Wiesen Claire Ss19 Ssunitplan
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Michigan’s History Unit APA
Important Content/Information
Studies Weekly. (n.d.). Retrieved January 15, 2019, from https://www.studiesweekly.com/
Studies weekly is a curriculum that is used at Burton. Although we used this website the first semester, we want to move away and create a more interactive social studies unit. There are good videos, games, and articles that we could pull from.
Michigan’s Native Americans. (n.d.). Retrieved January 15, 2019, from http://seekingmichigan.org/
Discusses three main tribes in Michigan -Ojibwa, Odawa, Potawatomi “three fires” -Gives overview of history/current history
Waterford Historical Society | Home. (2009, November 21). Retrieved from http://www.waterfordhistoricalsociety.org/
This website will be used along with supplemental material to explore how the town of Waterford has changed over time. It will help the students see how, why, and the effects of changes throughout history.
Egbo, Carol. Supplemental Materials (Unit 3, Lesson 2). Teacher-made material. Michigan Citizenship Collaborative Curriculum, 2009.
This material is where I will pull out various graphs and maps to show the changes in Michigan. There are graphs as simple as “what is history” to activities where the students can discover history by themselves.
“French Michigan”. Michigan History For Kids. Fall 2001.
This is a simpler look into history of the French in Michigan. I like the idea of having these books around the classroom for kids to explore on their own and find out new information outside of our lessons.
Discovery Education. Digital Textbooks and Educational Resources. (n.d.). Retrieved January 15, 2019, from http://www.discoveryeducation.com/
Discovery Education is another Social Studies curriculum used at Burton. Although i would never use their assessments, they do have some interactive activities and videos for the students to watch. I could see myself incorporating videos from the website or using these links as additional supports.
Sheehan, J. J., & Sibit, S. A. (2005). Adapting Lessons for the Special Needs Student. Social Studies and the Young Learner,18( 1), 4-6. Retrieved January 22, 2019, from https://www.socialstudies.org/publications/ssy l/september-october2005/adapting_lessons_fo
This article talks about ways to differentiate and expand lessons based on the individual student. This article is helpful in thinking about teaching a split and different ways to scaffold each lesson. Accommodations are important for all types of learners, not just
r_the_special_needs_student_.
special needs, making this article relevant. NCSS
Hubbard, J. (2007). Lesson Study: Teachers Collaborating in Lesson Development. Social Studies and the Young Learner,19( 4), 25-29. Retrieved January 22, 2019, from https://www.socialstudies.org/publications/ssy l/march-april2007/lesson_study_teachers_coll aborating_in_lesson_development.
This article was helpful in that it talks about creating a unit and developing multiple effective, interactive, and connected lessons. Social studies concepts can seem overwhelming and intimidating so this was helpful to look at and see how he explained effective teaching. NCSS
Stage 1: Desired Results 1. Unit Title Michigan in Review 2. Grade Level Content Expectations (GLCEs) and Content Standards, and Anti-Bias Standards: 3 - H3.0.1: Identify questions historians ask in examining the past in Michigan (e.g., What happened? When did it happen? Who was involved? How and why did it happen?). 3 - H3.0.2: Explain how historians use primary and secondary sources to answer questions about the past. 3 - H3.0.5: Use informational text and visual data to compare how American Indians and settlers in the early history of Michigan adapted to, used, and modified their environment. 3 - H3.0.6: Use a variety of sources to describe interactions that occurred between American Indians and the first European explorers and settlers in Michigan. 3 - H3.0.9: Describe how Michigan attained statehood. 3 - H3.0.10: Create a timeline to sequence early Michigan history (American Indians, exploration, settlement, statehood). ELA-Literacy-RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. ELA-Literacy W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. ID.3-5.5 I know my family and I do things the same as and different from other people and groups, and I know how to use what I learn from home, school and other places that matter to me. DI.3-5.6 I like knowing people who are like me and different from me, and I treat each person with respect.
3. Big Powerful Ideas: -History is important because it helps us understand the world around us. -Each group that settled in Michigan brought their own ideas and influenced the way Michigan is today. -History, the study of the past, is important to learn and understand because it affects our daily lives. 4. Essential Questions: How do historians learn about the past? How did people and events influence the early history of Michigan? How did each group have an effect on Michigan’s history? 5. Unit Objectives: 1. Students will be able to demonstrate historical reasoning and put this strategy to use through supplemental resources. 2. Students will be able to use oral language explain that Native Americans were the first people in Michigan. 3. Students will be able to tell and share their knowledge of the interactions between the French and the Native Americans. 4. Students will be able to compare, through a venn-diagram, the relationships between the American Indians and the British and the French. 5. Students will be able to label on a piece of paper when Michigan finally became a state. 6. Students will be able to identify on a map where the land known as the Toledo Strip is located. 7. Students will be able to discuss how events in history of Michigan were linked together. 8. Students will be able to produce a video explaining how and why the many different people involved in the early history of Michigan are important. 6. Rationale: What are you teaching?
Why you are teaching this? (Must align with the 5 elements of powerful social studies)
Thinking Like A Historian: Investigating Waterford
Meaningful: In this activity, the students will be looking at various artifacts to examine, determine, and understand why history happened and how it has affected this now city. This is a town located only a few hours or so from Grand Rapids, which will not
only catch their attention when they see how close we are on the map but also allow a real-world connection. We can use Google Maps to look at what the town looks like now after our investigation. Real-life connections. Students will examine the relationships between the Native Americans, the British, and the French.
Value-Based: Students are asked to examine relationships and think about how this would affect not only history, but the communities that exist in history.
Students will be asked, as a whole class, to create a timeline of Michigan history and all the different groups we have learned about.
Challenging: Students are asked to work as a whole group, with 28 other opinions, to identify and piece together the timeline of all previous lessons.
Students will create a flow chart of the French settlers.
Active: As a group, students will be cutting and constructing a graphic organizer: use of manipulatives and group participation.
Students will create a clips video, talking about a specific group of people that have influenced Michigan’s history.
Integrative: This lesson draws on students’ technology skills, as well as drawing on their literacy skills as they will write a script for themselves.
