Nonfiction Lesson
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Unit Title: Physical Geography, Lesson #3: John Muir Nonfiction Name Monica Beland
Date October 22, 2008
Subject Social Studies
Grade 3
Objective: Given information and vocabulary about John Muir through a primary source and a secondary source, students will be able to differentiate primary and secondary sources while gaining an understanding of the biography of John Muir. After reading John Muir; America’s Naturalist by Thomas Locker, students will understand how important John Muir was in helping to preserve the geographic features we have studied. Students will also apply their comparison skills by differentiating the differences between primary and secondary sources in their Venn Diagram and writings. Social Studies Content Standards: Students describe the physical and human geography and use maps, tables, graphs, photographs, and charts to organize information about people, places, and environments in a spatial context. Identify geographical features in their local region (e.g., deserts, mountains, valleys, hills, coastal areas, oceans, lakes). ReadingLanguage Arts Standards: 3.4 Determine the underlying theme or author’s message in fiction and nonfiction text. 2.2 Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text. 2.3 Demonstrate comprehension by identifying answers in the text. English Language Development Standards: Vocabulary: naturalist, Scotland, wilderness, Wisconsin, preserving, groves, soaring, valley, mountains, glaciers, groves, fir trees, redwoods, sequoias, lumber, cattleman, preservation, legislators. Check one: Times:
✘
I.
Biography
✘
Point of View
Other Nonfiction
Anticipatory Set Conduct Standards In our lesson today, we’re going to be learning about a very important person, John Muir, who studied some of California’s most unique land. I expect that everyone please be respectful as we observe some photographs and pictures of people and places long ago. Some of the pictures might not seem like good quality, but the pictures are very important because there are not that many pictures from long ago. Also, we will be working in
partners today and I expect that you respect your partner’s, as well as everyone in this class, thoughts. Transfer In the last class, we learned about the photographs that Ansel Adams took in the West. Ansel Adams most famous photographs were taken in Yosemite. Now we are going to learn about the man, John Muir, who helped save Yosemite so many artists could come and depict the beauty of the nature in Yosemite. Purpose The purpose of this lesson is to continue to learn about the geography in California and to learn about the special people who continue to preserve, or save, the beautiful geography. Motivation During our lesson, we’re going to get to play a little game so I expect everyone to participate as much as possible so we can make the game lots of fun! II. Instruction: Follow along in the Powerpoint during this time. Direct teaching or discovery 1. What is a source? A source is a person or thing that provides information. 2. What are some examples of sources? A book, newspaper, quote, speech, magazine article, website, photograph, and MANY more! 3. What are sources used for? Sources help us learn more about an event, person, or thing in the past. 4. Pair Share: give examples and non examples to your partner 5. Primary Source: original works such as photographs, drawings, letters, diaries, documents, books, films, posters, play scripts, speeches, songs, sheet music, and firstperson accounts that are recorded at the time of an event. 6. Which one is a primary source: An original letter written by George Washington. A summary of an original letter written by George Washington by your teacher. 7. Pull numbers to ask students why they think the examples on the Powerpoint are primary sources. Speaking prompt: I believe _________ is a primary/secondary source because _________________________. 8. Secondary Source: photographs, drawings, letters, diaries, documents, books, films, posters, play scripts, speeches, songs, sheet music that are NOT from the time of an event. 9. Which one is a secondary source? A video that recorded a Martin Luther King’s speeches. A movie about Martin Luther King using actors for Martin Luther King. 10. Describe the example of Pocahontas. 11. In order to explain the effects of secondary sources, we’re going to play the game telephone. Check for Understanding (optional): 1. What happened at the end of the telephone line?
