PLANNING
STANDARDS & ASSESSMENT
Standards and Benchmarks:
CO- Performance-Based Standards for Colorado Teachers
Standard : Standard One: Knowledge of LiteracyThe teacher shall be knowledgeable about student literacy development in reading, writing, speaking, viewing, and listening.
Skill or Knowledge 1.4: Support reading through oral and written language development including:
Detail : Development of oral English proficiency in students.Detail : Vocabulary development.
Standard : Standard Three: Knowledge of Standards and AssessmentThe teacher shall be knowledgeable about strategies, planning practices , assessment techniques, and appropriate accommodations to ensure student learning in a standards-based curriculum.
Skill or Knowledge 3.1: Design short and long range standards-based instructional plans. Standard : Standard Five: Knowledge of Classroom and Instructional ManagementThe teacher is knowledgeable about classroom practice in order to successfully manage time, communications, and record keeping procedures that will support and enhance student learning.
Skill or Knowledge 5.1: Create a learning environment characterized by acceptable student behavior, efficient use of time, and disciplined acquisition of knowledge, skills, and understanding.Skill or Knowledge 5.2: Apply sound disciplinary practices in the classroom.
Skill or Knowledge 5.3: Apply appropriate intervention strategies and practices to ensure a successful learning environment.
Skill or Knowledge 5.4: Raise the academic performance level of a group of students, over time, to a higher level.
Skill or Knowledge 5.7: Accurately document and report ongoing student achievement.
Standard : Standard Six: Knowledge of Individualization of InstructionThe teacher is responsive to the needs and experiences children bring to the classroom, including those based on culture, community, ethnicity, economics, linguistics, and innate learning abilities. The teacher is knowledgeable about learning exceptionalities and conditions that affect the rate and extent of student learning, and is able to adapt instruction for all learners.
Skill or Knowledge 6.2 : Design and/or modify standards-based instruction in response to diagnosed student needs, including the needs of exceptional learners and English language learners.CO- Colorado Academic Standards
Subject : Geography
Standard 1
Key Idea 1.1: Students know how to use maps, globes, and other geographic tools to acquire, process, and report information from a spatial perspective
Expectation by Grade or Topic : Third Grade
Suggested Expectation : know how to use an atlas and some on-line resources to find geographic information. Standard 2
Key Idea 2.1 : Students know the physical and human characteristics of places
Expectation by Grade or Topic : First - Fourth Grade
Suggested Expectation : demonstrate expanding ability to differentiate between natural and human characteristics of places;Suggested Expectation : demonstrate deeper knowledge about particular large geographic areas, such as the Sahara desert, the Amazon rain forest, the Arctic, the Goby Desert, etc.
Standard 3
Key Idea 3.2 : Students know the characteristics and distributions of physical systems of land, air, water, plants, and animals
Grade/Level : Grades K-4
Performance Indicator : comparing patterns and distribution of environments within a physical system (for example, groups of plant and animal life found in Colorado).Performance Indicator : describing local environmental features and identifying the physical system to which they belong (for example, a lake which is part of the water cycle).
Lesson Goal: Unit goal: Students will be able to identify different parts of geography of different areas and be able to relate how they would affect the people of those places. Students will be able to identify the different parts of geography on a map.
Learning Context: This lesson is part 1 and 2 of a 5-lesson unit on physical geography.
Objective: Students will be able to identify different parts of physical geography on a map. Students will be able to relate how different parts of geography can affect the people who live near them. Students will be able to construct a map of Colorado Springs identifying the different parts of geography that are located here.
Evaluation and Assessment Plan: During oral reading of the text I will be asking students different comprehension questions. I will be relating to the text as well as asking them about the different features they can find here in Colorado Springs. I will also be asking students how the different parts of geography could affect the people who live near them, again relating to Colorado Springs.I will be collecting the geography maps that the students create. I will be assessing these maps for students' understanding of what the different parts of geography are.
Assessment/Rubrics:
Who are your learners?:
Diagnostic Data: In the class there are 2 students with IEP's, one for speech issues and the other for decoding a fluency issues. There are 5 students ILP's, all for reading fluency. One student in the class has a 504 plan for a food allergy.