Stage 2: Assessment/Evidence: 1. Prior Knowledge: -Students have been learning about Regions Michigan Belongs To -Map Skills -Communities -Government
-Skills in clips 2. Pre-Assessment: Seeing Student Thinking: -After working through Seeing Student Thinking, I have decided to use a lot of different resources to help us learn about each group. I was really excited that the students felt that they could use all 5 of my tools to learn about other people. Instead of just online resources and articles, I want the students to really explore the different groups that are a part of Michigan’s history. For example, I am going to try to find arrowheads and physical maps for the students to examine. I would also like to find old pictures. The idea of allowing students to use a social imagination to discover will lead to a memorable and hands on unit. -I am planning to begin the unit with an introduction of what is history and why it is important that we look at history. I realized how important it is for me start with the basics, to help the students understand why we are learning about Michigan’s history, to get them excited. These students have never spent much time with social studies so it is important to give them a baseline. I think this introduction lesson will be a great way to get their feet wet and get their brains in social studies mode! 3. End-of-Unit Performance Task: Students, as a whole group, will create a large timeline poster of Michigan History. They will have major events placed on a timeline with the details listed below. As a whole group they will have to think about what the main important events are that we have learned about, the order of history, and how they are all linked together. They will be able to use their resources to help them put their ideas onto the paper. They will work as a group so they can feed off of each other and debate what counts as important. Stage 3: Learning Plan 1. Linguistic, social and academic challenges, resources and supports Student Description of their Linguistic, Social, or Academic Needs
Accommodations/Modifications/Scaffolding to Address Student’s Needs
ESL: W.A., E.A., L.B., K.B., M.C.,J.H., O.G., J.L.,O.L.,K.R., R.R., A.T. B.V.,E.P.,S.P., L.R., M.T., Y.V, A.V.
ESL: Extra language support with be provided. The use of pictures, graphs, and other supplemental supports.
S.P. : Socially shy, very quiet
Student is extremely shy. Allow to share/work in groups at own comfort level.
M.C.: easily distracted, does not participate, often does not engage with other students
Will check in with MC throughout lesson, verbally check in with her to see how she is processing the unit. Pair her with students who she feels comfortable with, will help keep her on track.
J.R.: tends to avoid Check in with J.R. mid-lesson to make sure he asking for help when is doing his work and on the right track. needed
2. Overview:
Day 1
Day 2
Day 3
Day 4
Day 5
Lesson Title: What is History?
Lesson Title: Lesson Title: Thinking Like A American Historian Indians in Michigan
Lesson Title: The French in Michigan
Lesson Title: The British in Michigan
GLCE(s): 3 – H3.0.1: Identify questions historians ask in examining the past in Michigan (e.g., What happened? When did it happen? Who was involved? How and why did it happen?)
GLCE(s): 3 – H3.0.1: Identify questions historians ask in examining the past in Michigan (e.g., What happened? When did it happen? Who was involved? How and why did it happen?). 3 - H3.0.2: Explain how historians use primary and secondary sources to
GLCE(s): 3 - H3.0.5: Use informational text and visual data to compare how American Indians and settlers in the early history of Michigan adapted to, used, and modified their environment. 3 - H3.0.6: Use a variety of sources to describe interactions that occurred
GLCE(s): 3 - H3.0.5: Use informational text and visual data to compare how American Indians and settlers in the early history of Michigan adapted to, used, and modified their environment. 3 - H3.0.6: Use a variety of sources to describe interactions that occurred
GLCE(s): 3 - H3.0.5: Use informational text and visual data to compare how American Indians and settlers in the early history of Michigan adapted to, used, and modified their environment. 3 - G4.0.4: Use data and current information about the Anishinabeg and other American
Daily Objective(s): Students will be able to use oral language to describe the importance of history.
answer questions about the past.
Indians living in Michigan today to describe the cultural aspects of modern American Indian life. RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
between American Indians and the first European explorers and settlers in Michigan. RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/thir d in a sequence)
between American Indians and the first European explorers and settlers in Michigan.
Daily Objective(s): Students will be able to demonstrate historical reasoning and put this strategy to use through supplemental resources.
Daily Objective(s): Students will use what they have learned about the study of history and connect it to the study of Native Americans in Michigan.
Daily Objective(s): Students will be able to use oral language to explain when the French arrived in Michigan and their influence.
Daily Objective(s): Students will be able to show their understanding of the relationships between the british and the french and the causes and effects.
Assessment: Students will be given an exit slip where they will use written language to answer “Why is history so important?”
Assessment: Students will complete a bubble chart having to do with causes and effects of history on their investigation on the village of Waterford.
Assessment: Students will work in partners to complete the chart “the earliest people in Michigan”.
Assessment: Students will hand in an exit ticket telling me when the french arrived in michigan and one thing they brought to Michigan’s culture.
Assessment: As a class we will create a bubble map to talk about the various relationships and their dynamics. Each table will be asked to contribute at least one idea that they all agree on.
Student Adaption(s): We will work through graphic organizer as a whole group to support all learners. Students will be participating in a think-pair-shar e to make sure all voices are heard.
Student Adaption(s): Students will be able to work with partners in their investigation process.
Student Adaption(s): -Students can work with partners. -I will check in with M.C. and J.R..
Student Adaption(s): -Students can work with partners. -I will check in with M.C. and J.R..
Student Adaption(s): -Students can work with partners. -I will check in with M.C. and J.R..
Lesson Alignment: This lesson opens the students’ eyes to what history is, how it affects them personally, and why it is so important to learn about the past.
Lesson Alignment: This lesson exposes the students to primary and secondary sources and teaches them how to analyze historical artifacts/events.
Lesson Alignment: This lesson introduces students to the first people of Michigan and allows for them to see how they influenced Michigan.
Lesson Alignment: This lesson shows students that multiple groups influenced Michigan and had different effects on our state.
Lesson Alignment: This lesson allows the students to compare and contrast and dig into the different dynamics of the people in Michigan’s history.
Day 7
Day 8/9
Day 9/10
Day 10
Day 6 Lesson Title: Becoming a State
Lesson Title: Michigan History in Review
Lesson Title: Creating a Timeline of Michigan History
Lesson Title:
Lesson Title:
GLCE(s): 3 – H3.0.1: Identify questions historians ask in examining the past in Michigan (e.g., What happened? When did it happen? Who was involved? How and why did it happen?) 3 - H3.0.9: Describe how
GLCE(s): H3.0.1: Identify questions historians ask in examining the past in Michigan (e.g., What happened? When did it happen? Who was involved? How and why did it happen?)
GLCE(s): 3 - H3.0.10: Create a timeline to sequence early Michigan history (American Indians, exploration, settlement, statehood). RI.3.3 Describe the relationship between a series of historical
GLCE(s): Which standards will this lesson address?
GLCE(s): Which standards will this lesson address?
Michigan attained statehood.
events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
Daily Objective(s): Students will be able to identify when and how Michigan attained statehood.
Daily Objective(s): Students will be able to discuss and acknowledge how the events in history in Michigan were linked together and how they each contributed to the bigger picture.
Daily Objective(s): Students will work together to create a large timeline of Michigan’s history.
Daily Objective(s): What will students be able to do?
Daily Objective(s): What will students be able to do?
Assessment: Students will use See-Saw to create a short clip to explain how Michigan attained statehood.
Assessment: Students will be asked to participate in a chalk-talk when we review Michigan’s history.
Assessment: Students will work together to showcase all they have learned throughout this unit on a large timeline. A completed timeline with details of events will show what they have learned and that they have met the objectives,
Assessment: How will you know if all students are meeting the objective(s)?
Assessment: How will you know if all students are meeting the objective(s)?