2. Why do you think this is important? 3. The only person who received a primary source was (child’s name) because I told him what I said. No one else heard what I said. Everyone else got a secondary source. 4. Do you think secondary sources are very accurate? 5. How could we make this so everyone could get the primary source? Example: record me saying it. Play it out loud for everyone to hear. Write what I’m saying down on a piece of paper and project it on the screen. 6. Introduce John Muir. In 1867, John Muir walked from Wisconsin to the Gulf of Mexico! That’s a 1000 mile walk. On his trip, he gathered and recorded information about plants and the land. He discovered the beauty of Yosemite (remember the Ansel Adams photographs?). He wrote to Theodore Roosevelt about making Yosemite a National Park because people were not respecting Yosemite. Because of his letters, Yosemite is now a National park. III. Guided Practice 1. Do a whole class guided reading. 2. After reading, we will fill out the graphic organizer as a whole class on the document camera. The Academic Language words (Naturalist, preserving, groaves, lumber, and preservation) will be defined and used in a sentence form on the worksheet. 3. Then I will read a letter from John Muir out loud to the class. 4. Naturalist, Scotland, wilderness, Wisconsin, preserving, groves, soaring, valley, mountains, glaciers, groves, fir trees, redwoods, sequoias, lumber, cattleman, preservation, legislators will be defined during the reading. Because we will already have a geographic poster in the classroom, valley, mountains, and glaciers will be visual. I will also post pictures differentiating the different trees (fir trees, redwoods, and sequoias) in the Powerpoint. 5. We will create a graphic organizer. (I will guide this more because this reading was above their level) 6. Then we will create a Venn Diagram based on the 2 readings comparing the characteristics of primary and secondary sources. Check for Understanding: 1. Which one do you think is the primary source? The story about John Muir or the letter written by John Muir? 2. Which one is the secondary source? Speaking prompt: “I believe ______ is the secondary source because___________________________. 3. Which one do you think is more accurate? Speaking prompt: “I believe _______ is more accurate because _________________.”
4. Which one do you trust more? I trust _____________ more than __________ because _______________. 5. Which one might have some mistakes? I believe _______ source will have more mistakes because ____________________________________________. IV. Independent Practice 1. Now you are going to compare a few items on your desk and tell me which ones are primary sources and which ones are secondary sources. 2. For the lower level students, they will write their paragraphs with a paragraph frame worksheet. The paragraph frame will provide structure for the students to provide the input discussed in class. 3. For the GATE students, they will be required to use the new vocabulary that we have already learned in order to get full credit. 4. You will write about the sources on your desk. 5. The first Paragraph is about the primary sources. Tell me which items are primary sources and why they are primary sources. 6. The second paragraph is about the secondary sources. Tell me which items are secondary sources and why they are secondary sources. 7. In the third paragraph, tell me which sources you think are the best. Why? 8. Leave this up on the projector for the students to use as reference.
V.
Closure: 9. Have the students read their paragraphs out loud. 10. Discuss how we will be learning about more types of geography but we need to know about primary and secondary sources so we know how accurate the materials we find are.
Assessment: General Assessment tool: 0 points
1 point
2 points
3 points
Participation
The student does not participate productively in the pair shares and does not take the telephone activity seriously.
The student participates minimally in the pair share activity and does not take the telephone activity seriously.
The student participates in the pair share activity. The student does not take the telephone activity seriously.
The student participates in the pair shares. The student takes the telephone activity seriously.
Graphic Organizer & Venn Diagram
The student does not fill out/turn in the Venn Diagram.
The student partially completes the Venn Diagram with information.
The student completely fills in the Venn Diagram.
The student correctly and completely fills in the Venn Diagram the way we completed it in class.
Writing Prompt
The student does not complete/turn in the writing assignment.
The writing is not structured correctly. The student does not list all materials in the correct paragraph.
The writing is structured correctly. The student does not list all materials in the correct paragraph.
The writing is structured correctly. The student lists all materials in the correct paragraph.
GATE Students’ Assessment Tool:
Participation
Graphic Organizer & Venn Diagram
Writing Prompt
0 points
1 point
2 points
3 points
The student participates minimally in the pair share activity and does not take the telephone activity seriously.
