name of teacher candidate: kaitlyn callan date: october 31...

Elementary/Middle Childhood edTPA Lesson Plan Template John H. Lounsbury College of Education, Georgia College

Name of Teacher Candidate: Kaitlyn Callan Date: October 31, 2016

Central Focus: Historical Figures Grade Level: 1st

Grade

Lesson Title: Who was the Peanut Man?

Curriculum Areas Addressed: ELA and Social Studies

Time Required: 40 Minutes

Instructional Groupings: Are you using whole group, small group, partners, quads, homogeneous, heterogeneous?

Whole Group:

24 students

14 boys and 10 girls

Standards: List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the number and the text of each of the GPS/CCGPS that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.

SS1H1 The student will read about and describe the life of historical figures in American history.

Identify the contributions made by these figures: George Washington Carver (science)

Describe how everyday life of these historical figures is similar to and different from everyday life in the present (food, clothing, homes, transportation, communication, recreation).

ELAGSE1RI10: With prompting and support, read informational texts appropriately complex for grade 1.

ELAGSE1L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

As a result of this lesson/unit students will…

Be: (State the BE Bridge for the unit.)

Be able to acquire traits from the Historical Figures discussed

Relevant Goal(s): (The relevant goal states the overall purpose of the lesson. The purpose of the lesson is to …..)

The purpose of the lesson is for the students to recognize the Historical Figures and their contributions to success.

Essential Question(s): (Essential questions should be used to guide instruction.) What is a Historical Figure?

Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the discipline. These represent the skills that will be assessed.)

Student will be able to pinpoint every Historical Figure as an explorer, inventor, president, scientist or activist (in this case George Washington Carver as an inventor)

Student will be able to identify each Historical Figures contributions such as peanuts

Support for Academic Language

Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the content area.


These may be derived from the standards.)

Inventor: person who invented a particular process or device or who invents things as an occupation. Scientist: person who is studying or has expert knowledge of one or more of the natural or physical sciences. Peanut: the oval seed of a South American plant, widely roasted and salted and eaten as a snack. Product: an article or substance that is manufactured or refined for sale Historical Figure: famous person in history

Language Demands: (Language demands is defined as the specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their disciplinary understanding. Identify the following way/ways that students will participate in learning tasks to demonstrate disciplinary understanding: reading, writing, listening, or oral language.)

Listening

Speaking

Language Function: (The language function is represented by the active verbs within the learning objectives. Common language functions in the include identifying main ideas and details; analyzing and interpreting characters and plots; arguing a position or point of view; predicting; evaluating or interpreting an author’s purpose, message, and use of setting, mood, or tone; comparing ideas within and between texts; and so on.

Identify the main idea and details of the informational text over George Washington Carver

Identify what George Washington Carver is known for and whether he is an inventor, scientist, or president

Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into structures, such as sentences, tables, or graphs. Identify the supports that will be provided for students to organize the information – charts, graphs, diagrams. These must relate to the Language Function.)

All 24 students will collaborate together to complete a KWL chart over George Washington Carver. Each student will have the opportunity to share what they think they already know about Carver and what they wish to learn. Time permitting, after the discussion of the reading we will discuss what we have learned thus far.

Discourse: (Describe how the students will demonstrate/express their understanding of the Academic Language.)

Before I introduce Carver, the students will have chance to brainstorm with a buddy what they believe a Historical Figure is, and then we will come together discuss the meaning. Through the read aloud and discussion from the KWL chart students will have the opportunity to discuss the rest of the academic language. After the reading, I will pick a few of the words and the class will have the chance to raise their hand provide their thoughts on what the word means. The story will include a prop bag containing products, George Washington Carver invented with the help of peanuts, which will also be in the bag. This bag will be passed around after the story to go in further detail of each word. Students will have the chance to recognize that Carver had to be a scientist and inventor to work with peanuts and create all the products.

Assessment (Each learning objective must be assessed. Questions to consider: How will the KNOW, DO, and BE be evaluated? How will students demonstrate their understanding or the lesson’s objectives? How will you provide feedback for the students? What type of assessment will be used? Is the assessment formal or informal? What evidence will be collected to demonstrate students’ understanding/mastery of the lesson’s objective? What constitutes success for the students?)

Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above. Each learning objective should be assessed. DO NOT restate the learning objective.)

Be able to provide input for the KWL chart over George Washington Carver

Demonstrate the proper rug rules while listening to the read aloud

Be able to identify who George Washington Carver was and what he invented through the reading Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the learner’s degree of success on an assessment.)

All 24 students must raise their hand quietly to provide their thoughts for the KWL chart over George


Washington Carver o Student raises their hand and provides a correct fact: exceed expectations o Student raises their hand and provides a fact: meet expectations o Student shouts out with their fact (s): does not meet expectations o Student does not provide any input: does not meet expectations

All 24 stay seated on the carpet in rows of four sitting criss cross applesauce o Student remains criss cross applesauce throughout the whole read aloud: meets expectations o Student cannot sit still throughout the read aloud: does not meet expectations

All 24 students will identify Carver as an inventor and that he invented peanuts and many other products o Student raises their hand and explains he was an inventor that invented peanuts and names one

product: exceed expectations o Student raises their hand and states Carver was an inventor: meet expectations o Student raises their hand and states Carver invented peanuts/products: meets expectations o Student shouts out: does not meet expectations o Student does not provide any input: does not meet expectations

Differentiation for IEP and Focus Students:

My 6 IEP students have an extremely hard time sitting still, so therefore they will have the option to sit in a desk while the rest of us sit at the carpet. Also since many of them are not comfortable with the rest of the class, they will have the opportunity to share with their para, myself or Mrs. Cazort their thoughts one-on-one.