Grouping: The exploration phase of the lesson will be taught with students working in groups of 3-4 students at their tables.
Clinical Coaching:
Instructional Materials and Resources: Students will need:Social Studies Alive book, chapter 3Plain white paperColored pencils/ crayonsLarge map of the United States of America with physical geography on it.
Feedback and Comments:
INSTRUCTIONAL STRATEGIES: Teaching the Lesson
Focus: To begin the lesson I will ask the students what they can tell me about geography, and what geography we have in this area. I will also ask them what they would say the weather is like in this area and how it affects the way we live? I will then have the students open their books and prepare to read.
Instructional Strategies: I will begin the reading by asking the students for volunteers who would like to read out loud, students will read one paragraph then change to a different reader. During the physical geography section, I will have the students look out the windows from their desks and tell me what features they can see. The classroom window overlooks Garden of the Gods Park. I will ask the students how the geography is different when they look east. What parts of geography do you see east of town? I will then pull down the classroom map and discuss the different parts of physical geography that are in the map in their book and where they can find those features in the US. I will ask the students where they can find coast, oceans deserts, plains and rivers and then show where they are on the US map. For the climate section I will ask the students what they think the climate of Colorado Springs is. We will discuss how it changes between the seasons. I will then ask the students how the physical geography can affect our climate. I will ask them to think about the mountains and our altitude and how that may affect the weather we have here. We will talk about different places on the map that have different climates than CO and discuss how the physical geography can affect the climate of those places. We will look at the coastal areas and desert areas of the US. In the natural resources section we will discuss the different natural resources that are in the area. Since tourism is a very large part of Colorado Springs, we will discuss what people come here for and how even or physical geography could be considered a natural resource. Once finished reading I will hand out the paper for the students to make a map of the geography of Colorado Springs. I will quickly review some of the items they should include on their map, and remind them that geography is not anything man made. They will also need to label the all of the features on their map either with a key or on the map its self. Students will get about 20 minutes to work on their maps after which anything they do not get done will be homework.
Closure and Summary: To wrap up the lesson I will have the students tell me what the different parts that they put on their maps are. I will see what students came up with features that were not discussed before and have them talk about them. I will then ask a few of the students to tell me what they learned today
Lesson 2Subject(s): Social Studies
Grade/Level: 3
Summary: Students will read chapter 3 while taking notes on the geography of the different communities. This lesson will be guided reading and discussion.
Date: 10/21/09
Period/Time: Social Studies 1:30 pm
PLANNING
STANDARDS & ASSESSMENT
Standards and Benchmarks:
USA- Nat. Council for Geographic Education: Geography Standards
Essential Element : PLACES AND REGIONS
Standard 4: The physical and human characteristics of places.Standard 5: That people create regions to interpret Earth's complexity.
Standard 6: How culture and experience influence people's perception of places and regions.
Essential Element : ENVIRONMENT AND SOCIETY
Standard 15: How physical systems affect human systems.CO- Performance-Based Standards for Colorado Teachers
Standard : Standard Four: Knowledge of ContentThe elementary teacher is knowledgeable, in addition to literacy and mathematics, in the following content areas: civics, economics, foreign language, geography, history, science, music, visual arts, and physical education. Middle school and secondary content teachers shall be knowledgeable in literacy and mathematics and expert in their content endorsement area(s).
Skill or Knowledge 4.1: Utilize content knowledge to ensure student learning.Skill or Knowledge 4.2: Enhance content instruction through a thorough understanding of all Colorado model content standards.
Skill or Knowledge 4.3: Apply expert content knowledge to enrich and extend student learning.
Skill or Knowledge 4.4: Integrate literacy and mathematics into content area instruction.
Standard : Standard Five: Knowledge of Classroom and Instructional ManagementThe teacher is knowledgeable about classroom practice in order to successfully manage time, communications, and record keeping procedures that will support and enhance student learning.
Skill or Knowledge 5.1: Create a learning environment characterized by acceptable student behavior, efficient use of time, and disciplined acquisition of knowledge, skills, and understanding.Skill or Knowledge 5.2: Apply sound disciplinary practices in the classroom.