The student participates in the pair share activity. The student does not take the telephone activity seriously.
The student participates in the pair shares. The student takes the telephone activity seriously.
In addition to the general assessment, the student is able to infer and offer other ideas for primary and secondary sources.
The student partially completes the Venn Diagram with information.
The student completely fills in the Venn Diagram.
The student participates minimally in the pair share activity and does not take the telephone activity seriously.
The student does not complete/turn in the writing assignment.
The writing is structured correctly but does not include the correct content.
The writing follows the correct structure but includes many grammatical and spelling errors. The writing does not include the new vocabulary developed during the lesson. The content material is accurate.
In addition to the general assessment, the writing is complex in rich vocabulary and follows correct sentence structure, grammar, and spelling.
1 point
2 points
3 points
4 points
The student does not participate productively in the pair shares and does not take the telephone activity seriously.
The student participates minimally in the pair share activity and does not take the telephone activity seriously.
The student participates in the pair share activity. The student does not take the telephone activity seriously.
The student participates in the pair shares. The student takes the telephone activity seriously.
The student does not fill out/turn in the Venn Diagram.
Lower Students:
Participation
Graphic Organizer & Venn Diagram
Writing Prompt
The student does not fill out/turn in the Venn Diagram.
The student partially completes the Venn Diagram with information.
The student correctly The student and completely fills in completely fills in the the Venn Diagram the Venn Diagram. way we completed it in class.
The student does not complete/turn in the writing assignment.
The student does not understand primary and secondary sources because they guess or list the content in the incorrect paragraph frames.
The student lists some of the content in the paragraph frame correctly.
Teaching Materials: Letter from John Muir Powerpoint presentation Student Materials: John Muir:America’s Naturalist by Thomas Locker in Social Studies Textbook Examples of primary and secondary sources about John Muir Graphic Organizer Worksheet Paragraph Frame Worksheets pencils
The student lists all content in the Paragraph Frame correctly.
Date October 22, 2008
Subject Social Studies
Grade 3
Objective: Given information and vocabulary about John Muir through a primary source and a secondary source, students will be able to differentiate primary and secondary sources while gaining an understanding of the biography of John Muir. After reading John Muir; America’s Naturalist by Thomas Locker, students will understand how important John Muir was in helping to preserve the geographic features we have studied. Students will also apply their comparison skills by differentiating the differences between primary and secondary sources in their Venn Diagram and writings. Social Studies Content Standards: Students describe the physical and human geography and use maps, tables, graphs, photographs, and charts to organize information about people, places, and environments in a spatial context. Identify geographical features in their local region (e.g., deserts, mountains, valleys, hills, coastal areas, oceans, lakes). ReadingLanguage Arts Standards: 3.4 Determine the underlying theme or author’s message in fiction and nonfiction text. 2.2 Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text. 2.3 Demonstrate comprehension by identifying answers in the text. English Language Development Standards: Vocabulary: naturalist, Scotland, wilderness, Wisconsin, preserving, groves, soaring, valley, mountains, glaciers, groves, fir trees, redwoods, sequoias, lumber, cattleman, preservation, legislators. Check one: Times:
✘
I.
