Direct Instruction Presentation w/ Adv Organizer Concept Attn’ment Cooperative Learning Inquiry Teaching

Direct Instruction Lesson Plan (10 pts)

Lesson Background: Native AmericansYour Name: Jessica Nordenson Grade Level: (circle one) K 1 2 3 4 5 6

Subject: (circle one) Language Arts Social Studies Mathematics Science

Lesson Title: Native Americans in Iowa

Materials Needed: Large map of Iowa (at least 20 sq. ft) including compass, major cities, and rivers At least 26 blank sheets of white paper, 8 ½ x 11 (bring extra) Tape Markers/crayons/colored pencils Highlighters ELMO Native American Vocabulary Sheet (NAVS) Native American Fact Sheets

o Otoeo Iowayo Missouriao Dakotao Hidatsao Mandano Baxoje

Prerequisite Skills: Students will need basic reading skills, prior experience with determining importance in text (with the use of highlighters), and basic map-reading skills. They will also need prior experience with Native Americans.

A B C D Lesson Objective: The third grade students will draw visual representations of significant aspects about a Native American tribe found in Iowa. After reading about the tribe and highlighting key words that are significant about their individual tribe, the students will convey at least three significant aspects about their assigned tribe through drawing and place their drawing on the correct area of the Iowa map. --------------------------------------------------------------------------------------------------------------------Interaction with Students:

1. Provide objectives: (What are students going to learn?) Time: 30 seconds

Today, we are going to learn about Native American tribes that lived in Iowa. To start we are going to learn about a few of the larger tribes and where exactly they lived. To help us better understand this information and remember it we are going to read about different tribes, highlight key words or significant facts about the tribe in the text, draw representations of them, and tape our drawings to the locations on the map where the tribes lived. When we run into

words that we don’t know, we can look at the Native American Vocabulary sheet to help us understand them.

2. Demonstrate knowledge or skill: (Input/Modeling by the teacher) Time: 15 minutes

I’m going to read these facts about the Ioway Native Americans in order to better understand what their tribe life was like. I’m going to highlight any key words that stand out to me as something interesting or unique about this tribe as I am reading. Then I’m going to reflect on the words that I highlighted and draw what I see when I read these words. [TEACHER PLACES IOWAY FACT SHEET ON ELMO AND READS OUT LOUD TO CLASS]. The words “homemade dolls” stand out to me. I wonder what homemade dolls looked like. Probably not like the dolls some of you may have that are plastic. I have a really strong visual of dolls made from cloth or other natural things. [TEACHER HIGHLIGHTS “HOMEMADE DOLLS”]. The words “sleepy ones” stand out to me because it was what the name “Ioway” means. [TEACHER HIGHLIGHTS “SLEEPY ONES”]. I’m also going to highlight the word “lodges” because I feel that this is important information. This is different from how I pictured Native Americans living. I assumed all Native American tribes lived in teepees, but this shows me I was wrong. The word “lodges” helps me visualize what tribe life was like, and I’m going to use it to help me create a picture of what was significant about that tribe. Good readers reread text in order to understand it better, so feel free to reread your highlighted text. [TEACHER HIGHLIGHTS THE WORD “LODGES”] [DRAWS PICTURE SHOWING HOMEMADE DOLLS, A PERSON SLEEPING (SLEEPY ONES), AND A LODGE).] You can write small captions under the drawings if you have a hard time drawing them. It said in my paragraph that the Ioway tribe lived in northern Iowa. I’m going to write “Ioway, Northern Iowa”. Then I’m going to take my picture and tape it to the city or area on the map that my tribe lived in.

Sample Map:

3. Provide guided practice: (Guided practice with the teacher) Time: 13 minutes

Now as a class were going to read about a different Native American tribe—the Otoe tribe that lived in Des Moines, Iowa. I’m going to read some facts on the Otoe tribe, and I need you to be paying attention so we can decide what parts of the text we should highlight—which parts help us to best remember the tribe. [PLACES OTOE FACT SHEET ON ELMO AND READS TEXT] What do we think were some of the important and unique parts of those facts? [CLASS DISCUSSION] Why do you think that information is important? How does that part of the text help us to remember the Otoe tribe? [HIGHLIGHT SIGNIFICANT FACTS FROM READING THAT CLASS AGREES ON]. Now we’re all going to draw individual pictures of what we see when we picturing what we just read about the tribe. We need to draw at least three key words, so we need to draw at least three different small symbols or pictures representing the key words on our papers. We can use the key words that we highlighted to help us better visualize parts of the Otoe tribe. Your drawings don’t have to be perfect, just three simple drawings that symbolize and represent what you see in your mind when you read the key words about this tribe. [STUDENTS GET 3 MINUTES TO DRAW THEIR OWN PICTURE]. [SHORT

CLASS COMPARISON FOLLOWS]. Why did you draw that? What in the text made you think that? Since this tribe was located in Des Moines, we’re just going to write “Otoe, Des Moines” in the corner of our pictures and tape them around the map.

4. Check for understanding and provide student feedback: (How will you know students understand the skill or concept? How will they know they “get it?”) Time: Discussion—5 minutes. Talks with groups: 1-2 minutes.

The class discussion will serve as a minor form of checking for understanding (not all students will probably participate). After the guided practice, the teacher will go around and look at the student’s pictures that they taped around the Iowa map. If the teacher sees anything that looks like it doesn’t represent that tribe, they will go up to the group the student is in and quickly re-explain to the group what they should be doing in order to give that student a clearer understanding of what should be happening (the teacher will possibly focus on one part that they saw the student had trouble with, such as identifying key words). The teacher will also ask that group what questions they have about what they should be doing.

5: Provide extended practice and transfer: (Independent practice of the skill) Time: 15 minutes

Now I’m going to have you do this activity in groups. Each group is going to read about a different tribe, and then draw a representation of what they learned. Remember to look for key words in the facts that you read to help you remember the tribe—this can mean words that tell you about important or unique information about the tribe. [SPLIT STUDENTS INTO 5 GROUPS OF 4 (BY TABLES IF POSSIBLE). ASSIGN STUDENTS A TRIBE AND PROVIDE THEM WITH CORRECT FACTS SHEET. PASS OUT HIGHLIGHTERS, 2 PER GROUP]. You’re going to read your text by yourself, highlight what you think are key words that make the tribe stand out in your head, and then discuss what you highlighted with your group members. When you have finished discussing how you think you could represent the key words you all agreed on in a drawing, you may send one group member up to the front to get a piece of paper. Then your group will draw your representations of your tribe and one member of your group will go up to our map of Iowa and tape the drawing to the city where your tribe is located. Please remember to write the city or area your tribe is from somewhere on your paper, as well as the name of your tribe.

6. Assessment / Closure: (How do you evaluate student progress or provide closure to this lesson?) You MUST include rubric, checklist or assessment document. Time: 3 minutes

At the end of the lesson, students will evaluate themselves with the same rubric the teacher will use to evaluate the students. Students will have the option of writing any comments about how they feel they did on the rubric as well. After the 3 minutes is up, students will turn these in to the teacher.

Points 4 3 2 1

Working with Others

Students almost always listens to and shares with peers. Working well in the group.

Students usually listens to and shares with peers. Students do not cause disruption in the group and works pretty well with others.