Student Adaptation(s): Students can use voice to text when creating clip on See-Saw. Students can use notes to help them with what they want to share. Students can work in partners if necessary. I will check in on students to make sure every
Student Adaptation(s): Chalk-Talks allow students to share at their own comfort. Students are not required to to write their ideas, they can write it down on paper for me to write on the board if that makes them nervous.
Student Adaptation(s): Students can participate at their own comfort levels. Written language or verbal language are ways of participating. Students can participate and help in a variety of ways. I will check in with S.P. to
Student Adaptation(s): How are you planning for diverse learners?
Student Adaption(s): How are you planning for diverse learners?
is understanding expectations.
make sure she is comfortable.
Lesson Alignment: This lesson will allow students to see how Michigan became a state and how each group influenced the becoming of Michigan. This will also allow students to show off their technology skills we have been working on.
Lesson Alignment: This lesson allows for students to reflect on all they have learned and to see how all the events are linked together.
Lesson Lesson Alignment: This Alignment: lesson allows for students to showcase all they know about Michigan’s history.
Lesson Alignment:
Lesson #1: Why is History Important? (30 minutes) Standards: H3.0.1: Identify questions historians ask in examining the past in Michigan (e.g., What happened? When did it happen? Who was involved? How and why did it happen?) DI.3-5.8 I want to know more about other people’s lives and experiences, and I know how to ask questions respectfully and listen carefully and non-judgmentally. Lesson objective:
Students will be able to use oral language to explain the importance of history and how we can learn about history. Big powerful Ideas: -History, the study of the past, is important to learn and understand because it affects our daily lives. Essential Question: How do historians learn about the past? Steps/Procedure: Time (in Minutes):
Steps:
10 minutes
*group meeting in the living room* “When you hear the word history, what comes to mind? I would like you to think for a few seconds in your head, and then we’re going to share out.” *as students share out ideas or thoughts, have them write down their ideas on poster board titled “what is history?”* *i will write if students are not comfortable* *discuss how these ideas are related to each other* “In this next social studies unit, we are going to be learning about the history of Michigan and the first people who lived in Michigan. But first, let’s discuss why and how we study history.”
15 minutes
“In your folders, you have a graphic organizer titled “History”, let’s fill this out and dig into how to investigate history to learn more” *together go through graphic organizer*
Closing: 5 minutes: “After today, who can tell me why history is important and ways that we can learn more about history?” *think-pair-share*
*wait for at least 3 responses to whole group* *promote student to student talk* “So boys and girls, as you can see, history tells us all about the past. And we’re going to find out that what happened in the past has a big influence on how we live our lives today through each of these different sources that we talked about!” “Let’s hear a few predictions on what you think we will find out about Michigan’s history! And after we finish this unit we can come back and see if our predictions were accurate!” *writes ideas down on paper as exit slip* “Tomorrow we will start our investigation into Michigan’s early years!” Academic/Social/Linguistic Supports for individual students. Part of this MUST include your plan for SPECIFIC STUDENTS (you can name them here or put an initial): Special Ed/504 Accommodations: n/a ELLs: W.A., E.A., L.B., K.B., M.C.,J.H., O.G., J.L.,O.L.,K.R., R.R., A.T. B.V.,E.P.,S.P., L.R., M.T., Y.V, A.V. Tier 2 Interventions: We will have a reminder of behavioral expectations and how we behave during learning time, have student reiterate directions back. If student is struggling, they can be given a partner to support them throughout the learning process.
If students seems to be struggling, allow for them to take a break from the group as long as it is not distracting to the others. Allow for students to ask seat buddies for help.
Tier 3 Interventions:
n/a Assessment (How you know they understood your goal, include DATA):
-I will be looking back to their graphic organizers to see that they completed the chart. -I will also be monitoring their responses to our group work to make sure they are actively participating and showing interest in this lesson. -I will be listening to their conversations during their think-pair-share time.
Lesson #2: Thinking Like A Historian 1 hour, 17 minutes (spread out over 2 days) Standards: 3 – H3.0.1: Identify questions historians ask in examining the past in Michigan (e.g., What happened? When did it happen? Who was involved? How and why did it happen?). 3 - H3.0.2: Explain how historians use primary and secondary sources to answer questions about the past. W.3.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Lesson objective: Students will be able to demonstrate historical reasoning and put this strategy to use through supplemental resources. Big powerful Ideas: -History, the study of the past, is important to learn and understand because it affects our daily lives. -History is important because it helps us understand the world, and our state, today. -Historians are like detectives. They look for clues to discover the past. Essential Question (s): - How do historians learn about the past? - How did people and events influence the early history of Michigan? Steps/Procedure: Time (in Minutes):
Steps:
5 minutes:
“I would like everyone to put on their detective hats, today we are going to become historians. We are going to look at clues from the past to figure out what happened in the history of a town called Waterford. Has anyone ever heard of Waterford? *waits for hands* “Well, as you can see on this map of Michigan, Waterford is located near Detroit so it’s only a few hours from Grand Rapids! We are going to look at different different sources to help us understand more about this town when it was first founded”
10 minutes
*project map on ELMO* Students will have an analysis chart in front of them asking “what, when, natural features, human features, any confusion on the source”.
“What is this that is up on the board?” *wait for response of students saying it is a map, together all fill out the first part of the chart* “Today you are going to continue looking at this map and seeing what other clues you can find” *go through what they are asking on the other parts of the chart* “You have 10 minutes on your own to go through this chart to find other clues that this map can tell us about the town of Waterford. After those 10 minutes are up, we are going to share as a group, if you want to work with a table partner that is okay just make sure you are on task!” 10 minutes *allow 10 minute work time* 5 minutes *Share out, fill out chart*
15 minutes
“Next, we are going to be reading this article that will tell us important information about the beginning of Waterford. As I read this aloud, I would like you to highlight or underline anything important you see. Remember we are looking for evidence” *read through article, fill out chart on “what, when, who, why”*
15 minutes
Look at clue #3, 4, 5, as they are projected on the ELMO On board jot down different clues students notice as important
5 minutes CLOSING: “After investigating all these different resources, we know that the event, or main thing we were looking at, is the founding of a town called Waterford. Let’s look into some causes and effects of the town growing and developing over history. I would like you and your table group to look at all your information you have gathered and tell me some important things that happened and what the effects of those events were on the town” 5 minutes *allow 5 minutes for groups to come up with their ideas and conclusions* “Now historians, tell me about some changes and what caused these changes as we fill out these charts together” 5 minutes
*fill out chart together as whole group* 2 minutes
“As you can see friends, we found all this information out just by investigating and looking at different sources such as maps, timelines, and articles. Throughout this unit we are going to continue looking into different parts and groups in Michigan and seeing what we can learn about the past.”