GK: Opportunity to share her thoughts one-on-one, since she has a hard time focusing on the carpet

EI: Write down more than one fact on George Washington Carver after we leave the carpet

LO: Verbally give more than one fact on George Washington Carver while at the carpet (slowly becoming more comfortable to speak in front of his peers)

Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.)

Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.)

After coming in from recess, all 24 students will have circus peanuts sitting on their desk, this will allow students to wonder what we are about to discuss.

Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the goals and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.)

Because you all love candy, can anyone raise their hand to tell me what they have on their desk and what we might be learning about today?

Instructional Strategies and Planned Supports: (Use a bulleted or numbered format to communicate the procedures for the lesson. Describe the strategies which will be used to support students’ learning. Knowledge of students’ cognitive, social, emotional, and physical development along with their cultural backgrounds should be evident.)

Hook: After coming in from recess, all 24 students will have circus peanuts sitting on their desk, this will allow the students to wonder what we are about to discuss.

Introduction: Because you all love candy, can anyone raise their hand to tell me what they have on their desk and what we might be learning about today?

Give a few students the opportunity to answer the question before dismissing them to the carpet

“All students that are picks up today please quietly walk to the carpet ”

“All dragon care students please quietly walk to the carpet”

“All bus riders please quiet walk to the carpet”


Once all the students have been situated on the carpet, I will ask them if anyone can tell me what a Historical Figure is

Using the pick me sticks, I will choose three students to provide input before moving on

After the three students have tried, I will explain that a Historical Figure is someone famous in history (which introduces the first academic vocabulary word)

Students will be introduced to a KWL chart

Each student will have the chance to share what know about George Washington Carver

Once we have created a sufficient list, we will then move onto what we would like to learn about Carver

After we have again created a sufficient list, we will then move onto the read aloud which introduces the rest of the academic language

Throughout the reading, I will have a “prop bag” next to me which contains examples of products and inventions from Carver

Students will have the chance to pull something out of the bag and describe what it is

To introduce students to the rest of their academic language, I will periodically stop throughout the reading to ask questions

To prompt students, I will ask them “what would you invent if you were George Washington Carver?” “does George Washington Carver remind you of anyone”

Once the reading has concluded and all items have been pulled out of the bag, we will then discuss some words that might not have made sense (academic language)

Discuss that George Washington Carver was an inventor and a scientist because of his work with peanuts and many products we use today; relating back to the bag used throughout the reading

Once we have finished discussing, we will then have a collaborated discussion on what we learned from the story and Carver as a whole, their responses will then be added to chart

When all students have provided what they learned orally, then I will dismiss them to go back to their seats to pack up

Closure: George Washington Carver is a man of many traits, and tomorrow we will be making a look alike of him out of a paper bag, so tomorrow I want everyone to be wearing their thinking caps to do their very best work!

Closure/Wrap up: (Describe how the content of the lesson will be summarized. There may be a review of the core concepts, relevant goals, or essential questions.)

George Washington Carver is a man of many traits, and tomorrow we will be making a look alike of him out of a paper bag, so tomorrow I want everyone to be wearing their thinking caps to do their very best work!

Modifications/Differentiation to Support Student Learning

What will be differentiated? Choose one: Content/Process/Product

Product

How will differentiation be accomplished?

The differentiation will be accomplished based off how students will share what they have learned from the lesson over George Washington Carver. Some students will verbally discuss, a few will write, some might draw, while others might need to discuss with me one-on-one.

What strategies will be used to differentiate for focus student 1?

GK: verbally discuss one on one with me what she has learned about Carver and what she wishes to learn about next; time permitting she will illustrate a picture



EI: write down a few sentences on what he has learned about George Washington Carver thus far


LO: verbally discuss with me one-on-one and then write a few sentences independently

Instructional Supports

Resources and Materials Used to Engage Students in Learning (Provide citations for all resources that you did not create. Attach key instructional material needed to understand what you and the students will be doing. Examples: class handouts, assignments, slides, and interactive white board images.)

Paper bag filled with pictures of peanuts, paint, and shampoo

Flipchart

Markers

Paper

George Washington Carver by Martha E. H. Rustad

Circus Peanuts

Napkins

Music: https://www.youtube.com/watch?v=ZjLS4Mxg19s

Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content: (List any websites and sources of materials and background information that you will need or use as the teacher to engage the students.)

(n.d.). Retrieved September 19, 2016, from http://www.biography.com/people/george-washington-carver-9240299

BrainPOP Jr. - K-3 Educational Movies, Quizzes, Lessons, and More! (n.d.). Retrieved September 19, 2016, from https://jr.brainpop.com/

Developmentally Appropriate Practice by Caral Copple and Sue Bredekamp

Why Read Informational Books? | National Association for the Education of Young Children | NAEYC. (n.d.). Retrieved September 19, 2016, from http://www.naeyc.org/books/so_much_more_than_the_abcs/excerpt

Other Relevant Information

Clear Links to Learning Theories, Educational Research, and Principles of Development:

Piaget

Interacting with their peers and myself when providing input on the KWL about George Washington Carver. Together we will be learning from one another.

