CCSS.ELA-LITERACY.W.4.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. CCSS.ELA-LITERACY.RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-LITERACY.RI.4.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative discussions with diverse partners on grade 4 topics and texts, building on others ideas and expressing their own clearly. CCSS.ELA-LITERACY.L.4.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
NYS Scope: Standard 1: History of the United States and New York Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, areas, themes, developments, and turning points in the history of the United States and New York. Key Idea 1.1: The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions. Key Idea 1.2: Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives Standard 2: World History Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. Key Idea 2.1: The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives. Key Idea 2.2: Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations.
Unit Goals: Students will be able to discuss how the Native Americans influenced the development of New York State. Content Learning Objectives: Students will be able to discuss and understand an overview of the Northeast Native Americans through reading and writing. Language Learning Objectives: Students will use content appropriate vocabulary and proper tenses when discussing or writing about the Northeast Native Americans. Learning Intentions: My intentions for this lesson are to provide students with an overview of Northeast Native Americans, primarily focusing on the introduction of New York State Indians. The students will be provided with differentiation in order for them to have their best chance at success. Students will engage in: Independent practice Small group work Project work Other:_____________ _
Partner work Whole group Centers _______________ Time What the Teacher will do What will the students do Please write in narrative form (rich details) Vocabulary Materials
5 minutes Connections to Prior Knowledge and Review:
Teacher will put up a picture of Native Americans on the SMARTBoard with the following prompt underneath, When I see the words Native Americans I think . . . The students will be asked to complete a brainstorm, or fast write, in their social studies notebooks on everything, and anything appropriate that they think of when they see the words Native Americans. This will provide a way to see what the students know, and their level of language towards this topic.
Teacher will orally ask the students further prompting questions while they are working: What comes to mind when you hear someone talk about Native Americans? What do you know about them? If you do not know anything about Native Americans, try and tell me what you think native and Americans mean.
After about five minutes the teacher will ask students to share what they know and together the class will compile a list on chart paper that will be hung up for the rest of the unit for students to reflect on (informal assessment). Native Americans
SMARTBoard Computer Chart Paper Markers
15 minutes Procedure/Mini-lesson:
Students will come to the rug to watch a very short BrainPop clip on Native Americans (caption will be on to help students make connections to language)
While the students are still on the rug teacher will discuss that the class will be working on a unit on Native Americans that lived here in New York State. Teacher will bring up picture vocabulary bank on the board and as a class we will go over the words before reading the passage. This will be the prereading strategy used to assess the students knowledge on the content vocabulary that will be used. Teacher will make as many connections and comparisons to the word as possible in English.
All students will receive this Picture Vocabulary Bank for their Social Studies binder. Students who are not as advanced in English will receive the Picture Vocabulary Bank in English with translations in their native language on the back. Students will be encouraged on free time to add any additional connections to their bank that will be helpful to them.
After vocabulary is done students will receive a copy of the Northeast passage from The Encyclopedia of Native America by Trudy Griffin-Pierce. Students will follow along while the teacher does a read aloud. This text focuses mainly on the New York Native Americans and introduces the tribes. Students will be asked to underline or highlight any unfamiliar words. During the read aloud the teacher will pause to do think-alouds such as making predictions, connections, visualizing, and questioning with the class.
After the reading students will turn and talk with the person to their left about the most interesting thing they learned, any questions they have, visualizations they made, or unknown vocabulary they saw. Teacher will circulate and observe conversation (informal assessment).
Northeast Settlers Explorers Inhabitants Tribes Computer BrainPop Picture Vocabulary Bank (for board and print outs) The Encyclopedia of Native America by Trudy Griffin- Pierce (book and class print outs)
7 Guided Practice: Northeast SMARTboard minutes The teacher will demonstrate how to use the connect and apply strategy to the class. The teacher will ask the students for some examples from the text that could be connected to our daily lives. Using the think aloud strategy the teacher will generate ideas with the class on what in the text would be appropriate to write a connection piece with. The teacher will take a student idea and begin to demonstrate out loud how to begin writing this piece. During this time the teacher will model the proper tenses and language that should be used in this piece: When we are talking about the Native Americans from the early 1400s remember we are using the past tense. I need to remember when Im writing to change my tense to past. When I am connecting this reading to a past event in my life what tense should I be using? Will I ever be using the present or future in this writing piece?
As a class we will generate ideas on what should be included in our writing. Settlers Explorers Inhabitants Tribes
25 minutes Independent Practice (Individual/Group):
Students will connect and apply their reading on Native Americans to themselves by using the proper language structures I can compare the Native Americans of the Northeast to my life because The teacher will put two writing prompts on the SMARTBoard for students to pick from, When I first came to ___________ I felt _______ Why? Connect how the Native Americans welcomed the newcomers in the reading with how you felt when you came to this school, or country. Or When my friend _________ was new to this ____________ I helped him/her adapt by _________ Explain how you helped a new student or friend fit in. Make sure you are connecting it to the text.
