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Lesson Plan Design
Subject: Social Studies
Grade: 4th Grade
Candidates Name: Julie A. Pellegrini
ID #
Site Supervisor:
NU Supervisor:

Lesson Topic: California Indian Groups


Date:

1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale, focus learner, create bridges
from past learning, behavior expectations)
California State Standards History-Social Sciences:
Rationale:
4.2.1- Discuss the major nations of California Indians,

including their geographic distribution, economic


activities, legends, and religious beliefs; and describe
how they depended on, adapted to, and modified the
physical environment by cultivation of land and use of
sea resources.

-In order to meet the California State Standards for


History-Social Sciences, students will watch a short
video on the four major Indian tribes and completing
activities that follow the video segment.

2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will you measure mastery of the
outcome?)
Purpose:
Rationale:
-Students will master the skill of watch-draw-share.
-By having the students learn a new note-taking skill
on watch-draw-share, they will learn how to pull out
-Students will learn about the four major Indian tribes:
main details from a video.
Chumash, Cahuilla, Miwok, and Hupa Indians.
-Students will meet the California State Standards for
History-Social Sciences 4.2.1 by learning about the
four major Indian tribes in California.
3. Pre-assessment Activity: (Determine students abilities to achieve the learner outcome and prescribe instruction
accordingly. Consider: linguistic background, academic language abilities, content knowledge, cultural and health
considerations, interests and aspirations, physical development, social development, emotional development. )
Pre-Assessment:
Rationale:
Students will be asked about what they already know about
-By having students brain storm about what they
California Indian Groups. The teacher will make a short list
already know about these four Indian groups, the
of what the students already know, prior to watching the
teacher will be able to see if the students have
introduction video to California Indian groups.
previous knowledge on this topic.
4. Differentiation, Adaptation & Accommodation Strategies: (Based on the pre-assessments, modify Learning
Activities based on learner characteristics to meet the needs of ELL & special needs students, highly achieving students
and low achieving students)
Modifications for ELL:
Rationale:
In order to successfully provide differentiated instruction
-In order to provide ELL students with SDAIE
within this lesson for ELL students, the teacher must
strategies, the teacher will speak slowly and repeat
remember to speak slowly, and repeat the each term a
new or review terms and subtraction strategies often
minimum of 2 times. (SDAIE strategy: repetition and speak
in order for these ELL students and other students

at a slow speed.)
Seat the students close to where the instruction will take
place.
Walk by or call on the students to check to see if they need
any help, or if they have any questions.

with exceptionalities to learn and retain the


information as best as they possibly can.
-By having the students sit close to the teacher, this
helps focus the students who need extra help.
-By walking by or calling on the students to see if
they need any help or if they have any questions,
the teacher is providing the student with an
opportunity to develop social skills and to not be
afraid to speak in front of their peers, or to their
teacher.

5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill level)
Materials:
Rationale:
-In order to provide students with the best learning
History-Social Science for California: Early People in
possible these materials are needed.
California, Pearson. Scott Foresman.
Print out of California Indian groups (4 pages)
-In order to be prepared in case a students pencil
Social Studies journals
breaks, the teacher will have pre-sharpened pencils
35 sharpened pencils
th
on the counter for students.
4 grade teacher: Mrs. Linda Rich
th
4 grade student teacher: Ms. Julie Pellegrini
-In order to help save paper, the students will be
writing down their notes within their Social Studies
journals.

6. Learning Activities: Explicit Teacher Instruction - (Explain, model, demonstrate, check for understanding)
Learning Activities:
Rationale:
Following the pre-assessment activity, the teacher will
inform the students that they will be watching an
introduction video to our new lesson on California Indians.
The teacher will explain a new note-taking technique to the
students called watch-draw-share. They will first watch the
video once through without any distractions, and they will be
told to focus on the four Indian groups. Next they will be
asked to take out their Social Studies notebooks, and turn to
the next blank page. Now they will watch the video one more
time, while the teacher stops after main points for the
students to sketch down drawing, and words about the main
points.

-By giving the students a key topic to focus on,


will help students learn about the culture and ways
of life of the Chumash, Cahuilla, Miwok, and Hupa
Indians, while learning excellent note-taking skills.
-By showing the video to the students more than
one time allows for all students a second chance to
grab all of the details needed in order to complete
their assignments.
-The watch-draw-share technique shows students
how to draw out main details from a whole video.

At the end of the video, the students will have time to finish
up their sketches, and notes. The teacher will call on students
to share their notes on the video. The teacher will call on the
students at random by drawing sticks.

7. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding and provide feedback and
re-teaching)
Learning Activities:
Rationale:
The students will complete their sketches from the video on
details of the Indian tribes. The students may add words to
the sketches as well as quite drawings.
Students will share out their details of which they grabbed

-By having the students make notes as well as


drawings about the video, will help them begin to
learn how take a large amount of information and
pull out the main details from a whole video.

from the video on California Indian tribes with the class as


they are called on.

-By having students share what they wrote or drew


will build social skills and confidence, as well as
provide their peers with possible information that
they may have missed when taking down their own
notes.

8. Independent Practice: (Provide practice that supports the learning outcome. Note: Independent activities are
assigned assuming that students understand the concept well enough to work on their own.)
Independent Practice:
Rationale:
The students will be given handout packets that include a
large amount of useful information on each of the four Indian
tribes that they students are learning about during this unit of
study. They will be asked to color the backside page of each
tribe, and keep the packet in their desk. Explain to the
students that they will be using this packet tomorrow, when
we will be filling in a chart about specific details on each of
the four California Indian tribes. Remind the students to raise
their hands if they have any questions.
After the students are finished with the packets they may
read a book. Some students will not have time to finish
coloring every page. They may pull the packet out to finish
coloring at a later time.

- By having the students work independently


teaches them to solve problems by themselves.
- By having the students raise their hands when they
have a question teaches them to be patient and to be
respectful to others while their peers are working.
-By having the teacher walking around looking at
the students work and engaging with the students
the teacher will be able to help those students who
are struggling and who may not be raising their
hands for help.
-By giving the students a task after they are done
with their worksheet helps minimize sound for other
students, and maintains good classroom
management.

9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students learning. Describe
differentiating assessment strategies you will use for ELL, special needs students, highly achieving students and low
achieving students.)
Assessment:
Rationale:
This lesson will have an informal assessment. The teacher
- Students will be assessed informally to verify that
will be asking students questions, as well as walking around
they understand the concepts being instructed
the room looking at each students work.
throughout this lesson.
-Students work will be looked over to be sure that
their notes are correct; this will help the teacher
decide if she should move on further into lesson or
if there are some areas that need to be revisited
within this current lesson.
-This lesson is the very first lesson and is the
introduction to unit 2. Therefore the pre-assessment
would serve as a means of evaluation as well.

10. Closure: (Describe how students will reflect on what they have learned.)
Closure:
Rationale:
Students will be told that they will have an opportunity to
- By explain to the students that they are responsible
learn more about the California Indian tribes tomorrow.
for keeping this packet at school for further use on a
Explain to them that it is very important to keep this packet
later date will keep them accountable as well as
at school, because we will be using it tomorrow for our next
build organization skills.
Social Studies activity.