Day 1 Day 2
Lesson OWN IT: Justice
(Read-Aloud)
Objective(s)
 The student will infer the
emotions of the main
character, referring to
the text as evidence.
 The student will identify
events in history that are
similar to
the negative experience of
the main character, focusing
on the treatment of
Native Americans.
Standards
 4.RL.2.1 Refer to details
and examples in a text
when explaining what a text
says explicitly and when
drawing inferences from the
text.
Materials  I Want My Hat
Back by Jon
Klassen
 Case Study
papers (1 for
each student)
Day 3 Day 4
OWN IT: People OWN IT: Your State’s OWN IT: Solving Problems
and the Environment History(Social Studies (Science)
(Social Studies Direct)
Dynamic)
 Given a location
with specific  Given resources for defining  Given a simple problem, students will be
landforms, challenging words, students able to design an original invention to
students will be will explain the meaning of the solve that problem.
able to describe preamble to the
how the specific Indiana Constitution.
environment
would affect their
lives.
 4.2.1 Explain the
 4.3.6 Describe Indiana’s major purposes of  3-5.E.1 Identify a simple problem with the
landforms (lithosphere*), Indiana’s Constitution design of an object that reflects a need or a
water features as stated in the want. Include criteria for success and
(hydrosphere*), and plants Preamble constraints on materials, time, or cost.
and animals (biosphere*)  4.1.4 Summarize and
explain the
 NCSS Theme II People, significance of key
Places, and Environments documents in Indiana’s
development from a
United States territory
to statehood.
 NCSS Theme VI:
Power, Authority, and
Governance
 Slideshow for  Slideshow
Anticipatory Set  Pre-highlighted  Video (link in anticipatory set)
and Lesson Indiana Studies
Presentation Weekly  Slideshow for lesson presentation
 Workstation  Spanish documents
signs for Apollo (class #2)  Brainstorming / design sheets
 Station packets  Elm Tree branch
(flipbook paper  Graphic organizer
materials, for preamble parts
 Station 2  Socrative online
worksheet, QR quiz  Optional: “Rosie Revere, Engineer” by
codes)  Dice Andrea Beaty (if teacher desires to use
 Stapler  Tokens the physical book when recalling
 Matching game  Table numbers examples in lesson presentation)
 Spanish
instructions
 Station Labels
Body/activitie - Anticipatory Set: I - Anticipatory Set: - Anticipatory Set: - Anticipatory Set: Watch How to
s will tell students the Students answer the Students solve lesson be an Inventor video by Kid
story of when my bellringer question riddle. President. Discuss the question:
sister’s dog went in their journals: “If - Mini-Lesson: Lesson “what will you invent to change the
missing, describe my you could live on the purpose of world?”
emotions in the anywhere, where Constitutions, then a - Mini-Lesson: Project and model
process, and note the would you go? teacher-narrated skit on the steps of creating. (1) Identify a
difference between Why?” When the creation of the problem, (2) Decide what a
missing and stolen. finished, students Indiana solution could be, (3) Brainstorm
- Read-Aloud: I will determine the Constitution/journey to streps to get there, (4) Design an
read “I Want My Hat connection between statehood. invention that might make the
Back” by Jon the following words: - Group Work: Students solution come true. Students then
Klassen and facilitate mountain, volcano, work in gropus to brainstorm inventions that make
a grand conversation plain, river, lake, investigate (using life easier.
with students. island, canyon, hill, kids.wordsmyth.net) - Group Work: Brainstorm current
- Lesson: Connect forest. designated phrases in the problems at home, school, and
the case of Bear back - Mini-Lesson: Indiana Constitution. world.
to the plight of the Define landforms - Presentation: Students - Independent: Students will list
Native Americans with students and present findings in possible inventions that they could
having their land verbalize examples groups. create, then pick one, then create a
stolen. within the state of - Closure: Students send simple design of that invention.
- Group Work: Pass Indiana. their findings to - Closure: partner share, invent a
out case study papers - Workstations: (1) socrative.com, to the handshake with clock partner
and have students Students create a teacher’s room.
work in table groups flipbook, (2) design
to find three reasons a house for a
WHY the Europeans specific landform,
took Native (3) play a matching
American land, and game that
the methods they corresponds to the
used to do it. After previous unit, and
ten minutes, elect (4) scan QR codes
spokespeople from for a video and
each group to read interactive
 findings aloud. presentation.
Discuss. - Closure: Students
- Closure: Have think/pair/share and
students write in repeat objective of
journals how they the day with teacher.
can work toward
justice
Assessments  Formative:  Formative: My  Formative: I will  Formative: My conferences
Listen to student thumbs spend time with each will serve as formative
discussion and assessment group during the assessment and inform my
responses during during the mini- guided practice, decisions in moving forward.
the grand lesson. I will observing and  Summative: The finished
conversation and observe the having meaningful design sheets will serve as a
the case study students during conversation to product for summative
activity to gauge workstations, gauge assessment.
understanding. and make understanding.
 Summative: The adjustments as  Summative: The
journals in which necessary. socrative.com “quiz”
they brainstorm  Summative: will record student
ways that they Students will answers alongside
can work toward turn in their their name and place
justice in their station packets, these answers in a
own lives; and this will chart. That data will
questions on end- serve as a serve as the product
of-unit summative for my summative
assessment. assessment assessment.

Safety Students will be at Students are in Students will be at their Students will be at their desks for
their desks for whole carefully pre- desks for whole group whole group and small group work,
group and small planned groups, and and small group work. and are permitted to spread out for
group work. During each station has a Transitions managed independent work, anywhere in the
the courtroom destination. Stations through the use of a classroom. Transitions managed
drama/presentation 2 and 4 permit rhythmic repeat-after-me through the use of a rhythmic
of findings, students choice-seating, and clap. repeat-after-me clap.
will stand as a “jury.” Stations 1 and 3
Transitions managed have clear
through the use of a boundaries. T
rhythmic repeat- ransitions managed
after-me clap. through the use of a
rhythmic repeat-
after-me clap.