DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION ELEMENTARY LESSON PLAN TEMPLATE

(4/30/12)

Teacher Candidate: Aaron Spencer Grade Level: 5th Grade Title: Meeting New People
CONTEXTUAL FACTORS (classroom factors) Contextual Factors:
Mrs. J.'s 5th grade Classroom P.V.E.S. L.C.S.D Nevada 18 Students 10 Boys, 8 Girls 16 Caucasian, 1 Hispanic, 1 Pacific Islander 0 English Language Learner (ELL) students 0 Students with an Individual Education Plan (IEP) 0 Students with physical or learning disabilities 0 Students classified gifted & talented (GATE) 0 Students classified as special needs

Classroom environment: N/A The Classrooms desks are arranged into 4 groups. (2 groups contain 4 students desks, and 2 groups contain 5 desks.) Elmo & Whiteboard

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?) Content Standard H1.0 - People, Cultures, and Civilizations - Students understand the development, characteristics, and interaction of people, cultures, societies, religion, and ideas. Grade 5 Benchmark:
H1.5.3 Discuss the interactions of early explorers with native cultures. (SIOP 3) content Content Walk-Away: We will better understand how the Lewis & Clark expedition treated Native Americans they met throughout their journey and what the short and long term effects were. We will also be able to evaluate how we treat others that are different than ourselves. Language Walk-Away: We will be able to write how we can be good citizen to other students with different interests or backgrounds.

ASSESSMENT EVIDENCE (What evidence do I need to show the students have learned the Walk-Away?)
Formative Evidence (checking for understanding throughout

Modifications/Accomodations (ELL, IEP, GATE, etc.)

There are 0 students with ELL, IEP, or

the lesson): Shoulder partner Discussion Mix Pair Share Excerpt reading/ critical thinking whole group. Popsicle name draw
(SIOP 24 & 25)

GATE needs.
(SIOP 19) N/A

(SIOP 24)Ample speaking opportunities throughout lesson (SIOP 25) Throughout lesson students will be engaged 90-100% of the time.

Content & Language Walk-Away Evidence (Summative): Self-Report (How will students treat others with differences?)

ACTIVE LEARNING PLAN

Modifications/Accomodations (ELL, IEP, GATE, etc.). Note: Provide a brief

description for each. Do not simply list SIOP 4,5,12, etc.

Introduction-State Objectives & Walk-Away(s): Show them the objective on the PowerPoint.

Have them read the objective with me.

(SIOP 1)Content

Content Walk-Away (SIOP 1) We will better understand how the Lewis & Clark expedition treated Native Americans they met throughout their journey and what the short and long term effects were. We will also be able to evaluate how we treat others that are different than ourselves. Language Walk-Away (SIOP 2) We will be able to write how we can be good citizens to other students with different interests or backgrounds. Activate/Building Background Knowledge We learned about all the planning that went into preparing for the Lewis & Clark expedition. (SIOP 8) As they began their journey, they knew that they would likely meet Native Americans along the way. In our second lesson we learned about Sacagawea and how she served as a translator to other tribes. I want you to think for a moment. How would you feel meeting a new group a people for the first time? (SIOP 7) Do you think the explorers felt the same? How would you like to be treated by people that are different races

(SIOP 2)Language

(SIOP 8)link concepts

or have different interests? Should you treat others the same way?
Formative assessment: Mix Pair Share these questions with students around the classroom. Have students share ideas their partners discussed. (SIOP 15,17) Make sure to allow time for both to

share. (SIOP18)
Modification/accommodations: There are 0 students with ELL, IEP, or GATE needs.

Focus Lesson (I do it) Display vocabulary words: diplomacy, identity, culture, long term effects. Discuss the meaning of these words with the class and remind them to look for the words to be used throughout the lesson. The Lewis & Clark expedition knew that it would be wise to try to treat all people they came across with respect. They knew that treating others with cruelty could have a negative effect on the journeys success. Having Sacagawea as a guide also helped soften the hearts of the natives they came across because of her being a female and also the fact she had a baby during the journey. It symbolized that the expedition was kind. However once these new tribes were discovered, there were negative long term effects.
Formative Assessment:

With your tables, I want you to discuss (SIOP 16, 17) how there could be negative effects with Indian tribes the expedition discovered, if Lewis and Clark did not treat them wrongly? *Allow enough time that all students may have a voice.* (SIOP 26) (Look for suggestions such as other settlers could treat them negatively, Indians could become dependent on white mans liquor and trading, culture lost its identity. Any of these that are not discussed should be reviewed with the teacher.
Modification/accommodations: There are 0 students with ELL, IEP, or GATE needs.

Guided Instruction (We do it) Give each student an excerpt from the book Lewis & Clark: Among the Indians By: James P. Rhonda. (SIOP 4, 20) Every student takes a turn reading about one of the experiences and discuss how the choices could have impacted the crew differently if done a different way. Ask class if they agree with scenarios or not also. (SIOP 22)
Formative Assessment: Whole group discussion concerning excerpt readings, look for students to think diplomatically and that they are forming views that model good citizenship. Modification/accommodations: There are 0 students with ELL, IEP, or GATE needs.

Collaborative/Cooperative (You do it together) Now I want each of you to partner up with another student. (SIOP 14,21)You

are to discuss 5 ways that you could make students who come from another culture or have different interests feel welcome and befriended in this school. List the 5 ideas in 1 sentence each, and then we will share some of them as a whole group.
Summative Assessment: Students list 5 ideas of making students feel welcome and then discuss ideas with their peers. Class has opportunity to agree or disagree with the thoughts presented as long as they back up their views logically and with kindness. Modification/accommodations: There are 0 students with ELL, IEP, or GATE needs.

Independent (You do it alone) (SIOP 11)Now I want each of you to write a one page essay (SIOP 6, 30)on how you can show good citizenship to another student who comes from another culture or has differing views than you. If you struggle, think of if you were at a new school. (SIOP 10)What would help you feel welcome?
Summative Assessment: Share rubric with students of what you expect in the paper. Give an example (your own paper) (SIOP 12) for students to reference. Explain to students that they cannot use the teachers idea. For students who struggle with writing, allow them to draw what they would do. (SIOP 5, 13) Modification/accommodations: There are 0 students with ELL, IEP, or GATE needs.

Comprehensible review of content and vocabulary Restate Success learning in Objective/ Walkaway. Bring slide up with objective again. Have the class read it chorally. Discuss each vocabulary word. (Make sure the class understands significance each of the definitions of new words) (SIOP 9, 27)
Formative Assessment: Have names on popsicles and draw to decide which student will answer a question. Review and ask students what different vocabulary words mean. Modification/accommodations: There are 0 students with ELL, IEP, or GATE needs.

Summarization After having reviewed the vocabulary words meanings (SIOP 27)and objective goals, remind students of the importance of good citizenship. (SIOP 23)Discuss with the whole class ways that they can be a good citizen to schoolmates this week. Write goals on the board to be visible for the duration of the week. (SIOP 28)
Formative Assessment: Throughout the week, look for students modeling kindness to peers and following up on goals for the week. Each day talk about ways they have worked on good citizenship goals the previous day and compliment students on positive actions. (SIOP 29)This will send the message that these goals are important and should not be forgotten. Modification/accommodations: There are 0 students with ELL, IEP, or GATE needs.

NOTES TO TEACHER

What do I need to remember to do? Allow think time during discussions Materials to have ready? PowerPoint with objectives, vocab, and questions prepared. Approximate time needed for lesson? 45 Minutes