Academic/Social/Linguistic Supports for individual students. Part of this MUST include your plan for SPECIFIC STUDENTS (you can name them here or put an initial): Special Ed/504 Accommodations: n/a ELLs: W.A., E.A., L.B., K.B., M.C.,J.H., O.G., J.L.,O.L.,K.R., R.R., A.T. B.V.,E.P.,S.P., L.R., M.T., Y.V, A.V. Tier 2 Interventions: We will have a reminder of behavioral expectations and how we behave during learning time, have student reiterate directions back. If student is struggling, they can be given a partner to support them throughout the learning process.
If students seems to be struggling, allow for them to take a break from the group as long as it is not distracting to the others. Allow for students to ask seat buddies for help.
Tier 3 Interventions:
n/a Assessment (How you know they understood your goal, include DATA):
-completed charts, participation in discussions, showing interest in the different resources
Link to Clues/Charts: https://drive.google.com/file/d/1yh7z59mYBDEKiCgv8RTZMPNBnXr1PvQf/view?usp=sharing Link to Slide Show: https://docs.google.com/presentation/d/1pv_Km8Lxv9vlg_Qf0x4wZurBxMCnrGH0Il0yxsxDwCQ/ edit?usp=sharing
Lesson #3: Native Americans: 60 minutes Standards: 3 - H3.0.5: Use informational text and visual data to compare how American Indians and settlers in the early history of Michigan adapted to, used, and modified their environment. 3 - G4.0.4: Use data and current information about the Anishinabeg and other American Indians living in Michigan today to describe the cultural aspects of modern American Indian life. RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. (English Language Arts) Lesson objective: Students will be able to use oral language explain that Native Americans were the first people in Michigan. Big powerful Ideas: -History is important because it helps us understand the world, and our state, today. -Each group that settled in Michigan brought their own ideas and together, the groups helped to form the state we live in today. -History, the study of the past, is important to learn and understand because it affects our daily lives. Essential Question: How do historians learn about the past? How did people and events influence the early history of Michigan? How did each group have an effect on Michigan’s history? Steps/Procedure: Time (in Minutes):
Steps:
5 minutes:
“Once again, I would like everyone to put on their detective hats, today we are going to become historians. We are going to look at clues from the past to learn more about Native Americans, the first group of people to settle in Michigan.” “Who can tell me what they know about Native Americans and their effect on Michigan’s history?” *wait for hands, take 3-5 responses* “We’ll today we are going to look through artifacts to see what new information we can learn about today about Native Americans. After we look at these artifacts, we are going to read through an article “The Three Fires”. As you follow along with this article, I want you to think about how the artifacts relate or explain more about the Native
Americans and what the article is telling us. We’re going to dig deeper and see what we can find out about the first people in Michigan” 10 minutes
* Look through clue #1 of arrowhead* “What does this look like? What these be used to do?, etc” *allow for discussion* *look through clue #2 of hills* “This is probably telling us about where they lived.. Let’s think about that..” *discussion* *Look through clue #3* *Allow discussion on pottery and other tools we observe*
5 minutes
20 minutes
20 minutes
“Now, as we read through “The Three Fires” I want you to think about these tools, pictures, and drawings that we just examined. Think of how these stories could involve the tools or how we could make some connections. Take notes on the side of the article and each table will share out at the end of the reading” *read through “The Three Fires” , vary between echo reading and choral reading*
“Now with your seat partner, I would like you to brainstorm and tell me one fact about each group (so three groups) that we learned about today. You can share your ideas either through either See-saw, Clips, or Pages. Remember to go back and look through your papers for help.” “Who can tell me what your job is?”
*circulate during work time, give reminders on time remaining. Will have timer set in front of classroom to keep students on track*
Closing: “Now that everyone has submitted their work, let’s hear 3 ideas from 3 different groups that they shared in their work! I will be watching them later and sharing some of them throughout this unit to help remind us of the first people in Michigan!” *wait for 3 ideas to be shared*
Academic/Social/Linguistic Supports for individual students. Part of this MUST include your plan for SPECIFIC STUDENTS (you can name them here or put an initial): Special Ed/504 Accommodations: n/a ELLs: W.A., E.A., L.B., K.B., M.C.,J.H., O.G., J.L.,O.L.,K.R., R.R., A.T. B.V.,E.P.,S.P., L.R., M.T., Y.V, A.V. Tier 2 Interventions: We will have a reminder of behavioral expectations and how we behave during learning time, have student reiterate directions back. If student is struggling, they can be given a partner to support them throughout the learning process. Remind them of the rules of group work.
If students seems to be struggling, allow for them to take a break from the group as long as it is not distracting to the others. Allow for students to ask seat buddies for help.
Tier 3 Interventions:
n/a Assessment (How you know they understood your goal, include DATA):
3 facts that they learned from the lesson shown through written language or oral language (clips, pages, keynote)
Mentor Teacher/Field Instructor FEEDBACK FORM for Social Studies Teaching Name(s) of Intern: Claire Wiesen Mentor Teacher __Raye Wood_____________ Field Instructor _________________________ Date_3/13/19______ Category Delivery Moves - Clarity of speech - Flow of lesson, with appropriate wait time - Use of proximity to support students attention
Comments Use of teacher iPad and ELMO to allow for proximity and movement around the room. Use of pictures to show clothing styles and village format in response to previous lesson inquiry by students. Displayed the reading passage on the screen so students could easily find their spot as they followed along on their paper copy. Providing directions to the class and having the students clarify what they are supposed to do. Displayed a checklist for what students needed to do during partner work time. Moved around the room during the partner work time to help be sure that students were on task and completing the section of the chart they were responsible for Social Studies Content Moves Started with a review of the previous learning group - Uses big ideas and essential they learned about. Asked who remembers what group questions to frame the activity they are going to learn about today. - Disciplinary core ideas presented Began with a review of the Three Fires and then are accurate and relevant to students focused on the Ojibwa tribe the students learned about earlier in the week and the Potawatomi tribe that they will be learning about today. Reminded students they are studying these people as part of their Michigan history unit. Students read a short article about the Potawotami tribe and then worked with a partner to come up with a question they would like to learn more about. Pedagogical moves “What should you have out in front of you? Don’t tell - Gives clear directions (verbally, me, show me.” visually) “Thank you to the _____ group who are ready.” - Manages transitions effectively “All you need is your social studies packet and a - Invites student involvement and pencil, friends.” active learning “I’m going to read aloud to you and you are going to - Engages diverse learners by follow along and track where we are. Remember to connecting to their backgrounds underline the information that you think that is important to know about this tribe.”
and/or building on their prior knowledge
“We are going to move on but I need to give you some directions first so please be sure that you listen” Provided a visual checklist for what the students needed to do during their independent work time.
Professional moves - Professional attire - Confidence in body language and speech - Positively attentive to student behavior - Comes prepared
Miss Wiesen is well groomed and dressed professionally. She gently reminds students of the expectations of behavior during the lesson. Use of technology was clearly well planned as she had her slides ready to put onto the screen while students read along on their paper.
Other Comments
Miss Wiesen used feedback from a previous lesson to help break up and support the learning for the students with differentiation strategies and support for students who needed extra help.