Biography
✘
Point of View
Other Nonfiction
Anticipatory Set Conduct Standards In our lesson today, we’re going to be learning about a very important person, John Muir, who studied some of California’s most unique land. I expect that everyone please be respectful as we observe some photographs and pictures of people and places long ago. Some of the pictures might not seem like good quality, but the pictures are very important because there are not that many pictures from long ago. Also, we will be working in
partners today and I expect that you respect your partner’s, as well as everyone in this class, thoughts. Transfer In the last class, we learned about the photographs that Ansel Adams took in the West. Ansel Adams most famous photographs were taken in Yosemite. Now we are going to learn about the man, John Muir, who helped save Yosemite so many artists could come and depict the beauty of the nature in Yosemite. Purpose The purpose of this lesson is to continue to learn about the geography in California and to learn about the special people who continue to preserve, or save, the beautiful geography. Motivation During our lesson, we’re going to get to play a little game so I expect everyone to participate as much as possible so we can make the game lots of fun! II. Instruction: Follow along in the Powerpoint during this time. Direct teaching or discovery 1. What is a source? A source is a person or thing that provides information. 2. What are some examples of sources? A book, newspaper, quote, speech, magazine article, website, photograph, and MANY more! 3. What are sources used for? Sources help us learn more about an event, person, or thing in the past. 4. Pair Share: give examples and non examples to your partner 5. Primary Source: original works such as photographs, drawings, letters, diaries, documents, books, films, posters, play scripts, speeches, songs, sheet music, and firstperson accounts that are recorded at the time of an event. 6. Which one is a primary source: An original letter written by George Washington. A summary of an original letter written by George Washington by your teacher. 7. Pull numbers to ask students why they think the examples on the Powerpoint are primary sources. Speaking prompt: I believe _________ is a primary/secondary source because _________________________. 8. Secondary Source: photographs, drawings, letters, diaries, documents, books, films, posters, play scripts, speeches, songs, sheet music that are NOT from the time of an event. 9. Which one is a secondary source? A video that recorded a Martin Luther King’s speeches. A movie about Martin Luther King using actors for Martin Luther King. 10. Describe the example of Pocahontas. 11. In order to explain the effects of secondary sources, we’re going to play the game telephone. Check for Understanding (optional): 1. What happened at the end of the telephone line?
2. Why do you think this is important? 3. The only person who received a primary source was (child’s name) because I told him what I said. No one else heard what I said. Everyone else got a secondary source. 4. Do you think secondary sources are very accurate? 5. How could we make this so everyone could get the primary source? Example: record me saying it. Play it out loud for everyone to hear. Write what I’m saying down on a piece of paper and project it on the screen. 6. Introduce John Muir. In 1867, John Muir walked from Wisconsin to the Gulf of Mexico! That’s a 1000 mile walk. On his trip, he gathered and recorded information about plants and the land. He discovered the beauty of Yosemite (remember the Ansel Adams photographs?). He wrote to Theodore Roosevelt about making Yosemite a National Park because people were not respecting Yosemite. Because of his letters, Yosemite is now a National park. III. Guided Practice 1. Do a whole class guided reading. 2. After reading, we will fill out the graphic organizer as a whole class on the document camera. The Academic Language words (Naturalist, preserving, groaves, lumber, and preservation) will be defined and used in a sentence form on the worksheet. 3. Then I will read a letter from John Muir out loud to the class. 4. Naturalist, Scotland, wilderness, Wisconsin, preserving, groves, soaring, valley, mountains, glaciers, groves, fir trees, redwoods, sequoias, lumber, cattleman, preservation, legislators will be defined during the reading. Because we will already have a geographic poster in the classroom, valley, mountains, and glaciers will be visual. I will also post pictures differentiating the different trees (fir trees, redwoods, and sequoias) in the Powerpoint. 5. We will create a graphic organizer. (I will guide this more because this reading was above their level) 6. Then we will create a Venn Diagram based on the 2 readings comparing the characteristics of primary and secondary sources. Check for Understanding: 1. Which one do you think is the primary source? The story about John Muir or the letter written by John Muir? 2. Which one is the secondary source? Speaking prompt: “I believe ______ is the secondary source because___________________________. 3. Which one do you think is more accurate? Speaking prompt: “I believe _______ is more accurate because _________________.”