Students often listens to and shares with peers. Students support the efforts of others but sometimes do not contribute to group discussion.

Students rarely listen to and share with peers. Students do not contribute or support group members.

Location Students placed their picture in the correct location of where their tribe is located.

Students had a good understanding or idea of where to put their picture in correlation of their tribe.

Students were doubtful and questioned where to put their picture in correlation of their tribe.

Students did not know where to put their picture in correlation of their tribe.

Comprehension Students highlighted outstanding key terms when reading about their tribes.

Students highlight appropriate terms when reading about their tribe.

Students highlighted semi appropriate terms when reading about their tribe.

Students did not highlight appropriate terms when reading about their tribe.

Creativity  Students drew 3 examples of significant aspects from their tribe with outstanding creativity.

 Students drew 2-3 examples of significant aspects from their tribe with good creativity.

 Students drew 1-2 examples of significant aspects from their tribe with fair creativity.

Students drew 1-0 examples of significant aspects from their tribe with poor creativity.

7. DIFFERENTIATION of Content, Process or Product:

a. Adaptation for students who need extra help, time, or attention?Students who need extra assistance will be placed in groups with a student who is known

to be helpful towards students who are possibly struggling. ELL students need’s will be met by having a list of keywords the students may encounter in the text in the student’s native language. The teacher will pay close attention to students who have difficulties in reading and will step in quietly to assist them if necessary throughout the lesson.b. Extension for students of high ability? (Remember, assigning gifted students to be the tutor for others is not sufficient academic challenging for students who have mastered the lesson).

While reading and highlighting the fact sheet each student is presented with for their group, students will be asked to write about why they chose those specific words to highlight if they finish reading before other group members. They will write this on the bottom of their fact sheet. This will give them time to further process the information while other students are still reading, but other students will be given a chance to process the information in the class discussion as well.

TOTAL LESSON TIME: 50 minutes and 30 seconds

8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous teachers as resources, online websites, your past experiences, or your own initiatives, etc):

Jill Johnson’s teaching on visualization while reading.

Native languages of the americas website . (2011). Retrieved from http://www.native-languages.org/kids.htm

Ioway Tribe Fact Sheet!- (eye-oh-way) - The Ioway tribe is located in northern Iowa- Ioway stands for the “sleepy ones”- The tribe lives in a reservation - Each tribe has their own government, law,

police, and service - Native language was Chiwere- Boy and girls of the Ioway tribe played with

homemade dolls - Most Ioway Indians lived in lodges (homes

built out of wood)

Otoe Tribe Fact Sheet!- (oh-toh)- The Otoe tribe is located in central Iowa- Men in the tribe hunted for their families

and went to war- Women in the tribe cooked family meals

and stayed home with the children - Only men could become Otoe chiefs - Storytelling, artwork, music, and traditional

medicine were important to the Otoe tribe- Traditional women clothing included deer-

skin skirts - Traditional shoes included moccasins

Missouria Tribe Fact Sheet! - (mih zoo ree)- The Missouria tribe is located in southern

Iowa - Missouria stands for “big canoe people”- The tribe lived in lodges (homes built out of

wood)- Fishing was very important to the Missouria

tribe- When the tribe went fishing they typically

used travois which is a type of sled- The Missouria tribe were very big into

hunting- Men typically used a bow and arrow

Dakota Tribe Fact Sheet!- (da ko ta)- The Dakota tribe is located in southern Iowa- Dakota stands for “the allies”- Native Americans in the Dakota tribe speak

Dakota - Children in the tribe played a similar game

to lacrosse - The Dakota tribe typically lived in teepees - The Dakota tribe is known for harvesting

corn- Today most Dakota tribes live in Iowa,

North Dakota, South Dakota, and Minnesota

Hidatsa Tribe Fact Sheet!- (hee daht sah)- The Hidatsa tribe is located in northwest

Iowa - The Hidatsa contains two mini tribes

(Mandan and Arikara)- Each mini tribe contained their own

government and leadership - The tribes language was also called Hidatsa - Indian leaders wore feather war bonnets - Most Hidatsa women had tribal tattoos- The Hisdatsa tribe painted their faces for

special ceremonies such as religious ceremonies

- The Hidatsa tribe typically traveled by river

Mandan Tribe Fact Sheet!- (man dan)- The Mandan tribe is located in northwest

Iowa- Typically, the Mandan tribe speaks Mandan

however the tribe is also fluent in English - Mandan women were known for having

tribal tattoos on their chins- Mandan men wore beards- The Mandan tribe were famers (corn, beans,

squash)- The tribe only hunted during buffalo

hunting season - The Mandan tribe traded items such as corn

and tobacco

Baxoje Tribe Fact Sheet!- (bax o hay)- The Baxoje tribe is located in northern Iowa- Baxoje means “gray snow”- The Baxoje tribe spoke Chiwere - The tribe typically lived in lodges (houses

made out of wood) and teepees- Tattoos were popular in their tribe and were

usually displayed on bodies for special occasions

- The Baxoje was known for pipe carving and wood work

Direct Instruction Presentation w/ Adv Organizer Concept Attn’ment Cooperative Learning Inquiry Teaching

Presentation with Advance Organizer Lesson Plan (10 pts)

Your Name: Jessica Nordenson Grade Level: (circle one) K 1 2 3 4 5 6

Subject: (circle one) Language Arts Social Studies Mathematics Science

Lesson Title: Stereotypes of Native Americans

Materials Needed: White paper (2-3 sheets per students) Crayons, markers, colored pencils ELMO Whiteboard Paper for students to take notes on while skimming and scanning (a

notebook of their own is fine) Books

o The First Americans by Anthony Aveni o Nations of the Eastern Great Lakes by Bobbie Kalman o Famous Native North Americans by Bobbie Kalman o Life of the Navajo by Bobbie Kalman o We are the Many by Doreen Rappaport illustrated by Cornelious

Van Wright and Ying-Hwa Hu Prerequisite Skills: The students have had experience with skimming and scanning while reading. Their previous lesson gave them experience with the geography and different types of tribes. They have had previous experience with working in partners as well as their table groups, and have also had a small amount of interaction with the word “stereotype”.

Lesson Objective: The third grade students will be able to draw and explain and accurate representation of a Native Americans after drawing, reading, and discussing their initial stereotypes about them. Their final drawing will include representations of at least three new facts that students learned that changed their perceptions of Native Americans, as well as a paragraph long explanation of what changed from their initial drawing to their final drawing and why they changed it.

1. Present objectives: (What are students going to learn?) Time: 35 seconds

Today we are going to draw what we see while visualizing a Native American in order to help us better understand what stereotypes we may have of them. Then we will research Native Americans and find out whether or not our stereotypes we have about them are correct. For the ones that are not correct, we will reflect on what we thought about Native American life at first, then rethink our ideas using information that we learned from our research to form a correct understanding of them . At the end of the lesson we will draw an accurate picture of Native American life and write about what has changed since the previous picture.