Standard : Standard Six: Knowledge of Individualization of InstructionThe teacher is responsive to the needs and experiences children bring to the classroom, including those based on culture, community, ethnicity, economics, linguistics, and innate learning abilities. The teacher is knowledgeable about learning exceptionalities and conditions that affect the rate and extent of student learning, and is able to adapt instruction for all learners.
Skill or Knowledge 6.2 : Design and/or modify standards-based instruction in response to diagnosed student needs, including the needs of exceptional learners and English language learners.CO- Colorado Academic Standards
Subject : Geography
Standard 2
Key Idea 2.1 : Students know the physical and human characteristics of places
Grade/Level : Grades K-4
Performance Indicator : identifying and classifying the characteristics of places as human or physicalPerformance Indicator : describing how human and physical processes together shape places (for example, reforestation may prevent erosion on slopes in Colorado)
Standard 5
Key Idea 5.2: Students know how physical systems affect human systems
Grade/Level : Grades K-4
Performance Indicator : describing how the physical environment provides opportunities for and places constraint on human activities
Lesson Goal: Students will understand aspects of physical geography by looking at different communities.
Learning Context: This lesson is part of a five unit lesson that focuses on the physical geography of different communities around the country.
Objective: Students will make connections from the different parts of physical geography learned from the previous lesson and see how they affect different communities.
Evaluation and Assessment Plan: Students will be taking notes while reading, they will have to identify the different geographic features of the communities in the chapter. Students will turn in their notes after the period is over.
Assessment/Rubrics:
Who are your learners?: This lesson is being taught whole group for the majority of the lesson. The combination of guided whole group reading while taking notes will help students that are visual, auditory and kinesthetic learners.
Diagnostic Data: Within the class there are 2 students with IEP's, one for speech problems and the other for decoding issues. 5 students with ILP's for literacy issues. There is also one student who has been identified as an ELL.
Grouping: This lesson will be whole group for most of the lesson. Students will finish their worksheet independently for the final community after initial discussion.
Clinical Coaching: I am working on keeping all of the students on task during instruction. I would also like some coaching on my modeling how to do tasks for the students.
Instructional Materials and Resources: Students will need their Social Studies Alive books and the Information Master 3.3 worksheet.
Feedback and Comments:
INSTRUCTIONAL STRATEGIES: Teaching the Lesson
Focus: To begin the lesson I will review the concepts that the students learned in the first lesson by having a few students share the maps that they created. I will have them discuss the features that they chose to include on the map.
Instructional Strategies: Once the introduction is over I will begin the guided reading by asking the students some questions and showing the students OR on the US map and asking them what they already know about OR. After that the students will begin reading the chapter and I will ask students questions about what they are reading for comprehension and to add information that will help the students understand what the text is talking about. After finishing every section we will fill out the worksheet sections on physical geography, natural resources, and climate. OR:What do you know about OR and the Pacific Northwest?Point out the Cascade Mountains on the map.Discuss how the area is similar to Colorado, discuss differences.NM:What do you know about NM and the Southwest? How is water in NM an important natural resource? Is it important because they have a lot? How are the people of this area affected by their geography?MA:What do you know about the Northeast?What ocean is this town next to?This town has water on three sides, how is that possible? What is that feature called?How is the importance of water in this town different than in NM? How does that affect the people that live here? There are several holes in the text and I will try to fill as many of them by showing students the areas and features on the map. I will have the students read and fill out the last section of the chapter and worksheet on their own, then have a group discussion about the section and chapter that they have read.
Closure and Summary: To close the lesson I will continue the discussion and then give the students a worksheet to fill out in order to make brochures in the next lesson.
Lesson 4social studies unit, L4Teacher Candidate: Brett Bauer 12/06/2009 05:46:00 PM MST
BASIC INFORMATION
Subject(s): Social Studies
Grade/Level: 3
Summary: Students will be connecting how geography can affect how people live and what attributes would make someone want to visit an area. Students will be creating brochures for a place of their choosing that will show the geographic attributes of the area that would make someone want to visit.
