’s lesson. Then, they can hand them in and return to their desks. These will be used as an informal exit ticket. ● Then, the teacher will ask the class to discuss these two things they learned in today's lesson about Sisseton with their elbow partners. Students will then volunteer when asked to share their answers that they have discussed. Since this is a partner discussion, the doorbell sound in the front of the room may be used to collect the students attention when finished. ● To end the class, the teacher should explain that they will be continuing their discussion on Sisseton the next day, and will learn even more about the town. B. Assessments Used ● Informal Assessment: Observations ○ Observations were gathered when discussing with students about the city of Sisseton, and also while walking around during the partner discussion at the end of the class period. ● Informal Assessment: Exit Ticket ○ Exit tickets (list of two or more things that students learned today) will be collected upon completion at the end of the lesson. These will be analyzed by the teacher to identify which students may need more assistance or any common problem areas that could use more explanation the following day. C. Differentiated Instruction ● For those needing additional support: ○ Work one-on-one with students needing more help to ensure that they are learning foundational skills to help them with with social studies comprehension later on. When reading aloud, assist them with unknown words and provide detailed explanations for each unknown term. ● For those in need of enrichment/challenging: ○ Encourage these students to provide more detail or additional pieces of information to their exit ticket. ○ Also, have them work with those who may need more support. Pair them with struggling students so that both parties may benefit from this interaction. ● For those in need of specific language support: Faye Schmidt Social Studies - Sisseton Day 1 Observation #3
Page 5
○ Provide additional wait time for students who take a bit longer to answer each question. Make sure to speak slowly and articulate vocabulary and new information, and use multiple phrases to describe and explain the same idea.
D. Resources South Dakota Road Trip, Sisseton (2019). Retrieved from: https://www.sdroadtrip.org/towns/sisseton
Faye Schmidt Social Studies - Sisseton Day 1 Observation #3
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