Vygotsky

Working together to co-construct knowledge about George Washington Carver, this guided learning can be found within the zone of proximal development.

Social interaction plays a major role in cognitive development for students.

Dewey

Students learn best through their interests and interactions. After completing our second TWS I was able to gather that many of my students love hands on activities and candy. Therefore these students will be given circus peanuts


and the chance to pull items out of the “prop bag.”

Multiple Intelligences: Howard Gardner: Teaching to more than one type of learning

Verbal: adding their thoughts to the chart while on the carpet

Interpersonal: working together to complete the flip chart

Visual: the read aloud will have many picture that the students can look at

Hands on: pulling the items out of the bag while we are reading

DAP

“Teachers are warm, caring, and responsive. They help children learn how to establish positive, constructive relationships with others” (Copple 290).

“Teachers provide a safe environment and age appropriate supervision as children are gradually given more responsibility” (Copple 293).

“Teachers use reading to engage children in response activities that involve them speaking purposefully to the group” (Copple 309).

“…. Teachers draw connections between social studies knowledge and methods and everyday situations and events” (Copple 317).

Connections to Technology and/or the Arts:

Playing music from the era in which George Washington Carver grew up, while they are packing up for Fine Arts

Some students will have the chance to illustrate what they learned from the lesson; time permitting

Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest speaker, grade level coordinator, community experts, families, etc.)

I collaborated with my host teacher, Mrs. Stuart (IEP teacher), and media specialist before implementing this lesson. Being that first grade follows the same lesson plan across the board, I was given the chance to discuss with the five other first grade teachers, and my host teacher about what I was planning to do. They were able to provide me their thoughts and feedback. Mrs. Stuart provided me with background information on my 6 IEP students, since they have different goals which need to be met this year. Lastly, the media specialist was able to help me find books over Historical Figures that would not be over their heads.


Matching Game Activity to be sent home


Parents and Families,

During the weeks of October 31st and November 11th, I will be teaching a Social Studies unit to the students of Mrs. Cazort’s class. We are learning about Historical Figures such as: George Washington Carver, Thomas Jefferson, and Theodore Roosevelt.

Each student will receive a take home matching game throughout the ten days to complete with family during homework. Each student will receive a matching game that focuses on what the next days will entail. The game has 12 cards that should be matched together to form 6 groups of two cards. All cards should be placed face down and the student should turn over two cards during a game. If the student is to match George Washington Carver with a picture of peanuts then they would receive another turn. But if the player does not match two cards, then both must be turned back over so the second player can find a match. The player with the most matches wins the game.

Please work with your student on this matching game, because it will help them when we take an assessment over the material at the end of the unit; November 11, 2016. Throughout the course of the ten days your student will be engaged in various activities focusing on these Historical Figures such as going on an exploration of the playground, making a puppet, and creating bifocals similar to Benjamin Franklin’s.

Your support and participation is greatly appreciated! If there are any questions or comments, please let me know.

Thank you,

Ms. Callan

Student Teacher


Name of Teacher Candidate: Kaitlyn Callan Date: November 1, 2016


Lesson Title: Why does George Washington Carver dress so funny?

Curriculum Areas Addressed: ELA and Social Studies

Time Required: 30-40 mins


Whole Group:

24 students


Which will lead into independent work







j. . Produce and expand complete simple and compound sentences in response to questions and prompts (declarative, interrogative, imperative, and exclamatory)



Be able to acquire traits from the Historical Figures discussed.


The purpose of the lesson is for the students to recognize the Historical Figures and their contributions to success and strengthen their application and understanding of informational writing.

Essential Question(s): (Essential questions should be used to guide instruction.) What is worth inventing?


Student will be able to pinpoint every Historical Figure as an explorer, inventor, president, scientist or activist (in this case George Washington Carver as an inventor)

Student will be able to identify each Historical Figures contributions such as peanuts

Students will be able to verbally discuss with their peers at least five facts they have learned about


Historical Figures

Students will be able to apply their knowledge of Historical Figures to complete various activities in the classroom such as self-portraits, binoculars, and a take home project

Students will be able to construct a writing piece of at least five sentences long describing a Historical Figure(s) using capitalization and punctuation


Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the content area. These may be derived from the standards.)

Inventor: person who invented a particular process or device or who invents things as an occupation. Scientist: person who is studying or has expert knowledge of one or more of the natural or physical sciences. Peanut: the oval seed of a South American plant, widely roasted and salted and eaten as a snack. Product: an article or substance that is manufactured or refined for sale Success: an accomplishment


Writing their facts in well thought out sentences about George Washington Carver

Verbally discussing the importance of George Washington Carver

Listening to the instructions provided on how to construct their Historical Figure out of a paper bag

Listening to the song/video about George Washington Carver


Identifying key facts about George Washington Carver


N/A


The students will demonstrate their understanding the academic language, by having the chance to activate their prior knowledge from the previous day to explain what a product, inventor, scientist, and peanut were. After we discuss what we learned from the day before, then I will introduce them to a new word: success. Students will express their understanding through writing and completing the paper bag activity to their fullest potential.