2. Present advance organizer: (A metaphor or logical connection?) Time: 3 minutesIn a minute we are going to talk about the stereotypes we may have about Native

Americans. But before we do that we are going to reflect on what we already know about

stereotypes. (Call on 1-2 students to answer each question). Who remembers what the term stereotype means? Great! When you visualize a teacher what are some things that you see? [Students may answer with things like “always talking,” “sweaters with apples on them,” “frizzy hair,” “always at a desk”. If necessary, say one of these examples to prompt students and say why you thought of that one—“a lot of my teachers had really frizzy hair”. Write student answers on the board]. Why did you think of some of these descriptions? Are the things you see written up here true for all teachers? Well, the things that you visualize that were not necessarily true about all teachers are like stereotypes – they are statements that many people may have about a particular thing or group that may be only partly true or false. Many times, people have stereotypes about religions, skin color, or cultures. It can be easy to have stereotypes about things you may not know about that is why today we are going to research and educate ourselves on Native American lifestyle and make sure that we have a clear understanding of them rather than judging them based on stereotypes that we may hear.

3. Demonstrate knowledge or skill: (Input/Modeling by the teacher) Time: 23 minutes

Today, we’re going to see what stereotypes we may have about Native Americans and do some research to see which ones are untrue. In order to see what stereotypes we have, we’re going to draw pictures of what we think Native American life would look like. To show you what I mean I’m going to draw a picture based on the stereotypes we had about teachers.

Teacher places a piece of blank white paper on the ELMO and draws a picture of a teacher based on the words the students used to describe a teacher. Does this look like all of the teachers you have had? (Student response should be no). Now lets discuss some of the stereotypes we may have about Native Americans. What are some stereotypes you can think of about them? [Some possible answers: “always wearing animal skin and feathers,” “lives in teepees,” “dance a lot,” “have long hair,” “have tattoos,” “don’t have cars,” “casinos,” “reservations,” and “animal names.” If students need prompting, the teacher should say one of these phrases and explain why they thought of it. Explanations can be as simple as “I’ve only learned about Native Americans that lived in teepees.” Teacher writes student responses on board]. We’re going to create pictures of these stereotypes we just listed in partners to help us visualize these stereotypes.

Teacher breaks students into partners, passes out 1 piece of paper per pair, and lets them know they have five minutes to create their drawing. After students have created their drawing, the teacher will ask students to share their drawing with the other partner pair and discuss any similarities or differences and why they drew what they did (give students 2 minutes maximum to discuss). Did you find any similarities or differences in your stereotypes? Why did those similarities or differences exist? (Allow 2-minute discussion for these questions maximum).

Now we’re going to look at a book about Native Americans in our table groups. When you get your book, I want you to all skim and scan it page by page and write down any interesting things you learn that are different from the stereotypes you already had about Native Americans. Every student should be writing these things down. I will be paying attention to see who is cooperating with their group and writing things down. [Present each table with one of the books (students are previously seated at 5 table groups in groups of 4). Give students 8 minutes to skim and scan their books].

Does everyone have some new facts written down about Native Americans that made them rethink some of the stereotypes they thought before? Good! I’m going to pass out paper, and each of you are going to draw a new picture of a Native American using the information you learned today. [Teacher passes out paper]. (Give students 4 minutes to draw their new pictures). What were some of the new things you included in your pictures? Why did you include those things? (Student answers should vary from “not all Native Americans lived in teepees, wore animal skin, had long hair,” etc.).

4. Check for understanding and provide student feedback: (How will you know students understand the skill or concept? How will they know they “get it?”) Time: 5 minutes

The teacher will clipboard cruise three minutes into the research portion of the lesson and will glance at each student’s notes in order to see whether or not students are grasping the idea of gathering new information about Native Americans that will influence their original stereotypes about them. If a particular student or group is struggling, the teacher will sit down quietly with that group and go over what exactly the instructions are, and perhaps provide an example if necessary. The teacher will then ask a few clarification questions or make statements such as “What are some other examples you can think of?” or “Let’s find an example together in this book.” If the group seems to understand, the teacher will tell them one thing that they have done really well so far, and move onto the next student and group.

5. Assessment / Closure: (How do you evaluate student progress or provide closure to this lesson?Time:

Does everyone have some new facts written down about Native Americans that made them rethink some of the stereotypes they thought before? Good! I’m going to pass out paper, and each of you are going to draw a new picture of a Native American using the information you learned today. [Teacher passes out paper]. (Give students 4 minutes to draw their new pictures). What were some of the new things you included in your pictures? Why did you include those things? (Student answers should vary from “not all Native Americans lived in teepees, wore animal skin, had long hair,” etc.).

6. Adaptation for students who need extra help, time, or attention? and Extension for students of high ability?

TOTAL LESSON TIME:______

7. References Consulted: (Curriculum books in Drake SOE curriculum lab, teacher resources, websites, etc): ***Jill Johnson’s teaching on skimming and scanning

©Beisser, 2000

Direct Instruction Presentation w/ Adv Organizer Concept Attn’ment Cooperative Learning Inquiry Teaching

Concept Attainment Lesson Plan (10 pts)

Lesson Background:Your Name: Jessica Nordenson Grade Level: (circle one) K 1 2 3 4 5 6

Subject: (circle one) Language Arts Social Studies Mathematics Science

Lesson Title: A Day In The Life

Materials Needed: Journal outline form ELMO Cardstock Marker Whiteboard List of critical and non-critical attributes on cardstock Title of concept on cardstock

Prerequisite Skills:Students have prior knowledge of Native American lifestyle from their previous lessons

dealing with Native Americans. They have written in journal form before, and have had experience with incorporating vocabulary terms into their writing. They have a firm grasp on the fact that settlers and pilgrims came to the North America and interacted with the Native Americans from social studies lessons.

Lesson Objective: The third grade students will be able to write an example of a day in the life of a Native American in the 1600’s after recognizing terms dealing with Native American culture from that time period. Their journal writings must include at least 4 terms from the Critical Attributes list. Concept Label: Early Native American Life

Critical Attributes: Corn, beans, squash, fish, berries, tunic, fur pants, deerskin dresses, nuts, moccasins, hunting, headdress, ritual dances, natural medicine, settlers

Non-critical Attributes:Billboard, steel building, shark, glue, diamonds, high heels, buggy, French fries, desert, jell-o, Kleenex, folder, brick house, laptop

Definition of Concept: The lifestyles of Native Americans that took place during the 1600’s. This time period included the introduction of pilgrims and settlers.----------------------------------------------------------------------------------------------------------------------------------

Interaction with Students:

1. Provide examples and non-examples to the class: (Distinguish yes/no attributes) Time: 4 minutes

Instead of simply telling you what we’re going to do today, I’m going to give you some clues and have you guess what our topic is! I’m going to place clues on the board under either a “Yes” column or a “No” column. The clues that are under the “Yes” column are going to hint at what the topic is—the ones under the “No” column are going to not have anything to do with the topic. When you think you know what the topic is, I want you to give me a thumbs-up silently—please don’t tell anyone what you think the topic is!

Teacher walks up to board and places the words “corn”, “fur pants”, and “hunting” under the Yes column (all clues are written on cardstock large enough for students to see). Under the No column, the teacher will place the words “French fries”, “desert”, and “shark”.

Before putting the next clue under the Yes column, the teacher will hold up the next clue, “berries”, and ask for a volunteer to explain which column the clue should go under. The teacher will repeat this process for the next four clues (two No column clues and two Yes column clues), and then ask for a thumb check to see if students agree with and understand each clue’s placement. If there is any dispute, the clue will be removed from its column until the concept is revealed.