Important Content/Information
Studies Weekly. (n.d.). Retrieved January 15, 2019, from https://www.studiesweekly.com/
Studies weekly is a curriculum that is used at Burton. Although we used this website the first semester, we want to move away and create a more interactive social studies unit. There are good videos, games, and articles that we could pull from.
Michigan’s Native Americans. (n.d.). Retrieved January 15, 2019, from http://seekingmichigan.org/
Discusses three main tribes in Michigan -Ojibwa, Odawa, Potawatomi “three fires” -Gives overview of history/current history
Waterford Historical Society | Home. (2009, November 21). Retrieved from http://www.waterfordhistoricalsociety.org/
This website will be used along with supplemental material to explore how the town of Waterford has changed over time. It will help the students see how, why, and the effects of changes throughout history.
Egbo, Carol. Supplemental Materials (Unit 3, Lesson 2). Teacher-made material. Michigan Citizenship Collaborative Curriculum, 2009.
This material is where I will pull out various graphs and maps to show the changes in Michigan. There are graphs as simple as “what is history” to activities where the students can discover history by themselves.
“French Michigan”. Michigan History For Kids. Fall 2001.
This is a simpler look into history of the French in Michigan. I like the idea of having these books around the classroom for kids to explore on their own and find out new information outside of our lessons.
Discovery Education. Digital Textbooks and Educational Resources. (n.d.). Retrieved January 15, 2019, from http://www.discoveryeducation.com/
Discovery Education is another Social Studies curriculum used at Burton. Although i would never use their assessments, they do have some interactive activities and videos for the students to watch. I could see myself incorporating videos from the website or using these links as additional supports.
Sheehan, J. J., & Sibit, S. A. (2005). Adapting Lessons for the Special Needs Student. Social Studies and the Young Learner,18( 1), 4-6. Retrieved January 22, 2019, from https://www.socialstudies.org/publications/ssy l/september-october2005/adapting_lessons_fo
This article talks about ways to differentiate and expand lessons based on the individual student. This article is helpful in thinking about teaching a split and different ways to scaffold each lesson. Accommodations are important for all types of learners, not just
r_the_special_needs_student_.
special needs, making this article relevant. NCSS
Hubbard, J. (2007). Lesson Study: Teachers Collaborating in Lesson Development. Social Studies and the Young Learner,19( 4), 25-29. Retrieved January 22, 2019, from https://www.socialstudies.org/publications/ssy l/march-april2007/lesson_study_teachers_coll aborating_in_lesson_development.
This article was helpful in that it talks about creating a unit and developing multiple effective, interactive, and connected lessons. Social studies concepts can seem overwhelming and intimidating so this was helpful to look at and see how he explained effective teaching. NCSS
Stage 1: Desired Results 1. Unit Title Michigan in Review 2. Grade Level Content Expectations (GLCEs) and Content Standards, and Anti-Bias Standards: 3 - H3.0.1: Identify questions historians ask in examining the past in Michigan (e.g., What happened? When did it happen? Who was involved? How and why did it happen?). 3 - H3.0.2: Explain how historians use primary and secondary sources to answer questions about the past. 3 - H3.0.5: Use informational text and visual data to compare how American Indians and settlers in the early history of Michigan adapted to, used, and modified their environment. 3 - H3.0.6: Use a variety of sources to describe interactions that occurred between American Indians and the first European explorers and settlers in Michigan. 3 - H3.0.9: Describe how Michigan attained statehood. 3 - H3.0.10: Create a timeline to sequence early Michigan history (American Indians, exploration, settlement, statehood). ELA-Literacy-RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. ELA-Literacy W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. ID.3-5.5 I know my family and I do things the same as and different from other people and groups, and I know how to use what I learn from home, school and other places that matter to me. DI.3-5.6 I like knowing people who are like me and different from me, and I treat each person with respect.
3. Big Powerful Ideas: -History is important because it helps us understand the world around us. -Each group that settled in Michigan brought their own ideas and influenced the way Michigan is today. -History, the study of the past, is important to learn and understand because it affects our daily lives. 4. Essential Questions: How do historians learn about the past? How did people and events influence the early history of Michigan? How did each group have an effect on Michigan’s history? 5. Unit Objectives: 1. Students will be able to demonstrate historical reasoning and put this strategy to use through supplemental resources. 2. Students will be able to use oral language explain that Native Americans were the first people in Michigan. 3. Students will be able to tell and share their knowledge of the interactions between the French and the Native Americans. 4. Students will be able to compare, through a venn-diagram, the relationships between the American Indians and the British and the French. 5. Students will be able to label on a piece of paper when Michigan finally became a state. 6. Students will be able to identify on a map where the land known as the Toledo Strip is located. 7. Students will be able to discuss how events in history of Michigan were linked together. 8. Students will be able to produce a video explaining how and why the many different people involved in the early history of Michigan are important. 6. Rationale: What are you teaching?
Why you are teaching this? (Must align with the 5 elements of powerful social studies)
Thinking Like A Historian: Investigating Waterford
Meaningful: In this activity, the students will be looking at various artifacts to examine, determine, and understand why history happened and how it has affected this now city. This is a town located only a few hours or so from Grand Rapids, which will not
only catch their attention when they see how close we are on the map but also allow a real-world connection. We can use Google Maps to look at what the town looks like now after our investigation. Real-life connections. Students will examine the relationships between the Native Americans, the British, and the French.
Value-Based: Students are asked to examine relationships and think about how this would affect not only history, but the communities that exist in history.
Students will be asked, as a whole class, to create a timeline of Michigan history and all the different groups we have learned about.
Challenging: Students are asked to work as a whole group, with 28 other opinions, to identify and piece together the timeline of all previous lessons.
Students will create a flow chart of the French settlers.
Active: As a group, students will be cutting and constructing a graphic organizer: use of manipulatives and group participation.
Students will create a clips video, talking about a specific group of people that have influenced Michigan’s history.
Integrative: This lesson draws on students’ technology skills, as well as drawing on their literacy skills as they will write a script for themselves.