Self-Assessment Checklist, which will show whether or not the students followed directions, the steps to complete the paper bag activity, proper use of punctuation and capitalization, write at least five sentences describing Carver;


use of facts and characteristics

Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the learner’s degree of success on an assessment.)

All 24 students were able to follow the directions/steps in order to complete the paper bag activity o Student is able stay seated and work independently, raising their hand if they have any

questions: meets expectations o Student is off task and calls out: does not meet expectations

All 24 students will write at least five sentences about George Washington Carver (facts and characteristics)

o Student writes over five sentences: exceeds expectations o Students writes five sentences: meets expectations o Student writes less than five sentences: does not meet expectations

All 24 students will end their sentence with either a period, question mark, or exclamation point o Student uses proper use of punctuation: meets expectations o Student does not use proper use of punctuation: does not meet expectations

All 24 students start their sentences with a capital letter o Student starts all sentences with a capital letter: meets expectations o Student does not start all sentences with a capital letter: does not meet expectations


IEP: Verbally discuss to their para, myself or Mrs. Cazort what they have learned about George Washington Carver. Also when everyone is doing the self-assessment, the following six students will have the chance to work one-on-one to receive the guidance they need.

GK: Verbally discuss what she has learned instead of writing. She will also illustrate a picture to go along with the George Washington Carver paper bag activity

EI: Write more than five sentences about George Washington Carver

LO: Try and follow along with the rest of the class, I believe he could do what is expected of him during the lesson



There will be a picture of George Washington Carver on the SmartBoard when students come back in from recess and every student will have a paper bag standing up straight on their desk. They are always so curious when stuff is put onto their desk, so this will pull their attention in.


Can someone raise their hand and tell me who we learned about yesterday and why he is so important?


Hook: There will be a picture of George Washington Carver on the SmartBoard when students come back in from recess and every student will have a paper bag standing up straight on their desk. They are always so curious when stuff is put onto their desk, so this will pull their attention in.

Introduction: Can someone raise their hand and tell me who we learned about yesterday and why he is so


important?

After their prior knowledge is activated, we will then discuss what todays lesson will entail

We will make a list of some of the things everyone learned about, so they have something to look back on when they start writing

The paper bag activity will be explained step by step so that everyone will be able to follow along

Paper bag and cut outs will be provided

All students will be expected to have their pencil boxes out so they can complete the task

Students will receive an adequate amount of time to put the bag together before completing the writing portion of the assignment

All students will be able to look at the flipchart when completing their writing portion

Students will be provided with a lined sheet of paper to complete their writing

IEP students and GK will have the chance to verbally discuss what they have learned instead of writing

LO will do what the rest of the classmates are doing

EI will be required to write more than five sentences

As the students are starting to complete their writing, I will hand out their self-assessment

Before they begin their checklist, I will model how it should be completed

Students will be expected to do their self-assessment after they finish the activity and writing

If time permits, students will have the chance to share with their peers what they wrote about

The paper bags will be displayed outside of the room to demonstrate their hard work and creativity

Throughout the lesson, I will ask students to demonstrate how they are feeling with thumbs up and thumbs down

Students will be asked to turn their self-assessments in by their number

Music will playing throughout the activity, from the era of George Washington Carver

Closure: So we learned George Washington Carver was a remarkable inventor that invented many products we use today, if you could invent anything what would it be? (each student will tell me and then line up for Fine Arts)


So we learned George Washington Carver was a remarkable inventor that invented many products we use today, if you could invent anything what would it be? (each student will tell me and then line up for Fine Arts)



Product


Throughout the process of completing the George Washington Carver activities, the students will be pulled one-on-one to talk with me. The activities will be student centered and relatable to them so therefore the activity will not result in frustration.


GK: During the self-assessment she will have the important parts highlighted, so therefore she will know what is expected of her. Also instead of writing five sentences, she will verbally discuss her facts with me.


EI: Write more than five sentences about George Washington Carver and then share with a friend.



LO: Will write five sentences, and then share with me.



Paper bag

George Washington Carver cut outs

Crayons

Lined paper

Pencil

Self-Assessment Checklist

Flipchart

Markers


(n.d.). Retrieved September 19, 2016, from http://www.biography.com/people/george-washington-carver-9240299

Developmentally Appropriate Practice by Carol Copple and Sue Bredekamp

Teachers Pay Teachers (George Washington Carver handout)



Erikson

Expecting all the children to do the same thing at the same rate… Autonomy vs. Shame Doubt: not all of the children are going to complete the paper bag activity at the same time. Using their prior knowledge will enable them explore their own sense of creativity.

Vygotsky

Show and tell for scaffolding strategies will relate to the students attempting their very own self-assessment after I model for them what to do.

Piaget

Interacting with their peers and myself when sharing what they have learned about George Washington Carver. We will learn from one another based off of the various knowledge gained.

Montessori

Value of choice, making their one of kind George Washington Carver out of a paper bag. They will have the chance to decide how to color Carver, some students may make him look unique or color him based of his physical features.