2. Test for attainment: (Do the students understand the concept?) Time: 6 minutes

Please put your thumb up if you think you know what our topic is for today. If you don’t know it’s okay! We have more clues left.

If more than 3 students are unclear as to what the topic is, the teacher will hold up one more clue for each column and ask for a volunteer to share where they think it goes. They will then do another thumb check (this can be done with eyes closed in order to assure no students feel pressured by not knowing what the concept is yet), and this process will be repeated until all but 3 or fewer students have their thumbs up in understanding.

3. Analyze student thinking processes and integration of learning: Time: 5 minutes

Without saying what the topic is, can I have a volunteer that I haven’t heard from yet give me a clue that could go into the Yes column? How about one that could go into the No column?

The teacher then gains another example for each column from two other students who haven’t shared yet. As students share their ideas, the teacher writes them on cardstock and places them on the board under the corresponding column (as long as the ideas are correct!).

What do you think the concept is? Native American life, Native American culture, etc. are acceptable, but the teacher

MUST BE SURE to specify that this is about Native American life during the 1600’s, when the pilgrims and settlers first came to America. Obviously Native American life is much different now, and teachers must be sure not to portray current Native American culture or life in an incorrect light, and not to offend any Native American students in the classroom.

4. Clarify lesson objectives: (What are students going to DO with these?) Time: 4 minutes

Now that we have had practice with words that are about Native American life in the 1600’s, we’re going to think about what it would be like to spend a day in the life of a Native American back then. We are going to do this by creating journal entries. Each journal entry will be broken up into four parts—morning, afternoon, evening, and night. What is the difference between evening and night? That’s right, evening is more around dinner-time and night is later, like bedtime. In each part of the journal, we are going to write a few sentences describing what our day would be like during that time. Also, we need to use at least one of our topic words from the Yes column that we saw earlier in each part of our journal, and circle it to make sure that it’s easy to find in the sentences. When we write these journals we need to think

about what we know was going on during this time period—this is when the pilgrims and settlers were coming to America, and the Native Americans were meeting them for the first time. Our entries need to sound like we were living a day in the life of a Native American back then! I’m going to show you some examples of this.

The number of sentences students will be encouraged to write will vary based on student ability, but students will be encouraged to write at least two per section.

5. Procedures for Using the Concept in a meaningful way? Time: 6 minutes

The teacher will show students what the journal outline will look like on the ELMO, and will model the journal entry on the ELMO using the journal outline as well.

Let’s start with morning. What do I think I would do in the morning if I was a Native American in the 1600’s? I think I would wake up and go gather some berries for my day, since I know that this was one of the ways they got their food. I also see that “berries” is one of the words from our Yes list. I’m going to write “This morning I went to go collect berries. This way my tribe will have more food to eat. I wonder if the settlers eat berries as well?” The teacher writes these sentences under the “Morning” section of the journal entry outline. Because of what I have learned about Early Native American life in the past few days, I know that this is something that a Native American person might do in the morning during the 1600’s. Lastly, I’m going to circle the word “berries” and the word “settlers” so I know that they were words that I used from our Early Native American Life list. Remember, you only have to use one in each part of your journal.

6. Assessment / Closure (How do you evaluate student progress or provide closure for this lesson?) Include rubric, checklist, assessment documents. Time: 20 minutes

Students will write their journal entries for the remainder of the lesson. At the end of their writing time, the teacher will lead a short two minute discussion prompting students with the questions “Why is it important for us to have an understanding of early Native American life?” and “How did this activity help you better understand what their life may have been like?”

3 Points 2 Points 1 Point

Participation Student participated in the “temperature

check” with positive attitude

Student participated in the “temperature

check: however was not engaged

Student did not participate in the

“temperature check” and was neither

engaged or displaying a positive attitude

Journal Entries Student used all vocabulary terms and

claimed accurate statements within the

journal entry

Student used half of the

vocabulary terms and made somewhat

accurate claims within the journal entries

Student did not use any vocabulary terms and did not make any accurate claims within

any journal entries

7. DIFFERENTIATION of Content, Process or Product:a. Adaptation for students who need extra help, time, or attention?

This lesson has a variety of ways to incorporate differentiation. For example, students who may need extra help, time, or attention would be given the option of writing less sentences or using less vocabulary than the rest of the class. Along with that, those students would be given visuals that go along with their vocabulary terms they can refer back to. In addition, students would also be given extra time in order to complete the assignment as well as more monitoring from the teacher so that student could ask more questions as well as get their worked checked.

b. Extension for students of high ability?

There will also be other students who are of high ability in the classroom. In order to tailor the lesson in order to meet those student’s needs, students would be asked to write more sentences and use more vocabulary in their journal entries in order to challenge those students. Students would also write a second journal entry in addition to their first one. This way, students can practice their reading and writing skills in an effective way.

TOTAL LESSON TIME: 45 minutes

8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous teachers as resources, online websites, your past experiences, or your own initiatives, etc):

-Our prior knowledge of Native American lifestyle and of when the settlers and pilgrims arrived in North America, taught to us throughout our prior schooling.-Our prior knowledge compiled from reading while researching other lesson plans for this unit.

Name________________

Date_________________

A Day In Life of an Early Native AmericanJournal Outline Form

Morning:

Afternoon:

Evening:

Night:

Direct Instruction Presentation w/ Adv Organizer Concept Attn’ment Cooperative Learning Inquiry Teaching

Cooperative Learning Lesson Plan (10 pts)

Lesson Background:Your Name: Jessica Nordenson Grade Level: (circle one) K 1 2 3 4 5 6

Subject: (circle one) Language Arts Social Studies Mathematics Science

Lesson Title: Native American Folktales

Materials Needed: Native American Folktales:

o Heron and The Hummingbirdo Fireo Crow Brings The Daylighto How The Rainbow Was Madeo The King Of Sharkso Crow and The Columbia

Illustrations sheets (1 per group) Markers

Prerequisite Skills:Students have had experience with visualizing while being read to during read-alouds and

during independent reading. They have also become familiar with the story elements and vocabulary relating to them, such as “setting” and “character.” Students have explored folktakes in various forms throughout reading and language arts sessions. Students have worked in groups previously in the classroom.

Lesson Objective(s):a. Academic in A B C D format

The third grade students will be able to visualize Native American folktales after reading and discussing them in groups. Students will create five illustrations to go with their assigned folktales that include all characters, the correct setting, and that represent all interactions within the folktale correctly.

b. Social Goals for your lessonThrough group work, the third grade students will be able to build on one another’s ideas, synthesize several ideas, and come to a consensus on what to draw.

Cooperative Learning Grouping Structure: Learning Together---------------------------------------------------------------------------------------------------------------------Interaction with Students:

1. Present objectives: Time: 5 seconds

Today we are going to learn about Native American folktales. While we do this, we’re going to practice learning together in groups in order to better understand what we just read.