Stage 2: Assessment/Evidence: 1. Prior Knowledge: -Students have been learning about Regions Michigan Belongs To -Map Skills -Communities -Government
-Skills in clips 2. Pre-Assessment: Seeing Student Thinking: -After working through Seeing Student Thinking, I have decided to use a lot of different resources to help us learn about each group. I was really excited that the students felt that they could use all 5 of my tools to learn about other people. Instead of just online resources and articles, I want the students to really explore the different groups that are a part of Michigan’s history. For example, I am going to try to find arrowheads and physical maps for the students to examine. I would also like to find old pictures. The idea of allowing students to use a social imagination to discover will lead to a memorable and hands on unit. -I am planning to begin the unit with an introduction of what is history and why it is important that we look at history. I realized how important it is for me start with the basics, to help the students understand why we are learning about Michigan’s history, to get them excited. These students have never spent much time with social studies so it is important to give them a baseline. I think this introduction lesson will be a great way to get their feet wet and get their brains in social studies mode! 3. End-of-Unit Performance Task: Students, as a whole group, will create a large timeline poster of Michigan History. They will have major events placed on a timeline with the details listed below. As a whole group they will have to think about what the main important events are that we have learned about, the order of history, and how they are all linked together. They will be able to use their resources to help them put their ideas onto the paper. They will work as a group so they can feed off of each other and debate what counts as important. Stage 3: Learning Plan 1. Linguistic, social and academic challenges, resources and supports Student Description of their Linguistic, Social, or Academic Needs
Accommodations/Modifications/Scaffolding to Address Student’s Needs
ESL: W.A., E.A., L.B., K.B., M.C.,J.H., O.G., J.L.,O.L.,K.R., R.R., A.T. B.V.,E.P.,S.P., L.R., M.T., Y.V, A.V.
ESL: Extra language support with be provided. The use of pictures, graphs, and other supplemental supports.
S.P. : Socially shy, very quiet
Student is extremely shy. Allow to share/work in groups at own comfort level.
M.C.: easily distracted, does not participate, often does not engage with other students
Will check in with MC throughout lesson, verbally check in with her to see how she is processing the unit. Pair her with students who she feels comfortable with, will help keep her on track.
J.R.: tends to avoid Check in with J.R. mid-lesson to make sure he asking for help when is doing his work and on the right track. needed
2. Overview:
Day 1
Day 2
Day 3
Day 4
Day 5
Lesson Title: What is History?
Lesson Title: Lesson Title: Thinking Like A American Historian Indians in Michigan
Lesson Title: The French in Michigan
Lesson Title: The British in Michigan
GLCE(s): 3 – H3.0.1: Identify questions historians ask in examining the past in Michigan (e.g., What happened? When did it happen? Who was involved? How and why did it happen?)
GLCE(s): 3 – H3.0.1: Identify questions historians ask in examining the past in Michigan (e.g., What happened? When did it happen? Who was involved? How and why did it happen?). 3 - H3.0.2: Explain how historians use primary and secondary sources to
GLCE(s): 3 - H3.0.5: Use informational text and visual data to compare how American Indians and settlers in the early history of Michigan adapted to, used, and modified their environment. 3 - H3.0.6: Use a variety of sources to describe interactions that occurred
GLCE(s): 3 - H3.0.5: Use informational text and visual data to compare how American Indians and settlers in the early history of Michigan adapted to, used, and modified their environment. 3 - H3.0.6: Use a variety of sources to describe interactions that occurred
GLCE(s): 3 - H3.0.5: Use informational text and visual data to compare how American Indians and settlers in the early history of Michigan adapted to, used, and modified their environment. 3 - G4.0.4: Use data and current information about the Anishinabeg and other American
Daily Objective(s): Students will be able to use oral language to describe the importance of history.
answer questions about the past.
Indians living in Michigan today to describe the cultural aspects of modern American Indian life. RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
between American Indians and the first European explorers and settlers in Michigan. RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/thir d in a sequence)
between American Indians and the first European explorers and settlers in Michigan.
Daily Objective(s): Students will be able to demonstrate historical reasoning and put this strategy to use through supplemental resources.
Daily Objective(s): Students will use what they have learned about the study of history and connect it to the study of Native Americans in Michigan.
Daily Objective(s): Students will be able to use oral language to explain when the French arrived in Michigan and their influence.
Daily Objective(s): Students will be able to show their understanding of the relationships between the british and the french and the causes and effects.
Assessment: Students will be given an exit slip where they will use written language to answer “Why is history so important?”
Assessment: Students will complete a bubble chart having to do with causes and effects of history on their investigation on the village of Waterford.
Assessment: Students will work in partners to complete the chart “the earliest people in Michigan”.
Assessment: Students will hand in an exit ticket telling me when the french arrived in michigan and one thing they brought to Michigan’s culture.
Assessment: As a class we will create a bubble map to talk about the various relationships and their dynamics. Each table will be asked to contribute at least one idea that they all agree on.
Student Adaption(s): We will work through graphic organizer as a whole group to support all learners. Students will be participating in a think-pair-shar e to make sure all voices are heard.
Student Adaption(s): Students will be able to work with partners in their investigation process.
Student Adaption(s): -Students can work with partners. -I will check in with M.C. and J.R..
Student Adaption(s): -Students can work with partners. -I will check in with M.C. and J.R..
Student Adaption(s): -Students can work with partners. -I will check in with M.C. and J.R..
Lesson Alignment: This lesson opens the students’ eyes to what history is, how it affects them personally, and why it is so important to learn about the past.
Lesson Alignment: This lesson exposes the students to primary and secondary sources and teaches them how to analyze historical artifacts/events.
Lesson Alignment: This lesson introduces students to the first people of Michigan and allows for them to see how they influenced Michigan.
Lesson Alignment: This lesson shows students that multiple groups influenced Michigan and had different effects on our state.
Lesson Alignment: This lesson allows the students to compare and contrast and dig into the different dynamics of the people in Michigan’s history.
Day 7
Day 8/9
Day 9/10
Day 10
Day 6 Lesson Title: Becoming a State
Lesson Title: Michigan History in Review
Lesson Title: Creating a Timeline of Michigan History
Lesson Title:
Lesson Title:
GLCE(s): 3 – H3.0.1: Identify questions historians ask in examining the past in Michigan (e.g., What happened? When did it happen? Who was involved? How and why did it happen?) 3 - H3.0.9: Describe how
GLCE(s): H3.0.1: Identify questions historians ask in examining the past in Michigan (e.g., What happened? When did it happen? Who was involved? How and why did it happen?)
GLCE(s): 3 - H3.0.10: Create a timeline to sequence early Michigan history (American Indians, exploration, settlement, statehood). RI.3.3 Describe the relationship between a series of historical
GLCE(s): Which standards will this lesson address?
GLCE(s): Which standards will this lesson address?
Michigan attained statehood.
events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
Daily Objective(s): Students will be able to identify when and how Michigan attained statehood.
Daily Objective(s): Students will be able to discuss and acknowledge how the events in history in Michigan were linked together and how they each contributed to the bigger picture.
Daily Objective(s): Students will work together to create a large timeline of Michigan’s history.
Daily Objective(s): What will students be able to do?
Daily Objective(s): What will students be able to do?
Assessment: Students will use See-Saw to create a short clip to explain how Michigan attained statehood.
Assessment: Students will be asked to participate in a chalk-talk when we review Michigan’s history.
Assessment: Students will work together to showcase all they have learned throughout this unit on a large timeline. A completed timeline with details of events will show what they have learned and that they have met the objectives,
Assessment: How will you know if all students are meeting the objective(s)?
Assessment: How will you know if all students are meeting the objective(s)?
