Content/Subject: Social Studies

Lesson Title: Mackinac the Gathering Place

Name: Mackenzie Aaron

EFFECTIVE INSTRUCTIONAL DESIGN STANDARDS-BASED LESSON PLAN

Standards CCSS 3 H3.0.4 - Draw upon traditional stories and/or

teachings of American Indians (e.g., Anishinaabeg -

Ojibway (Chippewa), Odawa (Ottawa), Potawatomi;

Menominee; Huron Indians) who lived in Michigan in

order to make generalizations about their beliefs.

3 H3.0.10 - Create a timeline to sequence and describe

major eras and events in Michigan history.

Objective/Target and The students are going to focus on the straits of

I can statements Mackinac and Mackinac city.
written in student
friendly language I can explain the use and value of Mackinac island. I can
connect the fur trade to the beginning foundations of
Mackinac city.

Lesson Management: The students will be working in small groups along with
Focus and whole group to gather their thoughts and review
Organization information. The students will be working on a hands on
activity where they will sort important information they
read about with the corresponding correct date. Each
group of students will be working collaboratively to find
correct answers in their reading and sort date on a
timeline accordingly.
Introduction: The students will begin by reviewing content that has
Creating excitement been talked about thus far in the Michigan history social
and focus for the studies unit. The teacher will also make reference to a
lesson target recent field trip that the students took to Heidis Farm
stand where they learned about Native Americans in
Michigan and fur trade. In order to introduce the topic
and generate interest a short video will be played about
the early years of Mackinac island.
Input: Setting up the 1. Task Analysis: the learner needs to know the beginning
Lesson for Student facts of Michigans early history. They need to be familiar
Success with the Native American tribes that settled there, the
French, and the fur trade going on during this time. The
teacher will begin by reviewing this information and
having a brief discussion with the students to recall
learned information.

2. Higher Level Thinking: Revised Blooms or Webbs

D.O.K. Questions to engage students thinking: What is
the importance of the Mackinac Island? What is so good
about its location on the straits? Why are timelines
important? Why might someone choose to use a timeline
to sort information they learn?

3. Accommodations; differentiating to meet student

needs: The teacher will sort the group of students into
two readers, which he/she will choose the strongest
readers in the group, the scribe to find certain dates, and
the reporter who will discuss for their group in the whole
group discussion. The teacher will be walking around
from group to group asking questions to guide thinking
and assist students when needed.

4. Methods, Materials, and Integrated Technology: The

students will need their social studies work books, time
line paper, and cut out dates and facts. The students will
be engaged by watching a short video and also by
collaborating with their peers.

Modeling: I DO SHOW/TELL: The teacher will show the students the

example time line of the earlier events that they have
already been discussing. The teacher will explain to
students how a time line is read and what it shows.

HOW/WHAT: The students will need to read over the

information within their social studies books to find
important dates and facts to include in their own
timeline. The students will be given pieces of paper with
important facts they will put in order on their timeline.
Checking for Students will be asked by groups to discuss what
Understanding: important facts they associated with each date they were
given. The teacher will check that the students are going
in order of the dates along with understanding the
reading and when the facts mean. The students will also
work on the What did you learn section of their
workbook to fill out multiple choice questions along with
filling out a word search with the vocabulary used in the
section.
Guided Practice: WE Together the teacher and students will check the groups
DO timelines and see how they matched the important facts
with the dates that were given to them. Throughout the
checking the students and teacher will discuss the
information given from the reading. The teacher will
invite students to make connections from past
discussions and assignments.
Collaborative (YOU The students will work on the section of their workbook
DO TOGETHER) called what did you learn independently. They will need
and/or Independent to fill out multiple-choice questions, a crossword puzzle,
Practice (YOU DO) and also a word search to connect vocabulary.

Closure The students will have a brief discussion of their

experience or tourist trips to Mackinac Island. The
teacher will ask what makes Mackinac so unique? The
students will explain the importance of Mackinac island
during the fur trade and early years.

Assessment The students will be given a formative assessment at the

beginning of each lesson where they review past
information in different ways. At the end of the unit
students will be responsible for a unit assessment about
all the Michigan history topics that were discussed.
Reflection: for every How well did students respond?
lesson - questions to Was information explained clearly?
ask yourself after the What aspect of the lesson was most challenging?
lesson What would you do differently if you taught this lesson
again?