DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE (1/25/13)

Social Studies- Utah Native Americans 4 Title ____________________________ Jessica Ross Teacher Candidate __________________ Grade Level ___
th

CONTEXTUAL FACTORS (classroom factors)

Contextual Factors: 26 students: 12 girls, 14 boys o 2 ELL students (Sofia: Spanish- WIDA Level 4; and Erick: Spanish- WIDA Level 4) o High Ability Learners (HAL): (Isaac, Elizabeth, Macall, Luke, Carson, Gracy, Jaiden) o Interventions (Ryker, Aiden, Angelina, Olivia, Sofia, Porter, Brandon) o IEPs: (Nelson- full time wheelchair and in special education class, comes into the classroom once a day in the morning (will not be in class during lesson, so no accommodations needed); Erick- behavioral IEP) o Special Education: (Jason, Brandon, Macall (Speech)) o Ethnicity- Spanish- 4 students (2 of which are ELLs and one is in full day special education) and Caucasian - 23 students. Classroom environment: The classroom has an interactive whiteboard in it. The students have access to several computers. The students are seated into groups. The location of their science lesson is in a different classroom and with a different teacher. Our class does whole brain teaching, we use commands such as teach. When the teacher says Teach the students repeat what the teacher said to their peers.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective: Standard 2: Students will understand how Utahs history has been shaped by many diverse people, events, and ideas. Objective 2a: Identify key events and trends in Utah history and their significance (e.g. American Indian settlement, European exploration, Mormon settlement, westward expansion, American Indian relocation, statehood, development of industry, World War 1 and II). Content Walk-Away: I will understand some conflicts that the Native Americans had. Language Walk-Away: I will write about how I would feel if I was made to change my lifestyle. Vocabulary:

conflict, treaty, reservation, defend, surrender, and resisted

ASSESSMENT EVIDENCE (What evidence do I need to show the students
have learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): Observation and writing Modifications/Accommodations

(ELL, IEP, GATE, etc.)

Students will move to the front of the class that has a difficult time with focus. I will provide additional coaching to students that may need it. GATE students or early finishers will complete the activity What Do You Think? (if there is enough time)

Content Walk-Away Evidence (Summative): Students will understand some conflicts that the Native Americans had by writing about the conflicts between the Native Americans and the Mormon Settlement. Language Walk-Away Evidence (Summative): Students will write about how they would feel if they were made to change their lifestyle.

Approx. Time

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge Today we are going to learn about the American Indians who helped to shape Utah. We are going to learn about some changes that happened for them after the pioneers settled Utah. First, we are going to read our objectives together SIOP 1,2. Here are our vocabulary words for our lesson- conflict, treaty, reservation, defend, surrender, and resisted SIOP 9. Now that we have read our objectives and looked at our vocabulary words, we are going to watch a short video. Show video about the 5 tribes of Utah SIOP 4, 7. Formative assessment: Learning Goal Students will activate background knowledge (or new knowledge) by learning the names and seeing pictures of the five tribes of Utah.

Success Criteria Students are watching and are engaged in the introductory video.

Assessment Strategy I am observing the students to make sure they are paying attention to the video.

Modification/accommodations: (ELL, IEP, GATE, etc.) Have Brandon, Olivia, and Erick move to the front to make sure that they are paying attention to the lesson. Focus Lesson (I do it) For the pioneers, settling Utah was a great success. But for the Na tive Americans already living here, it was a different story. It is estimated that between 20,000 and 35,000 Native Americans were living in Utah prior to the pioneers. The Indians lived nearby streams and canyons so that they could get water and hunt. However, when the pioneers arrived, they started to take the best land. Because of this, there were not many wild animals for the Indians to eat and it began to push the Indians off of their land. Another thing happened when the settlers arrived, they tried to teach the Indians how to dress, speak, and act. The settlers also wanted to convert the Indians to the LDS church and for them to follow the ways of the settlers. The Native Americans did not want to give up their ways of life or their land. This created many conflicts and, as a result, started many wars. Formative Assessment: Learning Goal Students will be introduced to the underlying cause of the conflicts between the Native Americans and the pioneers. Modification/accommodations: Guided Instruction (We do it) We are now going to learn about some of these conflicts and the results. As we read the stories, we are going to complete a worksheet to help us keep track of what is happening with the Native Americans. We are going to talk about 6 events that took place during the wars. We will fill out information about the first two events together as a class. SIOP 20, 21, 22 Formative Assessment: Learning Goal Complete information about two events that affected the Native Americans on the worksheet as a class. Success Criteria Students are filling out the worksheet and providing answers as we talk about it. Assessment Strategy I will observe that students are following along and filling out the worksheet. Success Criteria Students are engaged and listening to the lesson. Assessment Strategy I am observing to make sure that the students are engaged.