Student Adaptation(s): Students can use voice to text when creating clip on See-Saw. Students can use notes to help them with what they want to share. Students can work in partners if necessary. I will check in on students to make sure every
Student Adaptation(s): Chalk-Talks allow students to share at their own comfort. Students are not required to to write their ideas, they can write it down on paper for me to write on the board if that makes them nervous.
Student Adaptation(s): Students can participate at their own comfort levels. Written language or verbal language are ways of participating. Students can participate and help in a variety of ways. I will check in with S.P. to
Student Adaptation(s): How are you planning for diverse learners?
Student Adaption(s): How are you planning for diverse learners?
is understanding expectations.
make sure she is comfortable.
Lesson Alignment: This lesson will allow students to see how Michigan became a state and how each group influenced the becoming of Michigan. This will also allow students to show off their technology skills we have been working on.
Lesson Alignment: This lesson allows for students to reflect on all they have learned and to see how all the events are linked together.
Lesson Lesson Alignment: This Alignment: lesson allows for students to showcase all they know about Michigan’s history.
Lesson Alignment:
Lesson #1: Why is History Important? (30 minutes) Standards: H3.0.1: Identify questions historians ask in examining the past in Michigan (e.g., What happened? When did it happen? Who was involved? How and why did it happen?) DI.3-5.8 I want to know more about other people’s lives and experiences, and I know how to ask questions respectfully and listen carefully and non-judgmentally. Lesson objective:
Students will be able to use oral language to explain the importance of history and how we can learn about history. Big powerful Ideas: -History, the study of the past, is important to learn and understand because it affects our daily lives. Essential Question: How do historians learn about the past? Steps/Procedure: Time (in Minutes):
Steps:
10 minutes
*group meeting in the living room* “When you hear the word history, what comes to mind? I would like you to think for a few seconds in your head, and then we’re going to share out.” *as students share out ideas or thoughts, have them write down their ideas on poster board titled “what is history?”* *i will write if students are not comfortable* *discuss how these ideas are related to each other* “In this next social studies unit, we are going to be learning about the history of Michigan and the first people who lived in Michigan. But first, let’s discuss why and how we study history.”
15 minutes
“In your folders, you have a graphic organizer titled “History”, let’s fill this out and dig into how to investigate history to learn more” *together go through graphic organizer*
Closing: 5 minutes: “After today, who can tell me why history is important and ways that we can learn more about history?” *think-pair-share*
*wait for at least 3 responses to whole group* *promote student to student talk* “So boys and girls, as you can see, history tells us all about the past. And we’re going to find out that what happened in the past has a big influence on how we live our lives today through each of these different sources that we talked about!” “Let’s hear a few predictions on what you think we will find out about Michigan’s history! And after we finish this unit we can come back and see if our predictions were accurate!” *writes ideas down on paper as exit slip* “Tomorrow we will start our investigation into Michigan’s early years!” Academic/Social/Linguistic Supports for individual students. Part of this MUST include your plan for SPECIFIC STUDENTS (you can name them here or put an initial): Special Ed/504 Accommodations: n/a ELLs: W.A., E.A., L.B., K.B., M.C.,J.H., O.G., J.L.,O.L.,K.R., R.R., A.T. B.V.,E.P.,S.P., L.R., M.T., Y.V, A.V. Tier 2 Interventions: We will have a reminder of behavioral expectations and how we behave during learning time, have student reiterate directions back. If student is struggling, they can be given a partner to support them throughout the learning process.
If students seems to be struggling, allow for them to take a break from the group as long as it is not distracting to the others. Allow for students to ask seat buddies for help.
Tier 3 Interventions:
n/a Assessment (How you know they understood your goal, include DATA):
-I will be looking back to their graphic organizers to see that they completed the chart. -I will also be monitoring their responses to our group work to make sure they are actively participating and showing interest in this lesson. -I will be listening to their conversations during their think-pair-share time.
Lesson #2: Thinking Like A Historian 1 hour, 17 minutes (spread out over 2 days) Standards: 3 – H3.0.1: Identify questions historians ask in examining the past in Michigan (e.g., What happened? When did it happen? Who was involved? How and why did it happen?). 3 - H3.0.2: Explain how historians use primary and secondary sources to answer questions about the past. W.3.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Lesson objective: Students will be able to demonstrate historical reasoning and put this strategy to use through supplemental resources. Big powerful Ideas: -History, the study of the past, is important to learn and understand because it affects our daily lives. -History is important because it helps us understand the world, and our state, today. -Historians are like detectives. They look for clues to discover the past. Essential Question (s): - How do historians learn about the past? - How did people and events influence the early history of Michigan? Steps/Procedure: Time (in Minutes):
Steps:
5 minutes:
“I would like everyone to put on their detective hats, today we are going to become historians. We are going to look at clues from the past to figure out what happened in the history of a town called Waterford. Has anyone ever heard of Waterford? *waits for hands* “Well, as you can see on this map of Michigan, Waterford is located near Detroit so it’s only a few hours from Grand Rapids! We are going to look at different different sources to help us understand more about this town when it was first founded”
10 minutes
*project map on ELMO* Students will have an analysis chart in front of them asking “what, when, natural features, human features, any confusion on the source”.
“What is this that is up on the board?” *wait for response of students saying it is a map, together all fill out the first part of the chart* “Today you are going to continue looking at this map and seeing what other clues you can find” *go through what they are asking on the other parts of the chart* “You have 10 minutes on your own to go through this chart to find other clues that this map can tell us about the town of Waterford. After those 10 minutes are up, we are going to share as a group, if you want to work with a table partner that is okay just make sure you are on task!” 10 minutes *allow 10 minute work time* 5 minutes *Share out, fill out chart*
15 minutes
“Next, we are going to be reading this article that will tell us important information about the beginning of Waterford. As I read this aloud, I would like you to highlight or underline anything important you see. Remember we are looking for evidence” *read through article, fill out chart on “what, when, who, why”*
15 minutes
Look at clue #3, 4, 5, as they are projected on the ELMO On board jot down different clues students notice as important
5 minutes CLOSING: “After investigating all these different resources, we know that the event, or main thing we were looking at, is the founding of a town called Waterford. Let’s look into some causes and effects of the town growing and developing over history. I would like you and your table group to look at all your information you have gathered and tell me some important things that happened and what the effects of those events were on the town” 5 minutes *allow 5 minutes for groups to come up with their ideas and conclusions* “Now historians, tell me about some changes and what caused these changes as we fill out these charts together” 5 minutes
*fill out chart together as whole group* 2 minutes
“As you can see friends, we found all this information out just by investigating and looking at different sources such as maps, timelines, and articles. Throughout this unit we are going to continue looking into different parts and groups in Michigan and seeing what we can learn about the past.”