Date:
Period/Time: This lesson will go from 1:15-2:20 pm
PLANNING
STANDARDS & ASSESSMENT
Standards and Benchmarks:
USA- Nat. Council for Geographic Education: Geography Standards
Essential Element : PLACES AND REGIONS
Standard 4: The physical and human characteristics of places.Standard 5: That people create regions to interpret Earth's complexity.
Standard 6: How culture and experience influence people's perception of places and regions.
Essential Element : ENVIRONMENT AND SOCIETY
Standard 14: How human actions modify the physical environment.Standard 16: The changes that occur in the meaning, use, distribution, and importance of resources.
CO- Performance-Based Standards for Colorado Teachers
Standard : Standard One: Knowledge of LiteracyThe teacher shall be knowledgeable about student literacy development in reading, writing, speaking, viewing, and listening.
Skill or Knowledge 1.4: Support reading through oral and written language development including:
Detail : Development of oral English proficiency in students.Detail : Vocabulary development.
Standard : Standard Three: Knowledge of Standards and AssessmentThe teacher shall be knowledgeable about strategies, planning practices , assessment techniques, and appropriate accommodations to ensure student learning in a standards-based curriculum.
Skill or Knowledge 3.1: Design short and long range standards-based instructional plans. Standard : Standard Five: Knowledge of Classroom and Instructional ManagementThe teacher is knowledgeable about classroom practice in order to successfully manage time, communications, and record keeping procedures that will support and enhance student learning.
Skill or Knowledge 5.1: Create a learning environment characterized by acceptable student behavior, efficient use of time, and disciplined acquisition of knowledge, skills, and understanding.Skill or Knowledge 5.2: Apply sound disciplinary practices in the classroom.
Skill or Knowledge 5.3: Apply appropriate intervention strategies and practices to ensure a successful learning environment.
Skill or Knowledge 5.4: Raise the academic performance level of a group of students, over time, to a higher level.
Skill or Knowledge 5.7: Accurately document and report ongoing student achievement.
Standard : Standard Six: Knowledge of Individualization of InstructionThe teacher is responsive to the needs and experiences children bring to the classroom, including those based on culture, community, ethnicity, economics, linguistics, and innate learning abilities. The teacher is knowledgeable about learning exceptionalities and conditions that affect the rate and extent of student learning, and is able to adapt instruction for all learners.
Skill or Knowledge 6.2 : Design and/or modify standards-based instruction in response to diagnosed student needs, including the needs of exceptional learners and English language learners.CO- Colorado Academic Standards
Subject : Geography
Standard 1
Key Idea 1.1: Students know how to use maps, globes, and other geographic tools to acquire, process, and report information from a spatial perspective
Expectation by Grade or Topic : Third Grade
Suggested Expectation : know how to use an atlas and some on-line resources to find geographic information. Standard 2
Key Idea 2.1 : Students know the physical and human characteristics of places
Expectation by Grade or Topic : First - Fourth Grade
Suggested Expectation : demonstrate expanding ability to differentiate between natural and human characteristics of places;Suggested Expectation : demonstrate deeper knowledge about particular large geographic areas, such as the Sahara desert, the Amazon rain forest, the Arctic, the Goby Desert, etc.
Standard 3
Key Idea 3.2 : Students know the characteristics and distributions of physical systems of land, air, water, plants, and animals
Grade/Level : Grades K-4
Performance Indicator : comparing patterns and distribution of environments within a physical system (for example, groups of plant and animal life found in Colorado).Performance Indicator : describing local environmental features and identifying the physical system to which they belong (for example, a lake which is part of the water cycle).
Lesson Goal: Unit goal: Students will be able to identify different parts of geography of different areas and be able to relate how they would affect the people of those places. Students will be able to identify the different parts of geography on a map.
Learning Context: This lesson is the 4th part of a 5-lesson unit on physical geography and communities.
Objective: Students will be able to identify different parts of physical geography on a map. Students will be able to relate how different parts of geography can affect the people who live near them.
Evaluation and Assessment Plan: I will be evaluating the students brochures, I will be looking to see if the students were able to find 3 attributes for all 3 parts of geography and included them in their brochure. I will also be grading on neatness and presentation.