2. Present information for the academic goal: Time: 25 minutes

(Gather students in a sitting cluster in front of the room). In reading and language arts we have read a few folktales- what were some of your favorite folktales that we have read? (Allow for responses). Great! Today we’re going to study folktales from Native American cultures. These might be a little different from some of the folktales we have studied so far. Now, how do you think you typically learn about your culture’s history? (Allow for responses). I think I have learned a lot about my culture from reading about it in social studies or from

hearing stories from my older family members. In Native American culture, a main way a person learns about their cultural history is through folktales. Many times an older member of the tribe either tells or reads the folktale to younger members of the tribe. Now, every time an older person tells you a story about something that happened to them or someone else, do they always have a book? (Allow for responses). You’re right, they don’t always have a book with them—sometimes they are telling the stories from memory, which means you don’t have pictures in front of you to help you understand what happened. I’d like you to take a few seconds to think about what your brain is doing while you’re listening to a story. (Give students around 20 seconds). What is your brain doing while you’re listening to a story? (Allow student responses). Thanks for sharing! When I listen to stories, my brain is creating pictures in order to help me better understand what I’m hearing. What is this called? (Students should answer visualizing, as they have had prior experience). Yep, it’s visualizing. When you read these folktales, you’re going to visualize them. I’m going to assign you all to groups of four, and you’re going to read your group’s folktale silently on your own. When you have finished reading, you’re going to discuss what you visualized with your group and then create five illustrations to go along with your folktale. Just like a book’s illustrations are in order, your illustrations need to be in order for your folktale. There are numbers in the corner of each box to help you keep your illustrations in order (point to numbers). Creating these illustrations helps us better understand what we’re visualizing while we read. It also makes it easier for us to experience how it must feel having cultural stories passed down to us by someone speaking. Your illustrations also need to (write “Your illustrations must:” on board and write in bullets “go in order of your folktale” underneath. Write the following as well:) include all of the characters in your folktale, have the correct setting for each illustration, and show character’s actions and interactions with each other in the folktale. I’m going to show you an example of a folktale that I visually represented through illustrations in order to help you understand what you’re supposed to be doing. First I’m going to read you the folktale. This folktale is called Heron and the Hummingbird. Be sure to listen carefully so you can see if my illustrations make sense. (Read folktale). Here are my illustrations that I made to go along with it. (Hold up illustration sheet to show students). I visualized these things while reading the folktale- do you see how it goes in order? I included all of the characters, I put them in the right settings, and I made sure to show the actions that were happening in the folktale. Are there any questions about what you’re supposed to be doing during this activity? (Allow student response and answer student questions).

Now, do we all visualize the same things while we read? (Student response should be no). No, we don’t. We all think differently, and we all picture different things while we read. You’re going to be working in groups of four—how do you think you will create illustrations together if you all want to draw different things? (Allow student responses). Those are good ideas. When you’re working as a group you’re going to have to listen to everyone’s ideas and work to agree on one thing to draw. You may like part of one person’s idea, and want to build on it. If you disagree with what someone is saying, what are some things you should say? (Allow student response). Great! During this activity, you need to combine your ideas to decide what to draw for each illustration for your folktales. You all need to fully participate in this activity, and I’m going to be walking around and checking groups to make sure that everyone is putting in equal effort. This means that if one of you isn’t drawing, you need to be doing something else that helps your group, like presenting. Your group needs to decide if you want one person to draw, or if you want more than one person to draw. Maybe each student does one illustration! Do you want one person to present your illustration at the end, or everyone to present? After I break you up into groups, your group will have one minute to decide who wants to come up and get an illustrations sheet and markers. At the end of this activity, each group will get a chance to present their illustrations. What questions do you have about working in groups for this activity? (Allow student response and answer student questions).

3. Organize students into learning teams: Time: 3 minutesa. Explain how they’ll practice the social goal?

Students will be responsible for listening to other’s opinions of what to draw and collaborating their ideas respectfully. While working in groups they will need to agree upon who should go get materials, how they should present their illustrations, and what they should draw for each illustration.

b. How will you organize the groups?The teacher will distribute pre-selected parts of paint swatches to students—students

should be under the impression the group assignments are random. There will be 5 groups of 4 students. Students will be grouped based on teacher opinion of what students work well together.

c. What group roles will you have?Students will have to decide whose job it is to gather materials, as well as who wants to

possibly present the illustration to the class or whether or not they all want to do it. Students are placed on an even playing field and must decide as a group how they want to proceed with student roles—for example, maybe only one student draws, or maybe all students participate in drawing. If a student isn’t drawing, should they present the illustration.

4. Assist team work and study: Time: 7 minutesIn order to monitor academic progress and monitor social goals I will be clipboard

cruising. Clipboard cruising is an effective way to make sure that all students are on task as well as making sure that all groups are working collaboratively. I will have a class list and while I am walking around I will check student’s names off so I know that the student was on task and participating within the group.

5. Provide recognition: Time: 4 minutesNow, students will be given a self-assessment stating:

What made working in a group a good idea? How did working in a group make your work better? I helped out my group by ______________________. Something I should have done in my group is ________________.

The teacher will look at student’s self-assessments and write a small paragraph back about what they agreed with and what they didn’t. These will be handed back at the end of the next social studies period.

6. Assessment / Closure: Time: 17 minutesWhile students are working in their groups, I will be clipboard cruising in order to make

sure that all students are working collaboratively and effectively in the group. A rubric is provided in order to give me guidance as to what I should be making sure what the students should be doing. These consist of building off peer’s ideas, synthesizing several ideas, and coming to a consensus on what to draw.

At the end of this lesson, students will be presenting their folktales to the class. While students are presenting, a rubric will be used in order to make sure that the group covered all of the key components that should have been incorporated in their drawings such as making sure

their picture correlate with the reading, the pictures represent all characters and the correct setting, the interactions within the story, and how the students worked within the group.

3 2 1

Pictures Students accurately represented the folktale

though their visual representations

Students represented about half of the

folktale through their visual representations

Students did not accurately represent the folktale through

their visual representations

Characters Students included all characters mentioned

in the folktale

Students included most of the characters mentioned in the

folktale

Students included little to none of the

characters mentioned in the folktale

Correct setting Students included the correct setting in all 5

panels

Students included the correct setting in 3-4

panels

Students included the correct setting in 1-2

panels

Interactions within the story

Students accurately retold the story

including all main points in all 5 panels

Students retold the story including most of the main points in 3-4

panels

Students retold the story including none of the main points in 1-2

panels

Group work Students worked in the group effectively and participated with one

another

Students worked in group and sometimes participated with one

another

Students did not work in group and did not participate with one

another

3 2 1

Building off another’s idea

Students cooperated with one another and were open to peers

ideas

Students cooperated with one another and

sometimes communicated with

one another

Students did not cooperate with one another throughout

group work

Synthesizing several ideas

Students communicated with

one another about each other’s ideas

Students sometimes communicated with

one about each other’s ideas

Students did not communicate with one

another about each other’s ideas

Coming to a consensus on what to draw

Students interacted with one another and communicated about what they were going

to draw

Students sometimes interacted with one

another and sometimes communicate about

what they were going to draw

Students did not interact with one

another and did not communicate about

what they were going to draw

7. DIFFERENTIATION of Content, Process or Product:

Adaptation for students who need extra help, time, or attention - Students will have the folktale read to them - Students will have a vocabulary list next to them while reading the folktale in order to

clear up an confusions - Students will be allowed extra time if needed

Extension for students of high ability - Students will create sentences to go along with pictures- Students will create their own folktales - Students will be given higher level readings of folktales

TOTAL LESSON TIME: 55 minutes and 5 seconds

8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous teachers as resources, online websites, your past experiences, or your own initiatives, etc):

American folklore . (2012 , September 18). Retrieved from http://www.americanfolklore.net/index.html

Jill Johnson’s teaching of visualization.