4. Which one do you trust more? I trust _____________ more than __________ because _______________. 5. Which one might have some mistakes? I believe _______ source will have more mistakes because ____________________________________________. IV. Independent Practice 1. Now you are going to compare a few items on your desk and tell me which ones are primary sources and which ones are secondary sources. 2. For the lower level students, they will write their paragraphs with a paragraph frame worksheet. The paragraph frame will provide structure for the students to provide the input discussed in class. 3. For the GATE students, they will be required to use the new vocabulary that we have already learned in order to get full credit. 4. You will write about the sources on your desk. 5. The first Paragraph is about the primary sources. Tell me which items are primary sources and why they are primary sources. 6. The second paragraph is about the secondary sources. Tell me which items are secondary sources and why they are secondary sources. 7. In the third paragraph, tell me which sources you think are the best. Why? 8. Leave this up on the projector for the students to use as reference.
V.
Closure: 9. Have the students read their paragraphs out loud. 10. Discuss how we will be learning about more types of geography but we need to know about primary and secondary sources so we know how accurate the materials we find are.
Assessment: General Assessment tool: 0 points
1 point
2 points
3 points
Participation
The student does not participate productively in the pair shares and does not take the telephone activity seriously.
The student participates minimally in the pair share activity and does not take the telephone activity seriously.
The student participates in the pair share activity. The student does not take the telephone activity seriously.
The student participates in the pair shares. The student takes the telephone activity seriously.
Graphic Organizer & Venn Diagram
The student does not fill out/turn in the Venn Diagram.
The student partially completes the Venn Diagram with information.
The student completely fills in the Venn Diagram.
The student correctly and completely fills in the Venn Diagram the way we completed it in class.
Writing Prompt
The student does not complete/turn in the writing assignment.
The writing is not structured correctly. The student does not list all materials in the correct paragraph.
The writing is structured correctly. The student does not list all materials in the correct paragraph.
The writing is structured correctly. The student lists all materials in the correct paragraph.
GATE Students’ Assessment Tool:
Participation
Graphic Organizer & Venn Diagram
Writing Prompt
0 points
1 point
2 points
3 points
The student participates minimally in the pair share activity and does not take the telephone activity seriously.
The student participates in the pair share activity. The student does not take the telephone activity seriously.
The student participates in the pair shares. The student takes the telephone activity seriously.
In addition to the general assessment, the student is able to infer and offer other ideas for primary and secondary sources.
The student partially completes the Venn Diagram with information.
The student completely fills in the Venn Diagram.
The student participates minimally in the pair share activity and does not take the telephone activity seriously.
The student does not complete/turn in the writing assignment.
The writing is structured correctly but does not include the correct content.
The writing follows the correct structure but includes many grammatical and spelling errors. The writing does not include the new vocabulary developed during the lesson. The content material is accurate.
In addition to the general assessment, the writing is complex in rich vocabulary and follows correct sentence structure, grammar, and spelling.
1 point
2 points
3 points
4 points
The student does not participate productively in the pair shares and does not take the telephone activity seriously.
The student participates minimally in the pair share activity and does not take the telephone activity seriously.
The student participates in the pair share activity. The student does not take the telephone activity seriously.
The student participates in the pair shares. The student takes the telephone activity seriously.
The student does not fill out/turn in the Venn Diagram.
Lower Students:
Participation
Graphic Organizer & Venn Diagram
Writing Prompt
The student does not fill out/turn in the Venn Diagram.
The student partially completes the Venn Diagram with information.
The student correctly The student and completely fills in completely fills in the the Venn Diagram the Venn Diagram. way we completed it in class.
The student does not complete/turn in the writing assignment.
The student does not understand primary and secondary sources because they guess or list the content in the incorrect paragraph frames.
The student lists some of the content in the paragraph frame correctly.
Teaching Materials: Letter from John Muir Powerpoint presentation Student Materials: John Muir:America’s Naturalist by Thomas Locker in Social Studies Textbook Examples of primary and secondary sources about John Muir Graphic Organizer Worksheet Paragraph Frame Worksheets pencils
The student lists all content in the Paragraph Frame correctly.
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