Howard Garner: Multiple Intelligences: teaching to more than one type of learning style

Verbal: making meaningful conversations and discussing what they have learned

Intrapersonal: have the chance to work independently on their paper bag activity

Visual: creating their very own George Washington Carver paper bag

Affective Dimensions of Creativity:

Curiosity: Following intuition to see what happens Complexity: Bringing order out of chaos Risk- Taking: Courage to expose self to criticism or failure

DAP

“Teachers encourage all children to take pride in everything that is created. Regardless of individuals’ varying skills. Children have opportunities to experience music, art and dance in the community” (Copple 318).

“Teachers demonstrate new techniques or uses of materials to expand what children can do with them” (Copple 319).

“Teachers do not provide a model that they expect children to copy” (Copple 319).

“Assessments are tied to children’s daily activities, including during child-guided experiences and peer-to-peer interactions” (Copple 323).


Students will be creating a hands on activity over George Washington Carver using a paper bag, crayons and cut outs. They will color the cut out of Carver and then place him on the bag in a way that you could motion him to speak. All students will have the chance to show their creative side when completing this activity.


Mrs. Smith is a first grade teacher at Dames Ferry Elementary who also when through the Early Childhood Cohort at Georgia College and coincidently did her Integrated Unit on Historical Figures. She has been very helpful in providing feedback when putting everything together. Everyone on yellow hall has been really supportive of this unit and open to the activities that I will be implementing such as this one.


Name: _____________________ Date: ______________

Self-Assessment Checklist

George Washington Carver Activity

1. I paid attention to the directions to complete the activity Yes No

2. I colored George Washington Carver in entirety Yes No

3. I cut George Washington Carver out Yes No

4. I glued George Washington Carver onto the paper bag Yes No

5. I learned at least three new facts about Carver Yes No

6. I wrote at least three complete sentences with a capital Yes No

letter and punctuation mark

7. My behavior was acceptable during the whole lesson Yes No




Lesson Title: Let’s go on an EXPLORATION!

Curriculum Areas Addressed: Social Studies and ELA

Time Required: 40 mins


Whole Group


~time will be spent independently as well










The purpose of the lesson for the students to recognize the Historical Figures and their contributions to success.

Essential Question(s): (Essential questions should be used to guide instruction.) What is worth exploring?


Student will be able to pinpoint every Historical Figure as an explorer, inventor, president, scientist or activist (in this case Lewis/Clark as explorers)

Student will be able to identify each Historical Figures contributions such as discovery of many plants and animals

Students will be able to apply their knowledge of Historical Figures to complete various activities in the classroom such as self-portraits, binoculars, and a take home project



Explorer: a person who explores an unfamiliar area; an adventurer


Expedition: a journey or voyage undertaken by a group of people with a particular purpose Indian: indigenous peoples of America Soldier: person who serves in the army Map: physical feature representation of an area Hero: person noted for courageous acts Travel: to make a journey Discovery: action or process of discovering


By speaking they will share what they found along our “exploration” of the playground

Student will reflect on todays’ lesson by writing a few sentences

Listen to some fun facts about Lewis/Clark/Sacagawea


Predicting what they will be doing outside after they have been handed a sticky note and a magnifying glass Comparing their “discovery” to their partner Identifying the Historical Figures we are discussing: Lewis, Clark, & Sacagawea


Based off the discovery, as a class we will make a chart of what we have found outside. The students will the opportunity to share their findings with the class and describe what it is; answers may vary based off the plant or animal they picked up outside. The chart will then reflect some various plants and animals that Lewis and Clark found on their expedition.


After the exploration of the playground we will all discuss what we did and how it relates to particular Historical Figure(s). This will introduce the students to words such as explorer, expedition, map, and discovery. The students will demonstrate their understanding of the academic language through the collaborative discussion and their reflective question self-assessment.



Reflective Question Self – Assessment

1. Name one thing you learned from today’s lesson. 2. Name one thing you are still confused about from today’s lesson. 3. What is something you really liked about today’s lesson? 4. What is something you did not like about today’s lesson? 5. Any suggestions?



All 24 students are able to sit quietly during the self-assessment o Student is able remain quiet throughout the self-assessment: meets expectations o Student is off task throughout the self-assessment: does not meet expectations

All 24 students are able to write legibly o Student makes an effort to write their thoughts onto the paper to the best of their ability: meet

expectations o Student does not make an effort and nothing is readable: does not meet expectations

All 24 students are able to name one thing they learned o Student is able to name more than one thing they learned: exceeds expectations o Student is able to name one thing they learned: meets expectations o Student is unable to name anything they learned: does not meet expectations

All 24 students are able to write one something that still confuses them o Student is able write/explain something that does not make sense: meets expectations o Student provides no feedback: does not meet expectations

All 24 students are able to name something they thoroughly enjoyed about the lesson o Student is able to name more than one thing they enjoyed: exceeds expectations o Student is able to name one thing they enjoyed: meets expectations o Student is unable to name anything: does not meet expectations

All 24 students are able to name something they disliked about the lesson o Student is able name something they disliked: meets expectations o Student is unable to name anything: does not meet expectations

All 24 students are able to provide suggestions o Student is able name one suggestion: meets expectations o Student is unable to name one suggestion: does not meet expectations


EIP/IEP/GK: Verbally discuss instead of writing for the self-assessment

EI: Write at least three things for each question

LO: Write at least two things for each question



Each student will be handed a sticky note saying: Lewis, Clark, Sacagawea and a magnifying glass for the “exploration” of the playground.