Folktales:

Heron and the HummingbirdHeron and Hummingbird were very good friends, even though one was tall and gangly and awkward and one was small and sleek and fast. They both loved to eat fish. The Hummingbird preferred small fish like minnows and Heron liked the large ones.One day, Hummingbird said to his friend: "I am not sure there are enough fish in the world for both of our kind to eat. Why don't we have a race to see which of us should own the fish?"Heron thought that was a very good idea. They decided that they would race for four days. The finish line was an old dead tree next to a far-away river. Whichever of them sat on top of the tree first on the fourth day of the race would own all the fish in the world.

They started out the next morning. The Hummingbird zipped along, flying around and around the Heron, who was moving steadily forward, flapping his giant wings. Then Hummingbird would be distracted by the pretty flowers along the way. He would flit from one to the other, tasting the nectar. When Hummingbird noticed that Heron was ahead of him, he hurried to catch up with him, zooming ahead as fast as he could, and leaving Heron far behind. Heron just kept flying steadily forward, flapping his giant wings.Hummingbird was tired from all his flitting. When it got dark, he decided to rest. He found a nice spot to perch and slept all night long. But Heron just kept flying steadily forward all night long, flapping his giant wings.When Hummingbird woke in the morning, Heron was far ahead. Hummingbird had to fly as fast as he could to catch up. He zoomed past the big, awkward Heron and kept going until Heron had disappeared behind him. Then Hummingbird noticed some pretty flowers nearby. He zip-zipped over to them and tasted their nectar. He was enjoying the pretty scenery and didn't notice Heron flap-flapping passed him with his great wings.Hummingbird finally remembered that he was racing with Heron, and flew as fast as he could to catch up with the big, awkward bird. Then he zipped along, flying around and around the Heron, who kept moving steadily forward, flapping his giant wings.For two more days, the Hummingbird and the Heron raced toward the far-distant riverbank with the dead tree that was the finish line. Hummingbird had a marvelous time sipping nectar and flitting among the flowers and resting himself at night. Heron stoically kept up a steady flap-flap-flapping of his giant wings, propelling himself forward through the air all day and all night.Hummingbird woke from his sleep the morning of the fourth day, refreshed and invigorated. He flew zip-zip toward the riverbank with its dead tree. When it came into view, he saw Heron perched at the top of the tree! Heron had won the race by flying straight and steady through the night while Hummingbird slept.So from that day forward, the Heron has owned all the fish in the rivers and lakes, and the Hummingbird has sipped from the nectar of the many flowers which he enjoyed so much during the race. FireIn the beginning of the world, it was Bear who owned Fire. It warmed Bear and his people on cold nights and gave them light when it was dark. Bear and his people carried fire with them wherever they went.One day, Bear and his people came to a great forest, where they found many acorns lying on the forest floor. Bear set Fire at the edge of the forest, and he and his people began eating acorns. The acorns were crunch and crisp and tasted better than any other acorns Bear and his people had ever eaten. They wandered further and further away from Fire, eating the delicious acorns and seeking out more when the acorn supply grew low.Fire blazed up merrily for awhile, until it had burned nearly all of its wood. It started to smoke and flicker, then it dwindled down and down. Fire was alarmed. It was nearly out. "Feed me! Feed me!" Fire shouted to Bear. But Bear and his people had wandered deep into the forest, and then did not hear Fire's cries.At that moment, Man came walking through the forest and saw the small, flickering Fire. "Feed me! Feed me!" Fire cried in despair.

"What should I feed you?" Man asked. He had never seen Fire before. 

"I eat sticks and logs and wood of all kinds," Fire explained. 

Man picked up a stick and leaned it on the North side of Fire. Fire sent its orange-blue flames flickering up the side of the stick until it started to burn. Man got a second stick and laid it on the

West side of the fire. Fire, nourished by the first stick, burned brighter and stretched taller and eagerly claimed the second stick. Man picked up a third stick and laid it on the south side of Fire and laid a fourth stick on the East. By this time, Fire was leaping and dancing in delight, its hunger satisfied.Man warmed himself by the blazing Fire, enjoying the changed colors and the hissing and snapping sound Fire made as it ate the wood. Man and Fire were very happy together, and Man fed Fire sticks whenever it got hungry.A long time later, Bear and his people came back to the edge of the forest, looking for Fire. Fire was angry when it saw Bear. It blazed until it was white-hot and so bright that Bear had to shade his eyes with both paws. "I do not even know you!" Fire shouted at Bear. The terrible heat rolling of Fire drove Bear and his people away, so they could not take it and carry it away with them.And now Fire belongs to Man.

Crow Brings the DaylightLong, long ago, when the world was still new, the Inuit lived in darkness in their home in the fastness of the north. They had never heard of daylight, and when it was first explained to them by Crow, who traveled back and forth between the northlands and the south, they did not believe him.Yet many of the younger folk were fascinated by the story of the light that gilded the lands to the south. They made Crow repeat his tales until they knew them by heart."Imagine how far and how long we could hunt," they told one another."Yes, and see the polar bear before it attacks," others agreed.Soon the yearning for daylight was so strong that the Inuit people begged Crow to bring it to them. Crow shook his head. "I am too old," he told them. "The daylight is very far away. I can no longer go so far." But the pleadings of the people made him reconsider, and finally he agreed to make the long journey to the south.Crow flew for many miles through the endless dark of the north. He grew weary many times, and almost turned back. But at last he saw a rim of light at the very edge of horizon and knew that the daylight was close.Crow strained his wings and flew with all his might. Suddenly, the daylight world burst upon him with all its glory and brilliance. The endless shades of color and the many shapes and forms surrounding him made Crow stare and stare. He flapped down to a tree and rested himself, exhausted by his long journey. Above him, the sky was an endless blue, the clouds fluffy and white. Crow could not get enough of the wonderful scene.Eventually Crow lowered his gaze and realized that he was near a village that lay beside a wide river. As he watched, a beautiful girl came to the river near the tree in which he perched. She dipped a large bucket into the icy waters of the river and then turned to make her way back to the village. Crow turned himself into a tiny speck of dust and drifted down towards the girl as she passed beneath his tree. He settled into her fur cloak and watched carefully as she returned to the snow lodge of her father, who was the chief of the village people.It was warm and cozy inside the lodge. Crow looked around him and spotted a box that glowed around the edges. Daylight, he thought. On the floor, a little boy was playing contentedly. The speck of dust that was Crow drifted away from the girl and floated into the ear of the little boy. Immediately the child sat up and rubbed at his ear, which was irritated by the strange speck. He started to cry, and the chief, who was a doting grandfather, came running into the snow lodge to see what was wrong."Why are you crying?" the chief asked, kneeling beside the child.Inside the little boy's ear, Crow whispered: "You want to play with a ball of daylight." The little boy rubbed at his ear and then repeated Crow's words.