For example if I was writing this I would write about the time I moved to a new school. When I first came to Mamaroneck Avenue Elementary School in fifth grade I felt very nervous and afraid because I had no friends. I met some of my classmates the first day that showed me where everything was and told me the rules of the school. I was very lucky to find them because they not only became my friends but they helped me with all my questions in a very unfamiliar place. This is very similar to the Native Americans because they helped the newcomers adapt, get used to, this new unfamiliar land they landed on. They also told the newcomers the rules of the land. I would include a lot more detail to my response, like names and some memories but for now I want you to get started.
Students will have the choice to pick from either prompt to ensure they make their best connections. Teacher to hand out Connect and Apply direction sheet (Please read out loud the directions). Students will write short narratives to connect their personal experiences to experiences Native Americans faced. Teacher will hand out rubric. Teacher will go over rubric with class (please read out loud). Students will complete this assignment on loose leaf and will hand in at the end.
Northeast Settlers Explorers Inhabitants Tribes SMARTboard Loose leaf for class Connect and Apply direction sheets Rubric for prompts
5 minutes Closure/Summary/Sharing: Questions and Differentiation/adaptations
Teacher will hand out picture vocabulary word sort (northeast, settlers, explorers, inhabitants, tribes). Students will take vocabulary words from lesson (also on picture vocabulary activity sheet) and they must match them to the correct picture. In addition they must tell me one connection they made to the word that helps them remember it.
SMARTBoard with picture word match Teacher will circulate room to check for understanding. At the end of the five minutes the class as a whole will quickly match the pictures.
Homework Assigned/Extension Activities
Students will use their vocabulary words from the text today and create 5 sentences Students will create a journal entry in their social studies notebook pretending to be a Native American in the 1400s. They will discuss how they felt with new explorers and settlers coming to their land. Northeast Settlers Explorers Inhabitants Tribes List of Vocabulary words
PICTURE VOCABULARY BANK
NORTHEAST EXPLORERS INHABITANTS
PICTURE VOCABULARY WORD SORT
Directions: Match the words with the pictures, then share a connection you made!
TRIBE SETTLERS Explorers Northeast
Tribes Settlers
Inhabitants
Connect and Apply
Directions: Choose a prompt from the two options below and use your knowledge, and details, from the text to connect the Native Americans experience welcoming new people, to your own life! You can look back in the reading if you need.
Please begin your writing with the following: I can compare the Native Americans of the Northeast to my life because
Option 1:
When I first came to ___________ I felt _______ Why? Connect how the Native Americans welcomed the newcomers in the reading with how you felt when you came to this school, or country.
Option 2:
When my friend _________ was new to this ____________ I helped him/her adapt by _________ Explain how you helped a new student or friend fit in. Make sure you are connecting it to the text.
Na me :_________________________________________________________________________
Prompt 1 rubric
CATEGORY 4 3 2 1 Your Story Student shares a detailed story about when they came to this school or country. The student includes Student shares a story, with some detail, about when they came to this school or country. Student shares a story, with some detail, about when they came to this school or country. Student shares a few sentences, with some detail, about when they came to this school or country.
Remember
If an action has taken place already we use the past tense. Verb+ED
Example: When my friend came to this school I showed him where the gym was.
Prompt 2 rubric connections to the text and compares their life to the Northeast Native Americans. The student includes connections to the text and compares their life to the Northeast Native Americans. The student includes some connections to the text and compares some of their life to the Northeast Native Americans. The student includes little to no connections to the text and does not compare their life to the Northeast Native Americans. Grammar and Punctuation There are no grammar or punctuation errors Character and place names are capitalized. There are one or two grammar or punctuation errors Character and place names are capitalized. There are 3-4 grammar or punctuation errors. There are more than 4 grammar or punctuation errors.
CATEGORY 4 3 2 1 Your Story Student shares a detailed story about when a friend or family member came to this country. The student includes connections to the text and compares their life to the Northeast Native Americans. Student shares a story, with some detail, about when a friend or family member came to this country. The student includes connections to the text and compares their life to the Northeast Native Americans. Student shares a story about when a friend or family member came to this country. The student includes some connections to the text and compares some of their life to the Northeast Native Americans. Student shares a few sentences about when a friend or family member came to this country. The student includes little to no connections to the text and does not compare their life to the Northeast Native Americans. Grammar and Punctuation There are no grammar or punctuation errors Character and place names are capitalized. There are one or two grammar or punctuation errors Character and place names are capitalized. There are 3-4 grammar or punctuation errors. There are more than 4 grammar or punctuation errors.