KTIP Lesson Plans for Lesson Sequence

ID Code: Valerie Dixon Date: November 10, 2013

# of Students: N/A Age/Grade Level: 6-8 Content Area: English Language Arts

Unit Title: A Month of Thanks

Lesson Title: The First Thanksgiving: History or Myth?

LESSON ALIGNMENT TO UNIT:

A. Identify essential questions addressed by this lesson.

B. Connect the objective to the state curriculum documents, i.e., Kentucky Core Academic Standards OR Program of studies/Core Content. Follow each connection with a sentence describing how this is accomplished in your lesson.

KCAS.ELA.WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. This will be accomplished as students collect and evaluate research of the events surrounding the first Thanksgiving. KCAS.ELA.WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research. This will be accomplished as students write a reflection of their research findings to share with the other members of their group via their chosen communication tool. KCAS.ELA.WHST.6-8.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. This will be accomplished as students write and post a journal entry (each day) that tells the class what they are thankful for.

C. Describe students prior knowledge or the focus of the previous learning. Students have prior knowledge of the traditional story of the first Thanksgiving. Students have prior knowledge and experience with their chosen communication tool. Finally, students have prior knowledge of researching using the internet and evaluating their sources credibility.

D. Describe the characteristics of your students who will require differentiated instruction to meet their diverse needs impacting instructional planning in this lesson. Typically, there will be 2 or 3 students with IEPs in every class of students. These students have emotional or behavioral issues that require accommodations. The characteristics of my IEP students have varied from quiet and reserved to boisterous and talkative. There may also be gifted students in the classroom who will require differentiated instruction. The gifted students will be provided with a leadership role in this project.

Objective/Target: Students will collect and evaluate research about the first Thanksgiving.

Assessment Description: Students will document their search using Google docs. (Checklist will be used for scoring.)

Strategy/Activity: Students will conduct research via the Internet. Students will evaluate the credibility of the source. Students will document their research in Google docs with the name, web address, and evaluation of their sources.

Media/Technology Resources: Search engines: https://www.google.com/ http://www.bing.com/ http://www.dogpile.com/ http://www.ask.com/

Assessment Accommodations: Extended time as needed Teacher proximity Redirection of off-task behavior as needed.

Activity Accommodations: Students will be granted extended time as needed during the activities. Activity instructions will be repeated and clarified for students when necessary. Student will be reminded to stay on task and to be mindful of their behavior as necessary.

www.docs.google.com/ http://www.wikispaces.com/ Communication tool * (This tool is chosen by the individual group.)

Objective/Target: Students will write a reflection of their research findings to share with their group.

Assessment Description: Students will write a reflection of their research findings and share with their group via their chosen communication tool. (Checklist will be used for scoring.)

Strategy/Activity: Students will conduct research via the Internet. Students will write a reflection on their research findings. Students will share the reflection with the group via communication tool.

Media/Technology Resources: Communication tool * (This tool is chosen by the individual group.) Microsoft Word

Assessment Accommodations: Extended time as needed Teacher proximity Redirection of off-task behavior as needed.

Activity Accommodations: Students will be granted extended time as needed during the activities. Activity instructions will be repeated and clarified for students when necessary. Student will be reminded to stay on task and to be mindful of their behavior as necessary.

Objective/Target: Students will write and post a journal entry about something they are thankful for. I can write and post a journal entry about something I am thankful for.

Assessment Description: Students will write and post a journal entry about something they are thankful for in the project wiki. (Checklist will be used for scoring.)

Strategy/Activity: Students write a journal entry about something they are thankful for. Students will post their journal entry to the project wiki. Students will read their classmates journal entries.

Media/Technology Resources: http://www.wikispaces.com/

Assessment Accommodations: Extended time as needed Teacher proximity Redirection of off-task behavior as needed.

Activity Accommodations: Students will be granted extended time as needed during the activities. Activity instructions will be repeated and clarified for students when necessary. Student will be reminded to stay on task and to be mindful of their behavior as necessary.

PROCEDURES:

A. Opening: Good morning ladies and gentleman! Read the I can statements from the board. Discuss the meaning of the I can statement, as well as the academic and behavioral expectations I have for my class. Today we will begin (continue) researching the first Thanksgiving. If this is the first day of the lesson give the students an example of documenting your research using the SMARTboard.

B. Strategies and Activities: Students will listen to the teachers introduction to the lesson. Students will discuss the lessons target I can statement and the academic/behavioral expectations. Students will check the project wiki for information updates from other groups, reminders of deadlines, tip/tricks, etc. Student will check in with their group members via their chosen communication tool. Students will research the first Thanksgiving via the Internet. Students will use Google docs to document their search. Students will write a reflection of their search results to update their group members via their communication tool. Student will write their daily journal entry about something they are thankful for and post it to the project wiki.

C. Modifications: The students with the IEP will be given extended time when necessary to complete each task. Teacher will remain in close proximity to the student so that the students can be redirected or reminded to stay on task and be mindful of his behavior if necessary. The directions will be repeated or clarified for the students if necessary. The gifted students will be assigned leadership roles.

D. Formative Assessment: As the students conduct their research on the first Thanksgiving, they will document their research and evaluate the credibility of each source. Students will write an on-going reflection of their findings to share with their group. A checklist will be used for scoring.

E. Closing: Okay class its time to start finishing up for today. Finish up what you are doing, send an update to your group, and lets take a moment to complete our journal entry for today. Give the class time to close up their research and begin working on their journal entries. What are you thankful for? Today, I am thankful for, Share my journal entry and encourage the students to share theirs aloud.

F. Summative Assessment:

Students will complete a summative assessment as a group. In their groups, the students will prepare a presentation of their findings by retelling the story of the first Thanksgiving in the next lesson The First Thanksgiving: What really happened!

Observation Checklist: The First Thanksgiving: History or Myth?

Date: _________
Student Name Documented research and evaluation of sources Reflection of research findings about the 1st Thanksgiving Journal Entry I am thankful for

Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12