The chief sent his daughter to the glowing box in the corner. She brought it to her father, who removed a glowing ball, tied it with a string, and gave it to the little boy. He rubbed his ear thoughtfully before taking the ball. It was full of light and shadow, color and form. The child laughed happily, tugging at the string and watching the ball bounce.Then Crow scratched the inside of his ear again and the little boy gasped and cried."Don't cry, little one," said the doting grandfather anxiously. "Tell me what is wrong."Inside the boy's ear, Crow whispered: "You want to go outside to play." The boy rubbed at his ear and then repeated Crow's words to his grandfather. Immediately, the chief lifted up the small child and carried him outside, followed by his worried mother.As soon as they were free of the snow lodge, Crow swooped out of the child's ear and resumed his natural form. He dove toward the little boy's hand and grabbed the string from him. Then he rose up and up into the endless blue sky, the ball of daylight sailing along behind him.In the far north, the Inuit saw a spark of light coming toward them through the darkness. It grew brighter and brighter, until they could see Crow flapping his wings as he flew toward them. The people gasped and pointed and called in delight.The Crow dropped the ball, and it shattered upon the ground, releasing the daylight so that it exploded up and out, illuminating every dark place and chasing away every shadow. The sky grew bright and turned blue. The dark mountains took on color and light and form. The snow and ice sparkled so brightly that the Inuit had to shade their eyes.The people laughed and cried and exclaimed over their good fortune. But Crow told them that the daylight would not last forever. He had only obtained one ball of daylight from the people of the south, and it would need to rest for six months every year to regain its strength. During that six month period, the darkness would return.The people said: "Half a year of daylight is enough. Before you brought the daylight, we lived our whole life in darkness!" Then they thanked Crow over and over again.To this day, the Inuit live for half a year in darkness and half a year in daylight. And they are always kind to Crow, for it was he who brought them the light.

How the Rainbow Was MadeOne day when the earth was new, Nanbozho looked out the window of his house beside the wide waterfall and realized that all of the flowers in his meadow were exactly the same off-white color. How boring! He decided to make a change, so he gathered up his paints and his paintbrushes and went out to the meadow.Nanbozho sat down in the tall grass and arranged his red and orange and yellow and green and blue and violet paint pots next to him. Then he began to paint the flowers in his meadow in many different colors. He painted the violets dark blue and the tiger lilies orange with brown dots. He made the roses red and pink and purple. He painted the pansies in every color combination he could think of. Then he painted every single daffodil bright yellow. Nanbozho hummed happily to himself as he worked in the brilliant daylight provided by Brother Sun.Overhead, two little bluebirds were playing games with each other. The first little bluebird would chase his friend across the meadow one way. Then they would turn around and the second bluebird would chase him back the other way. Zippity-zip went the first bluebird as he raced across the sky. Zappity-zing went the second bluebird as he chased him in the brilliant sunshine.Occasionally, Nanbozho would shade his eyes and look up…up into the endless blue sky to watch the two little birds playing. Then he went back to work, painting yellow centers in the white daisies. Above him, the two birds decided to see how fast they could dive down to the green fields below them. The first bluebird sailed down and down, and then pulled himself up sharply just before he touched the ground. As he soared passed Nanbozho, his right wing dipped into the red paint pot. When the second bluebird dove toward the grass, his left wing grazed the orange paint pot.

Nanbozho scolded the two birds, but they kept up their game, diving down toward the grass where he sat painting and then flying back up into the sky. Soon their feet and feathers were covered with paint of all colors. Finally Nanbozho stood up and waved his arms to shoo the birds away.Reluctantly, the bluebirds flew away from Nanbozho and his paint pots, looking for another game to play. They started chasing each other again, sailing this way and that over top of the giant waterfall that stood next to Nanbozho's house. Zippity-zip, the first bluebird flew through the misty spray of the waterfall. The first bluebird left a long red paint streak against the sky. Zappity-zing, the second bluebird chased his friend through the mist, leaving an orange paint streak. Then the birds turned to go back the other way. This time, the first bluebird left a yellow paint streak and the second left a pretty blue-violet paint streak. As they raced back and forth, the colors grew more vivid. When Brother Sun shone on the colors, they sparkled radiantly through the mist of the waterfall.Below them, Nanbozho looked up in delight when the brilliant colors spilled over his meadow. A gorgeous arch of red and orange and yellow and green and blue and violet shimmered in the sky above the waterfall. Nanbozho smiled at the funny little bluebirds and said: "You have made a rainbow!"Nanbozho was so pleased that he left the rainbow permanently floating above his waterfall, its colors shimmering in the sunshine and the misting water. From that day to this, whenever Brother Sun shines his light on the rain or the mist, a beautiful rainbow forms. It is a reflection of the mighty rainbow that still stands over the waterfall at Nanbozho's house.

The King of SharksOne day, the King of Sharks saw a beautiful girl swimming near the shore. He immediately fell in love with the girl. Transforming himself into a handsome man, he dressed himself in the feathered cape of a chief and followed her to her village.The villagers were thrilled by the visit of a foreign chief. They made a great luau, with feasting and games. The King of Sharks won every game, and the girl was delighted when he asked to marry with her.The King of Sharks lived happily with his bride in a house near a waterfall. The King of Sharks, in his human form, would swim daily in the pool of water beneath the falls. Sometimes he would stay underneath the water so long that his bride would grow frightened. But the King of Sharks reassured her, telling her that he was making a place at the bottom of the pool for their son.Before the birth of the child, the King of Sharks returned to his people. He made his wife swear that she would always keep his feathered cape about the shoulders of their son. When the child was born, his mother saw a mark upon his back which looked like the mouth of a shark. It was then she realized who her husband had been.The child's name was Nanave. As he grew towards manhood, Nanave would swim daily in the pool beside the house. Sometimes, his mother would gaze into the pool and see a shark swimming beneath the water.Each morning, Nanave would stand beside the pool, the feathered cloak about his shoulders, and would ask the passing fishermen where they were going to fish that day. The fisherman always told the friendly youth where they intended to go. Then Nanave would dive into the pool and disappear for hours.The fishermen soon noticed that they were catching fewer and fewer fish. The people of their village were growing hungry. The chief of the village called the people to the temple. "There is a bad god among us," the chief told the people. "He prevents our fishermen from catching fish. I will use my magic to find him." The chief laid out a bed of leaves. He instructed all the men and boys to walk among the leaves. A human's feet would bruise the tender leaves, but the feet of a god would leave no mark.

Nanave's mother was frightened. She knew her son was the child of a god, and he would be killed if the people discovered his identity. When it came turn for the youth to walk across the leaves, he ran fast, and slipped. A man caught at the feathered cape Nanave always wore to prevent him from being hurt. But the cape fell from the youth's shoulders, and all the people could see the shark's mouth upon his back.The people chased Nanave out of the village, but he slipped away from them and dived into the pool. The people threw big rocks into the pool, filling it up. They thought they had killed Nanave. But his mother remembered that the King of Sharks had made a place for her son at the bottom of the pool, a passage that led to the ocean. Nanave had taken the form of a shark and had swum out to join his father, the King of Sharks, in the sea.But since then, the fishermen have never told anyone where they go to fish, for fear the sharks will hear and chase the fish away.