Today we are going to be explorers like some of the names on the sticky notes that you are holding, I want everyone to follow me outside and use their magnifying glass to locate an item that has their name on it. I am looking to see who can the very best explorer can be outside!



Hook: Each student will be handed a sticky note saying: Lewis, Clark, Sacagawea and a magnifying glass for the “exploration” of the playground.

Introduction: Today we are going to be explorers like some of the names on the sticky notes that you are holding, I want everyone to follow me outside and use their magnifying glass to locate an item that has their name on it. I am looking to see who can the very best explorer can be outside!

When we get outside, everyone needs to quickly without screaming or yelling find their item with their name and line back up

Remember do not pick up anyone else’s’ because that would be unfair to your friend

(assuming this may be a little chaotic Mrs. Cazort, the para and myself will be guiding the students some)

Once the students have picked up their item and have lined up then we will head inside (should approximately take about ten minutes)

After we have gotten our item and made it back inside then we will reflect on what we did outside

Can anyone tell me why we went outside today? My hope this will prompt my students to think about the Historical Figures we will be discussing

I will allow a few students to provide their thoughts before I tell them why

This will lead into us discussing an exploration and they we used a tool such a magnifying glass to find something

I will ask the students what is something else we could have used instead of magnifying glass, such as a map

To further the conversation, I will ask some of the students what their sticky notes said, prompting them about the figures

I will then ask the students what they think these figures are such as explorers, presidents or scientists

We will make a chart of all the items we found ask outside, students will be prompted to explain some of the physical figures, which will determine if some of them can apply their knowledge of adjectives

After we have made a chart we will continue discussing Lewis and Clark and how they discovered man plants and animals similar to the ones we did today

Time permitting: I plan to show two short videos which about two minutes a piece from Safari Montage which go more in depth about these Historical Figures

Showing them these videos will allow for some down time before they complete their self-assessment

Once the video concludes, I will hand out self-assessment; the questions will be read to them

Students will be pulled to another table so they can perform the assessment verbally

As each student finishes up they will asked to quietly pack up before being dismissed to fine arts

Closure: Can anyone tell me what is worth exploring for them?


Closure: Can anyone tell me what is worth exploring for them?



Product


Differentiation will be accomplished through the completion of the self-assessment.


GK: Verbally discuss the self-assessment one-on-one.



EI: Write at least three things for each question


LO: Write at least two things for each question



Plastic plants and animals

Magnifying glasses

Sticky notes

Paper for self-assessment

Pencil

Crayons

Chart paper

Smartboard to show videos from Safari Montage

Introduction of handouts for reading groups


(n.d.). Retrieved September 19, 2016, from http://www.biography.com/people/william-clark-9542620

(n.d.). Retrieved September 19, 2016, from http://www.biography.com/people/william-clark-9542620

(n.d.). Retrieved September 19, 2016, from http://www.biography.com/people/meriwehter-lewis-9381267

Safari Montage



Entry Point: Nature: The strong desire for children to go outside and explore their surroundings

Montessori

Prepared environment, each student will be provided with a sticky note and magnifying glass to find their item that has been previously placed outside

Vygotsky

MKO, each student will be learning from one another when they present what creature/plant they found outside

Piaget

Use of the environment to enhance their understanding of discovery. They will have the chance to go outside and explore what we will be discussing.

Howard Gardner: Multiple Intelligences: Teaching to more than one type of learning


Naturalistic: understanding what is beyond the classroom door that leads outside

Verbal: explaining the creature/plant they found outside

Bodily/Kinesthetic: moving outside to explore their surroundings

Affective Dimensions Of Creativity:

Curiosity: Playing with ideas Risk-Tasking: Willingness to express ideas to others

DAP

“Assessments are tied to children’s daily activities, including during child-guided experiences and peer-to-peer interactions” (Copple 323).



Smartboard to watch videos from Safari Montage


Collaborated with my host teacher to find videos that would age appropriate for my students. Also from TWS: Getting to Know Your Students I was able to gather many of my students love being outside, which is why I decided to do this exploration activity.


Name: ______________________ Date: __________________

Self-Assessment Reflection Questions

1. What is one thing you learned from the lesson?

2. What is one thing you are still confused about from the lesson?

3. What is something you liked about the lesson?

4. What is something you did not like about the lesson?

5. Any suggestions?




Lesson Title: Let’s go find the Underground Railroad!




Whole group











The purpose of the lesson is for the students to recognize the Historical Figures and their contributions to success and be aware that our traits shape who we become.

Essential Question(s): (Essential questions should be used to guide instruction.) What is worth fighting for?


Student will be able to pinpoint every Historical Figure as an explorer, inventor, president, scientist or activist (in this case Harriet Tubman as an activist)

Student will be able to identify each Historical Figures contributions such as the Underground Railroad

Students will be able to verbally discuss with their peers at least five facts they have learned about Historical Figures

Students will be able to actively participate in each lesson by raising their hand, providing thoughts/feedback, and completion of necessary activities for each lesson



Activist: a person who campaigns to bring about political or social change


Underground Railroad: a secret network for helping slaves escape from the South to the North and to Canada in the years before the Civil War Civil Rights: the rights of citizens to political and social freedom and equality.