Modification/accommodations: Watch as the students fill out the form and help clarify any misconceptions. Collaborative/Cooperative (You do it together) With your partner, you will complete the worksheet just like we did together about the last 4 events. SIOP 16, 17, 19, 21, 22, 23

Formative Assessment: Learning Goal Students learn more about the Native Americans struggles.

Success Criteria The students are filling out the information on the worksheet with a buddy to discover what tribe was affected, where they lived, and what happened as a result of the conflict.

Assessment Strategy Observe and coach students as they are filling out their worksheet.

Modification/accommodations: Observe Erick, Brandon, and Olivia to make sure that they are focusing on the work and not talking about other things. Independent (You do it alone) Now that we have learned about what the Native Americans went through when the settlers came to Utah, I want you to think about how you would feel if the same thing happened to you. Make sure that when you are completing this you have at least 3 sentences. I will read the directions to the students. SIOP 24 Summative Assessment: Students will complete the Worth Fighting For activity so that they can explore how they would feel if they were told they had to change who they were. SIOP 30 Modification/accommodations: Coach Erick and Brandon as they fill out their paper. They easily get distracted from the task. I want to make sure that they at least get one sentence on their paper as they do not stay focused very long. For early finishers, provide them with the paper What Do You Think? and have them write what they would do. Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) Today, we learned about some events that happened to the Native Americans of Utah SIOP 28. You are going to discuss with your neighbor how you would feel if you were the told you needed to change. We are now going to review our objectives and our vocabulary. SIOP 27, 28

SIOP Indicators (Add SIOP number and description within the lesson plan) Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills: reading, writing, listening, speaking Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for this lesson? Copies of the reading, lesson plan, worksheet print outs, USB drive, and make copies.

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to improve my practice and student learning?

During this lesson, I used a variety of strategies to teach the information to the students. At the beginning of the lesson, I presented the class with a video to help introduce the students to the five tribes of Utah. I also had the students work together with a buddy to research information in the provided text. The

students completed this after I modeled how to complete the work by us working together. Lastly, I observed as the students worked together to make sure that the students were staying on task and were working together. The students did learn the objective of understanding the various conflicts that the Native Americans had. I was able to see that they did have an understanding because they researched the information and recorded it on their chart. The students were well engaged in the lesson. The students were eager to read from the provided reading and when I was trying to move onto the next part of my lesson from the we do it together the students did not want to stop. While I was walking around observing the students, the students were working together and were communicating about the events. One of the things that I would have liked to do to improve the lesson would be to have more time. The students enjoyed this lesson a lot and would have benefitted from learning more in depth on the information. Additionally, the students were not able to finish the research on the wars and conflicts of the Utah Native Americans to finish their chart. If I were teaching this objective again and in my own classroom, I would stretch this lesson out over several days to allow the students to go further in depth about the tribes and to be able to finish the research work. Additionally, I would have liked to provide more information on the particular tribes in lessons leading up to this particular area of study. Lastly, I learned that the students can be engaged in learning about social studies if the lesson is provided in a fun and interactive way. The students loved learning about this subject and wanted to learn more about the Native Americans. Growing up, social studies and history was not a subject that I liked because the presentation and manner in which the lesson was given was boring and did not have anything to keep me engaged. I learned that the teacher can make a difference if the students love or hate a particular area of study. On another note, it was exciting for me when the teacher that teaches this subject asked if the students can keep the charts to use as a reference for a study guide on their test.