Coyote and the ColumbiaOne day, Coyote was walking along. The sun was shining brightly, and Coyote felt very hot."I would like a cloud," Coyote said.So a cloud came and made some shade for Coyote. Coyote was not satisfied."I would like more clouds," he said. More clouds came along, and the sky began to look very stormy. But Coyote was still hot."How about some rain," said Coyote. The clouds began to sprinkle rain on Coyote."More rain," Coyote demanded. The rain became a downpour."I would like a creek to put my feet in," said Coyote. So a creek sprang up beside him, and Coyote walked in it to cool off his feet."It should be deeper," said Coyote.The creek became a huge, swirling river. Coyote was swept over and over by the water. Finally, nearly drowned, Coyote was thrown up on the bank far away. When he woke up, the buzzards were watching him, trying to decide if he was dead."I'm not dead," Coyote told them, and they flew away.That is how the Columbia River began.

Sample Illustrations Sheet:1 2 3 4 5

Direct Instruction Presentation w/ Adv Organizer Concept Attn’ment Cooperative Learning Inquiry Teaching

Problem-Based / Inquiry Instruction Lesson Plan (10 pts)

Lesson Background:Your Name: Jessica Norderson Grade Level: (circle one) K 1 2 3 4 5 6

Subject: (circle one) Language Arts Social Studies and Service Learning Mathematics Science

Lesson Title: What can we do?

Materials Needed: Chart paper Markers Partnering class Group assessment worksheet (one per student)

Prerequisite Skills: Students have had previous lessons regarding Native American history which has equipped them of the knowledge to fulfill the expectations of this lesson plan. Students have been introduced to the term poverty and are familiar with its definition. Students have also been educated on service learning, both what it is comprised of and how to best carry it out.

Logistics: (Are special arrangements necessary?) No special arrangements will be needed. Students will already be grouped based on their seating arrangements.

Lesson Goal (not ABCD objectives): Students will work in groups to brainstorm ideas as to how to help Native Americans on reservations struggling with poverty. Each group will present their favorite idea to a partnering class. The partnering class will vote on which idea they like the best; the two classes will carry out this idea of service learning in the near future. ----------------------------------------------------------------------------------------------------------------Interaction with Students:

1. Orient students to the problem or dilemma? (Must first get their attention to SOLVE a problem!)

Lately, we have been learning a lot about Native Americans. We have learned much about what their lifestyle was like in the past, but now it’s time for us to talk about what their lifestyle is like today.

Some things about Native American life are the same. Many still hold values and beliefs that we have talked about this past week. They have also developed in the same ways the Eastern Europeans have since they came to this country—many watch television, have cell phones, shop in the mall—their lives are very much like ours.

Something interesting about Native Americans is that many of them still live on reservations. These reservations are all over the Midwest, and are usually very large areas of land where Native Americans can live. A reservation has its own community and follows its own rules. Unfortunately, many of the people who live on these reservations are very poor. Today, you’re going to be working together in groups to try and figure out an effective way to help raise money for a reservation near our school. In other words, we’re going to be focusing on service learning today!

2. Organize students for study: a. Size of group? 4 students per group b. How groups are formed? Students will be grouped based on their seating arrangements. c. Transition from large group orientation or instruction to small group work? No transitions will be needed; students will be sitting in their desks which will be in groups of 4. The students will work in their groups for small group work and will remain in their groups during our large group discussion.

3. Assist independent and group investigation: (Input/Modeling so kids know what to do)Based on the information you know about Native Americans, you and your groups will

think of different solutions to help the Native Americans deal with poverty. Your table group will be given a piece of chart paper and some markers, with these materials you will brainstorm some ideas of what you can do to raise money in order to donate to Native Americans. I want you all to make sure that your ideas are realistic and things that you can actually do. For example, if I was collecting money for an animal shelter one thing that I could do to raise money would be to have a bake sale.

Once you have completed brainstorming your list of ideas, I want you and your group members to choose your favorite idea. This is the idea that you will present to our class and tell us a little bit about your idea. Once all of the groups have presented their idea to our class, we will be visiting Mrs. Nordensons’s classroom tomorrow and present our ideas again. Ms. Nordenson’s classroom is going to vote on their favorite idea and then our classes will combine and meet throughout the year to do the service learning project so that we can donate money to Native Americans.

Once students begin brainstorming in their groups I will walk around to answer any questions that the students may have. I will also be walking around (clipboard cruising) to make sure that all students are actively participating in their group discussions.

4. Develop and present artifacts and exhibits (How do students share what they have learned?)

Each table group will present their favorite idea in poster format to our partner class on day two of this lesson. You will all present your idea together and will explain why you think your idea for service learning that will help the reservation is the best. You will be graded on whether or not you participate in the presentation, as well as being sure that your ideas are realistic. You will also be graded on whether or not you share why your idea is the best out of all of the group’s ideas.

5. Analyze and evaluate the problem-solving process: Analysis and Evaluation of Questions(Day 2) You all did a nice job coming up with ideas for service learning for us to help the

reservation! Now, I would like you to tell me about your group work. I want to know how your group came up with the idea for your service learning, how you think you contributed to your group, and if you think the work that your group did was shared fairly between each of you. Please fill out this sheet that I’m giving you to answer these questions for me.

6. Assessment / Closure: (How do you evaluate student progress or provide closure to this lesson?)Again, include documents for assessment.

3 2 1

Student participation

Students showed interest and active

participation in group discussion

Students showed some interest and

participation during group

discussion

Students showed no interest or participation during group

discussion

Presentation Students collaborated

ideas and explained why

their ideas would work

Students somewhat

collaborated ideas and briefly

explained why their ideas would

work

Students did not collaborate ideas and not explain with their ideas

would work

Realistic Ideas Students brainstormed realistic ideas

Students brainstormed

somewhat realistic ideas

Students did not brainstorm ideas that are realistic

7. DIFFERENTIATION of Content, Process or Product:a. Adaptation for students who need extra help, time, or attention?For some students who may be slower paced learners this lesson will have some changes in order to better accommodate them. For example, students will be given extra time to write down their ideas and discuss those ideas in their groups. In addition to giving them extra time, students will also be able to draw pictures on ways they would help the Native Americans. I would encourage students to write as much as they can and to the best of their ability but pictures would also be accepted. One of the last things I would change is for the group assessment, I would give students a checklist rather than have them fill out the worksheet.

b. Extension for students of high ability? (Remember, gifted students need challenge).On the other hand, there will also be students who may be above grade level and face paced at learning. Therefore, it is just as important to adjust the lesson plan in order to meet their needs. For example, having these students write complete and well thought out sentences while brainstorming would be an effective way for them to practice their reading and writing skills. In addition to that, students could also be given the opportunity to have an extension beyond the lesson. For example, students could think and write in more detail about the ideas they brainstormed and way that they could fulfill those ideas.

TOTAL LESSON TIME: 1 hour on day one and 45 minutes on day two. The Service Learning project that gets the most votes will be

completed before the end of the school year.

8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous teachers as resources, online websites, your past experiences, or your own initiatives, etc):Passed experience in 3rd grade practicum classrooms and Dr. Beisser’s teaching on service learning Name___________________________

Date____________________________

Group AssessmentMy group’s service learning idea is______________________________________.

Please answer these questions in complete sentences.

1) How did your group come up with your idea for service learning?

2) How did you contribute to your group?

3) Do you think the work was shared fairly between your group members? Why or why not?