Assessment/Rubrics:
Who are your learners?: This lesson will be meeting the needs of my those students who are more artistic and creative thinkers. Students who are linguistic learners will also be having their needs met by the writing involved in this assignment.
Diagnostic Data: In the class there are 2 students with IEP's, one for speech issues and the other for decoding a fluency issues. There are 5 students ILP's, all for reading fluency. One student in the class has a 504 plan for a food allergy.
Grouping: The lesson will be taught whole group then students will work on their projects individually.
Clinical Coaching:
Instructional Materials and Resources: Students will need:Social Studies Alive book, chapter 3Plain white paperColored pencils/ crayonsLarge map of the United States of America with physical geography on it. Sample brochures Brochure worksheet
Feedback and Comments:
INSTRUCTIONAL STRATEGIES: Teaching the Lesson
Focus: Students were assigned in the last lesson to research a location of their choosing and fill out a worksheet that I created for them. To begin the class I will invite all students who would like to, to come to the front of the class and tell why they chose their location and one fact that they learned. They will also point out where their location is on the map.
Instructional Strategies: After all of the students that wanted to share have come up, I will show the students are variety of brochures. We will discuss what makes them appealing, what is included and what is left out on them. I will discuss how they show rather than tell and that the words are specific and usually about the pictures. We will also discuss how brochures are not used much anymore, I will ask them how most people find out about other places any more. We will talk about how people use the internet now more than brochures. I will then model for the student how to make a brochure by using one that I had created. I will demonstrate how to fold the paper, and then discuss how I separated it into sections, each part of geography in a separate section. I will discuss how the text simply explains the picture and then relates it to a reason to go to my location. The student will then be given their paper and allowed to create their own brochures. I will be walking around while the students are working, providing help to students who need it, and discussing the different features that the students chose and why they are including them.
Closure and Summary: As students are cleaning we will have some of the students who I feel have some interesting things on their brochures share them with the class. I will also ask the student if they are enjoying this unit and to rate with thumbs up, side, or down how much they think they have learned.
Differentiated Instruction: Some of the students may not have been able to do any research at home on a location, or may have had questions about the worksheet, I will have them choose one of the locations from the reading before to create a brochure. We will meet as a small group to go over the places again picking out items we want to include and why. I will then send these students to work on their projects and check on them frequently to check their progress.
Author's Comments and Reflection: During this lesson there was no text that the students were reading, but all students were able to complete their worksheets without any problems. Majority of students were able to relate the geography to tourism very will. Many of the higher students did not spend much time on this assignment and were very sloppy, while many of my other students took their time and created very great projects. I feel that since this was not a test or worksheet, like they are used to, they did not feel that it would be important to try hard. I was hoping that many of my students would choose their locations based on their ancestry, some did but the ones with the most unique origins did not. I was hoping that this could allow some of the students to talk a little about their culture for the rest of the class. If I were to teach this lesson again I think I would emphasize how brochures are used to entice people to go somewhere and possibly give more direct examples of how others have done it for different locations. Many of the students just made lists with pictures. I learned that many of my students have been to or lived in some very interesting places. For some of the students I learned that they were a fist generation Americans. This lesson gave me a lot of insight into some of the students' culture.
Feedback and Comments:
Lesson 5social studies unit, L5Teacher Candidate: Brett Bauer 12/06/2009 07:13:00 PM MST
BASIC INFORMATION
Subject(s): Social Studies
Grade/Level: 3
Summary: Students will read and take notes about the Sioux Indians while discussing how where they lived influenced how they lived. We will discuss how geography affected the clothes they wore, their houses, and nomadic lifestyle. Students will also take their unit test.
Date:
Period/Time: This lesson will go from 1:15-2:20 pm
PLANNING
STANDARDS & ASSESSMENT
Standards and Benchmarks:
USA- Nat. Council for Social Studies: Nat. Standards for Social Studies Teachers
Standard A3: Thematic Standard: People, Places, and EnvironmentsSocial studies teachers should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of People, Places, and Environments.