Academic/Social/Linguistic Supports for individual students. Part of this MUST include your plan for SPECIFIC STUDENTS (you can name them here or put an initial): Special Ed/504 Accommodations: n/a ELLs: W.A., E.A., L.B., K.B., M.C.,J.H., O.G., J.L.,O.L.,K.R., R.R., A.T. B.V.,E.P.,S.P., L.R., M.T., Y.V, A.V. Tier 2 Interventions: We will have a reminder of behavioral expectations and how we behave during learning time, have student reiterate directions back. If student is struggling, they can be given a partner to support them throughout the learning process.
If students seems to be struggling, allow for them to take a break from the group as long as it is not distracting to the others. Allow for students to ask seat buddies for help.
Tier 3 Interventions:
n/a Assessment (How you know they understood your goal, include DATA):
-completed charts, participation in discussions, showing interest in the different resources
Link to Clues/Charts: https://drive.google.com/file/d/1yh7z59mYBDEKiCgv8RTZMPNBnXr1PvQf/view?usp=sharing Link to Slide Show: https://docs.google.com/presentation/d/1pv_Km8Lxv9vlg_Qf0x4wZurBxMCnrGH0Il0yxsxDwCQ/ edit?usp=sharing
Lesson #3: Native Americans: 60 minutes Standards: 3 - H3.0.5: Use informational text and visual data to compare how American Indians and settlers in the early history of Michigan adapted to, used, and modified their environment. 3 - G4.0.4: Use data and current information about the Anishinabeg and other American Indians living in Michigan today to describe the cultural aspects of modern American Indian life. RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. (English Language Arts) Lesson objective: Students will be able to use oral language explain that Native Americans were the first people in Michigan. Big powerful Ideas: -History is important because it helps us understand the world, and our state, today. -Each group that settled in Michigan brought their own ideas and together, the groups helped to form the state we live in today. -History, the study of the past, is important to learn and understand because it affects our daily lives. Essential Question: How do historians learn about the past? How did people and events influence the early history of Michigan? How did each group have an effect on Michigan’s history? Steps/Procedure: Time (in Minutes):
Steps:
5 minutes:
“Once again, I would like everyone to put on their detective hats, today we are going to become historians. We are going to look at clues from the past to learn more about Native Americans, the first group of people to settle in Michigan.” “Who can tell me what they know about Native Americans and their effect on Michigan’s history?” *wait for hands, take 3-5 responses* “We’ll today we are going to look through artifacts to see what new information we can learn about today about Native Americans. After we look at these artifacts, we are going to read through an article “The Three Fires”. As you follow along with this article, I want you to think about how the artifacts relate or explain more about the Native
Americans and what the article is telling us. We’re going to dig deeper and see what we can find out about the first people in Michigan” 10 minutes
* Look through clue #1 of arrowhead* “What does this look like? What these be used to do?, etc” *allow for discussion* *look through clue #2 of hills* “This is probably telling us about where they lived.. Let’s think about that..” *discussion* *Look through clue #3* *Allow discussion on pottery and other tools we observe*
5 minutes
20 minutes
20 minutes
“Now, as we read through “The Three Fires” I want you to think about these tools, pictures, and drawings that we just examined. Think of how these stories could involve the tools or how we could make some connections. Take notes on the side of the article and each table will share out at the end of the reading” *read through “The Three Fires” , vary between echo reading and choral reading*
“Now with your seat partner, I would like you to brainstorm and tell me one fact about each group (so three groups) that we learned about today. You can share your ideas either through either See-saw, Clips, or Pages. Remember to go back and look through your papers for help.” “Who can tell me what your job is?”
*circulate during work time, give reminders on time remaining. Will have timer set in front of classroom to keep students on track*
Closing: “Now that everyone has submitted their work, let’s hear 3 ideas from 3 different groups that they shared in their work! I will be watching them later and sharing some of them throughout this unit to help remind us of the first people in Michigan!” *wait for 3 ideas to be shared*
Academic/Social/Linguistic Supports for individual students. Part of this MUST include your plan for SPECIFIC STUDENTS (you can name them here or put an initial): Special Ed/504 Accommodations: n/a ELLs: W.A., E.A., L.B., K.B., M.C.,J.H., O.G., J.L.,O.L.,K.R., R.R., A.T. B.V.,E.P.,S.P., L.R., M.T., Y.V, A.V. Tier 2 Interventions: We will have a reminder of behavioral expectations and how we behave during learning time, have student reiterate directions back. If student is struggling, they can be given a partner to support them throughout the learning process. Remind them of the rules of group work.
If students seems to be struggling, allow for them to take a break from the group as long as it is not distracting to the others. Allow for students to ask seat buddies for help.
Tier 3 Interventions:
n/a Assessment (How you know they understood your goal, include DATA):
3 facts that they learned from the lesson shown through written language or oral language (clips, pages, keynote)
Mentor Teacher/Field Instructor FEEDBACK FORM for Social Studies Teaching Name(s) of Intern: Claire Wiesen Mentor Teacher __Raye Wood_____________ Field Instructor _________________________ Date_3/13/19______ Category Delivery Moves - Clarity of speech - Flow of lesson, with appropriate wait time - Use of proximity to support students attention
Comments Use of teacher iPad and ELMO to allow for proximity and movement around the room. Use of pictures to show clothing styles and village format in response to previous lesson inquiry by students. Displayed the reading passage on the screen so students could easily find their spot as they followed along on their paper copy. Providing directions to the class and having the students clarify what they are supposed to do. Displayed a checklist for what students needed to do during partner work time. Moved around the room during the partner work time to help be sure that students were on task and completing the section of the chart they were responsible for Social Studies Content Moves Started with a review of the previous learning group - Uses big ideas and essential they learned about. Asked who remembers what group questions to frame the activity they are going to learn about today. - Disciplinary core ideas presented Began with a review of the Three Fires and then are accurate and relevant to students focused on the Ojibwa tribe the students learned about earlier in the week and the Potawatomi tribe that they will be learning about today. Reminded students they are studying these people as part of their Michigan history unit. Students read a short article about the Potawotami tribe and then worked with a partner to come up with a question they would like to learn more about. Pedagogical moves “What should you have out in front of you? Don’t tell - Gives clear directions (verbally, me, show me.” visually) “Thank you to the _____ group who are ready.” - Manages transitions effectively “All you need is your social studies packet and a - Invites student involvement and pencil, friends.” active learning “I’m going to read aloud to you and you are going to - Engages diverse learners by follow along and track where we are. Remember to connecting to their backgrounds underline the information that you think that is important to know about this tribe.”
and/or building on their prior knowledge
“We are going to move on but I need to give you some directions first so please be sure that you listen” Provided a visual checklist for what the students needed to do during their independent work time.
Professional moves - Professional attire - Confidence in body language and speech - Positively attentive to student behavior - Comes prepared
Miss Wiesen is well groomed and dressed professionally. She gently reminds students of the expectations of behavior during the lesson. Use of technology was clearly well planned as she had her slides ready to put onto the screen while students read along on their paper.
Other Comments
Miss Wiesen used feedback from a previous lesson to help break up and support the learning for the students with differentiation strategies and support for students who needed extra help.
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