Family: a group consisting of parents and children living together in a household.

Safety: the condition of being protected from or unlikely to cause danger, risk, or injury


Listen to the reading about Harriett Tubman

Writing down a fun fact about Harriett Tubman


Identifying the main idea and details from the story

Identifying Harriet Tubman’s contributions to success

Identify who Harriet Tubman was


N/A


Students will demonstrate their understanding of the academic language through their writing of facts and illustrations. Through the interactive read aloud we will go over the important words which describe Harriet Tubman.



Demonstrate proper rug rules while listening to the read aloud

Be able to identify who Harriet Tubman was and that she is known for the Underground Railroad

Write at least three facts about Harriet Tubman

Illustrate a self a portrait of Harriet Tubman (focus(GK), EIP, IEP) Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the learner’s degree of success on an assessment.)

All 24 stay seated on the carpet in rows of four sitting criss cross applesauce o Student remains criss cross applesauce throughout the whole read aloud: meets expectations o Student cannot sit still throughout the read aloud: does not meet expectations

Students will identify Harriet Tubman was activist that was known for the Underground Railroad o Student identifies Harriet Tubman as an activist and what she is known for: exceeds expectations


o Student identifies Harriet Tubman as an activist: meets expectations o Student identifies what Harriet Tubman was known for: meets expectations o Student cannot identify either: does not meet expectations

Students are able to write at least three facts about Harriet Tubman o Student writes more than three facts: exceeds expectations o Student writes three facts: meet expectations o Student provides no facts: does not meet expectations

Students are able to illustrate a self-portrait of Harriet Tubman o Student colors in the lines and verbally explains his/her facts: meets expectations o Student rushes and does not verbally explain his/her facts: does not meet expectations


IEP and GK (focus student) Illustrating a picture and then verbally discussing their facts instead of writing them down.



Have the book sitting at the front of the room, with the picture of railroad tracks on the board.


Raise your hand if you have ever used a train as your mode of transportation to get you from place to place?


Hook: Have the book sitting at the front of the room, with the picture of railroad tracks on the board.

Introduction: Raise your hand if you have ever used a train as your mode of transportation to get you from place to place?

After the pick me sticks are used to call on a few student’s, then we will make our way to the carpet for the read aloud

All students that bus riders today please quietly walk to the carpet

Students that are dragon care today please quietly walk to the carpet

Students that are pick-ups today please quietly walk to the carpet

The read loud focuses completely on Harriet Tubman and her life

Throughout the read aloud we will pause and discuss our academic language

Students will be prompted with questions such as: “what would have done if you were in Harriet’s shoes” “would you be scared?”

As the story comes to a close, we will think about some facts we learned throughout the reading

As a class we will generate a list on a flip chart paper to document these facts

After we have created an adequate list, then students will be dismissed to their seats with a job: as a writer or an illustrator

Some students will be writing facts while others will be drawing a picture

The flip chart will be used as a guide to complete their writing and pictures

If time permits, those that are writing will have the chance to also illustrate a picture

Those that are illustrating will still have to verbally explain to myself, the para or Mrs. Cazort their facts

It is my intention that the students will have the opportunity to share what they have done with their


peers

Closure: To wrap it up, we will have a collaborated discussion on what would be worth fighting for; I would prompt students to think about something they care deeply about.


Closure: To wrap it up, we will have a collaborated discussion on what would be worth fighting for; I would prompt students to think about something they care deeply about.



Product


Some students will be drawing pictures while the others will be writing.


GK: illustrating a self-portrait of Harriet Tubman and verbally explaining facts


EI: writing at least six sentences consisting of facts about Harriet Tubman


LO: writing at least four sentences consisting of facts about Harriet Tubman



Harriet Tubman by Martha E. H. Rustad

Paper

Crayons

Lined paper


(n.d.). Retrieved September 19, 2016, from http://www.biography.com/people/harriet-tubman-9511430#!

Why Read Informational Books? | National Association for the Education of Young Children | NAEYC. (n.d.).

Retrieved September 19, 2016, from http://www.naeyc.org/books/so_much_more_than_the_abcs/excerpt



Piaget

http://www/


Interacting with their peers and myself when providing input on Harriet Tubman. Together we will be learning from one another.

Dewey

Students learn best through their interests and interactions. Many of my students enjoy expressing their thoughts through writing and drawing. Also many of my students enjoy reading.

Multiple Intelligences: Howard Gardner: Teaching to more than one type of learning

Verbal: adding their thoughts to the chart while on the carpet

Interpersonal: working together to complete a list of facts

Visual: the read aloud will have many pictures that the students can look at

Hands on: creating an illustration/completing a writing piece

DAP

“Teachers use reading to engage children in response activities that involve them speaking purposefully to the group” (Copple 309).


“Teachers provide a safe environment and age appropriate supervision as children are gradually given more responsibility” (Copple 293).


Students will illustrating a self-portrait of Harriet Tubman


I collaborated with the media specialist in order to find books that are age appropriate for the students.