Type of Expectation : Learner Expectations
Expectation : The study of people, places, and human-environment interactions leads learners to create their spatial views and geographic perspectives of the world.Today's social, cultural, economic, and civic demands on individuals requires that learners understand the world in spatial terms and posses knowledge of places and regions, physical systems, and the interactions of environment and society. In addition, learners need the ability to map information in a spatial context and to interpret such maps. The study of people, places, and environments will also help to promote learners' capabilities to make informed and critical decisions about the relationships between human beings and their environment. The study of people, places, and environments will also help to promote learners' capabilities to make informed and critical decisions about the relationships between human beings and their environment. Standard B1: Disciplinary Standard: HistoryTeachers who are licensed to teach history at all school levels should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of history.
Type of Expectation : Learner ExpectationsThe study of history allows learners to understand their place in time and location. The knowledge base of historical content drawn from United States and world history provides the basis from which learners develop historical understanding and competence in ways of historical thinking. Historical thinking skills enable learners to evaluate evidence, develop comparative and causal analyses, interpret the historical record, and construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based. Historical understandings define what learners should know about the history of their nation and of the world. These understandings are drawn from the record of human aspirations, strivings, accomplishments, and failures in at least five spheres of human activity: the social, political, scientific/technological, economic, and cultural (philosophical/religious/aesthetic). They also provide learners the historical perspectives necessary to analyze contemporary issues and problems confronting citizens today.CO- Performance-Based Standards for Colorado Teachers
Standard : Standard One: Knowledge of LiteracyThe teacher shall be knowledgeable about student literacy development in reading, writing, speaking, viewing, and listening.
Skill or Knowledge 1.4: Support reading through oral and written language development including:
Detail : Development of oral English proficiency in students.Detail : Vocabulary development.
Standard : Standard Three: Knowledge of Standards and AssessmentThe teacher shall be knowledgeable about strategies, planning practices , assessment techniques, and appropriate accommodations to ensure student learning in a standards-based curriculum.
Skill or Knowledge 3.1: Design short and long range standards-based instructional plans. Standard : Standard Five: Knowledge of Classroom and Instructional ManagementThe teacher is knowledgeable about classroom practice in order to successfully manage time, communications, and record keeping procedures that will support and enhance student learning.
Skill or Knowledge 5.1: Create a learning environment characterized by acceptable student behavior, efficient use of time, and disciplined acquisition of knowledge, skills, and understanding.Skill or Knowledge 5.2: Apply sound disciplinary practices in the classroom.
Skill or Knowledge 5.3: Apply appropriate intervention strategies and practices to ensure a successful learning environment.
Skill or Knowledge 5.4: Raise the academic performance level of a group of students, over time, to a higher level.
Skill or Knowledge 5.7: Accurately document and report ongoing student achievement.
Standard : Standard Six: Knowledge of Individualization of InstructionThe teacher is responsive to the needs and experiences children bring to the classroom, including those based on culture, community, ethnicity, economics, linguistics, and innate learning abilities. The teacher is knowledgeable about learning exceptionalities and conditions that affect the rate and extent of student learning, and is able to adapt instruction for all learners.
Skill or Knowledge 6.2 : Design and/or modify standards-based instruction in response to diagnosed student needs, including the needs of exceptional learners and English language learners.CO- Colorado Academic Standards
Subject : Geography
Standard 1
Key Idea 1.1: Students know how to use maps, globes, and other geographic tools to acquire, process, and report information from a spatial perspective
Expectation by Grade or Topic : Third Grade
Suggested Expectation : know how to use an atlas and some on-line resources to find geographic information. Standard 2
Key Idea 2.1 : Students know the physical and human characteristics of places
Expectation by Grade or Topic : First - Fourth Grade
Suggested Expectation : demonstrate expanding ability to differentiate between natural and human characteristics of places;Suggested Expectation : demonstrate deeper knowledge about particular large geographic areas, such as the Sahara desert, the Amazon rain forest, the Arctic, the Goby Desert, etc.
Standard 3
Key Idea 3.2 : Students know the characteristics and distributions of physical systems of land, air, water, plants, and animals
Grade/Level : Grades K-4
Performance Indicator : comparing patterns and distribution of environments within a physical system (for example, groups of plant and animal life found in Colorado).Performance Indicator : describing local environmental features and identifying the physical system to which they belong (for example, a lake which is part of the water cycle).