Name of Teacher Candidate: Kaitlyn Callan Date: November, 4, 2016


Lesson Title: Around the World with Historical Figures




Small group

Split among five groups








j. . Produce and expand complete simple and compound sentences in response to questions and prompts (declarative, interrogative, imperative, and exclamatory)





The purpose of the lesson is for the students to recognize the Historical Figures and their contributions to success and strengthen their application and understanding of informational writing.

Essential Question(s): (Essential questions should be used to guide instruction.) What is a Historical Figure?


Student will be able to pinpoint every Historical Figure as an explorer, inventor, president, scientist or activist

Student will be able to identify five characteristics of each of the eight Historical Figures

Student will be able to identify each Historical Figures contributions such as peanuts, the Underground Railroad, discovery of plants/ animals, Declaration of Independence, etc.

Students will be able to apply their knowledge of Historical Figures to complete various activities in the


classroom such as self-portraits, binoculars, and a take home project

Students will be able to verbally discuss with their peers at least five facts they have learned about Historical Figures



Explorer: person who explores an unfamiliar area Activist: person who campaigns to bring about political or social change Inventor: person who invented a particular process or device or who invents things as an occupation. Scientist: a person who is studying or has expert knowledge of one or more of the natural or physical sciences Success: accomplishment of an aim or purpose Lifestyle: the way in which a person or group lives Clothing: items worn to cover the body


Speaking in a respectful manner with their peers at the given station

Listening to the directions provided for each station on the Historical Figure

Based off the activity provided the student will write down the necessary material


Identify each Historical Figure discussed thus far and their contributions to success Identify attributes of the Historical Figures through drawing or writing


Each station will focus on George Washington Carver, Harriet Tubman, Lewis/Clark and Sacagawea containing a mixture of handouts, reading passages, and activities. One of the most common activities found throughout each station will be a KWL chart, so I can see what my students have learned over the course of the first four days. They will be able to organize their new found knowledge in the chart. Also students will be able to write a few sentences explaining a Historical Figure which will organize their thoughts as well.


Each station will review the academic language we have discussed over the course of the first four days of the Integrated Unit. Through the students completing KWL Charts, handouts, writing passages, reading passages and group work they will demonstrate their understanding. Through their writing and illustrations it will express the knowledge they have gained thus far. Since each station is focusing on the figures in more detail, I will be able to see how well the students will apply their understanding.




Yes/No Cards Formative Assessment

1. George Washington Carver was a scientist and inventor 2. George Washington Carver made over a 100 products 3. George Washington Carver is known for peanuts 4. Lewis and Clark and Sacagawea are known for their Voyage of Discovery 5. Lewis and Clark were explorers 6. Sacagawea was an Indian/ interpreter for Lewis/ Clark 7. Lewis and Clark are known for the discovery of various plants/animals 8. Harriet Tubman was an activist 9. Harriet Tubman was known for her bravery and the Underground Railroad 10. A Historical Figure is someone famous in history; explorer, president, scientist, writer etc


All 24 students are able to sit quietly during the formative-assessment o Student is able remain quiet throughout the formative-assessment: meets expectations o Student is off task throughout the formative-assessment: does not meet expectations

All 24 students are able to fold a piece of paper hamburger style to write yes and no on it o Student is able is able to fold the paper independently: meets expectations o Student raises their hand for help in order to fold the paper: meets expectations o Student does not fold paper at all: does not meet expectations

All 24 students are able to write yes/no on each side of the paper o Student is able to write yes and no with or without guidance: meets expectations o Student chooses not to participate: does not meet expectations

All 24 students are able to are able to provide honest answers throughout the assessment o Student does not look at anyone else’s’ paper but their own when showing their card: meets

expectations o Student looks at their peers card when answering questions: does not meet expectations

All 24 students can answer the YES/NO questions o Student answers 10 out of 10 questions correctly: exceeds expectations o Student 6-9 questions correctly: meets expectations o Student answers below 5 questions correctly: does not meet expectations


Yes/No Cards will be provided for my IEP/EIP students and GK (focus student)

The following students expectations will vary for these students, they will be required to get at least five questions correctly during the assessment. Small group will potentially be pulled by Mrs. Cazort or Mrs. Stuart.



Each student will be assigned a Historical Figure and a picture of that figure will be on their desk. The pictures will match the buckets full of Historical Figure activities.



Today we are going to review everything we have learned about this week, each of you has been assigned a Historical Figure and when the timer goes off you will switch. Everyone quietly go find where you will be sitting for the day.


Hook: Each student will be assigned a Historical Figure and a picture of that figure will be on their desk. The pictures will match the buckets full of Historical Figure activities.

Introduction: Today we are going to review everything we have learned about this week, each of you has been assigned a Historical Figure and when the timer goes off you will switch. Everyone quietly go find where you will be sitting for the day.

As the students transition to their stations, there will be calming music playing since many of them have expressed their love for music

Students will be required to take their pencil box to each station, because it will be a surprise for them what will be in each bucket

Some stations will be strictly books while the others will have writing/reading passages, illustrations, organizer’s, charts etc

I will walk around observing the students working with their peers providing guidance/feedback when necessary

Students will be encouraged to tell me what they are working on, so I know they are on

name of teacher candidate: kaitlyn callan date: october 31...

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