Subject : History
Standard 3
Expectation by Grade or Topic : Third Grade
Suggested Expectation : identify ways that people in communities have helped and supported each other now and in the past
Lesson Goal: Unit goal: Students will be able to identify different parts of geography of different areas and be able to relate how they would affect the people of those places. Students will be able to identify the different parts of geography on a map.
Learning Context: This lesson is the 5th lesson in a 5 lesson unit on geography. Students have also been studying the plains Indians with the CT.
Objective: Students will relate and show how the geography of the great plains affected the lives of the Sioux Indians. Student will demonstrate knowledge of the different parts of geography though notes and a unit test.
Evaluation and Assessment Plan: Students will be taking notes during the lesson, which will be collected and graded to see if they followed the proper format and included all necessary information.Students will be creating a picture showing how the Sioux lived and labeling what part of geography affected it. This assignment will be graded on neatness and whether or not they followed instructions.Students will also be taking an unit multiple choice test covering what they have learned.
Assessment/Rubrics: The test answers will be graded as either correct or incorrect.
Who are your learners?:
Diagnostic Data: In the class there are 2 students with IEP's, one for speech issues and the other for decoding a fluency issues. There are 5 students ILP's, all for reading fluency. One student in the class has a 504 plan for a food allergy.
Grouping: This lesson will be taught whole group. Students will take the test and work on their pictures individually.
Clinical Coaching:
Instructional Materials and Resources: Students will need:Living with the Sioux Indians book. Pages 40-49Plain white paperColored pencils/ crayonsLarge map of the United States of America with physical geography on it. Unit test for geography from Social Studies Alive curriculum.
Feedback and Comments:
INSTRUCTIONAL STRATEGIES: Teaching the Lesson
Focus: Once the books have been passed out to all students, I will have them take out a piece of paper and demonstrate how to make two column notes. I will then ask the students to tell me what they have already learned about the Sioux Indians. I will then pull down the map and show the students where they lived and ask the students about what the geography is like in North and South Dakota. There is one student in the class who is from MN, I will ask him to tell us about the climate of the area.
Instructional Strategies: To begin the lesson I will ask for volunteers to read aloud to the class. Students will read a page aloud then change reader. While reading the text I will be asking the students comprehension questions and writing about the geography in the notes. Students will list the attribute and tell how it affected the Sioux.Great plains: How did the rolling hills help them to move from place to place? Where there trees where they lived? How do you know? How did being a nomadic culture affect their home? Why would the plains make it harder to hunt?Climate What was the weather like? How did that affect the clothes they wore? The houses they lived in?Natural Resources Where rocks a natural resource? What was their greatest natural resource? What did they use Buffalo for? Once through the reading material for the day I will pass out the unit test to the students, that is only 10 questions long. The test should only take about 15 minutes for students to complete.
Closure and Summary: When students finish their test I will have them create a picture showing how the Sioux lived with 4 parts of their daily life and labels explaining how geography affected it.
Differentiated Instruction: During the test I will read the questions and answers aloud to my student with an IEP for decoding.
Author's Comments and Reflection: The students were able to understand the text very well, but many struggled to make some of the connections between living in a tepee and the climate of the area. I feel that some of this may be due the fact that some of the students have not spent much time in that area of the country. I was surprised by some of the students' comments that discussed topics before I even mentioned them. One student asked if rocks were a natural resource before I mentioned it. I feel that showed that the students really understood the concept. If I were to teach this lesson again I think I would model proper note taking a little better for the students before we actually read the material. I also assigned the picture at the end of the lesson because the students finished the test quicker than I had expected, I think some of them were sick of drawing pictures so I would have a different back up plan next time. I also felt as if I was beating a dead horse with some of the students as we took the notes, I think some of this lesson may have been too basic for some of the students. I learned that many of the students knew almost nothing about Native Americans before they began this unit. I feel that learning about the Native Americans has given the students insight to a culture different than their own and seeing how their lives were affected by what was around them.
Feedback and Comments:
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