Social Studies: Thematic UnitPioneers

EDTE 664CCalifornia State University, Chico

Concept Map

RationaleThe context for learning will be described with an explanation of the students' previous

exposure to Social Studies as it is relevant to Pioneers. This two week Social Studies unit is situated within a larger unit titled "Our Country and its People". The "Our Country and its People" unit is from the Open Court curriculum used at the school site by 2nd grade (McGraw-Hill, 2002). The Open Court unit opens with a story about Native Americans. The students will have gained a brief familiarity with the shape of the United States through a previous unit titled "Courage" that highlighted American heroes. This, in combination with the "Our Country and its People" unit story about Native Americans, should have given the 2nd grade students enough exposure to maps to ensure that they have background knowledge with North America. The Native American story will be done over a two week span to ensure that students gain adequate knowledge of the tribes that would possibly be a part of the Pioneer unit I have written.

It is the goal of the 2nd grade Social Studies standards to ensure that students are able to differentiate between things that happened long ago and things that happened yesterday. The subtopics indicate that this may be done by tracing their own family history, comparing their lives to that of their ancestors, and create timelines or story boards for their lives. I have taken the Pioneer unit and made it so that this standard may be addressed within it. The students will be placed in groups, which will become their family for the duration of the unit. Through the use of a game, certain events will occur that change the course of their family history. They will trace these events by creating their own artifacts rather than using those of people who existed in the past. They will compare and contrast modern life to pioneer life in the same way that they may have compared it to the lives of their grandfathers. They will create family timelines with the events that have happened to their pioneer families. This will all allow them to make a connection to the Pioneer unit that I do not believe they would have had otherwise. Another goal of the Social Studies curriculum is to ensure that students can demonstrate map skills. One part of this standard is regarding the countries, oceans, lakes, rivers and mountain ranges in North America. Throughout this unit and others within the Open Court larger scheme unit, students will have gained exposure to maps. It is a 2nd grade Science standard that students are able to understand Earth's systems, including maps and how landforms come to exist. This multi-discipline unit ensures that students are writing about and exploring cross-curricular content.

This unit was written with the NCSS Powerful Social Studies Paradigm as a guideline. This paradigm states that in order to make social studies powerful, content must be meaningful, value-based, active, interpretive, and challenging (Chapin, 2009). The unit strives to be meaningful by connecting students to the lives of the pioneers. The content becomes significant as the students play it out in their minds as if it were relevant to their lives personally. The science that is situated in this unit is inquiry based and challenges the students. Students are also challenged throughout the unit by thought stimulating questions. Students are active within this unit as they will be writing in a journal as if they were pioneers. The ethical issues and

controversies that occur as pioneers take lands that were previously part of Native American hunting grounds speak to the Value-Based portion of the paradigm. This will be only explored briefly as it comes up in the game and in read-alouds. This unit was written specifically to be a cross-curricular unit, which inherently makes it interpretive. It is inexcusable to only allow time for either social studies or science, but never both. My unit shows how ELA, social studies, math, and science can all be intertwined within one short unit.

The relationship that this unit shares with the CA content standards for social studies and science were briefly discussed earlier in this rationale. To summarize, the social studies standards want students to obtain an enduring understanding of how time works. Students gain an understanding of time as it relates to them, which is why exploring the history of their parents and grandparents can be extremely valuable in helping them situate their own lives on the time scale. By comparing their current lives with the ones of the pioneers, students begin to have an understanding of the past so that in future learning, they can explore their own individual pasts. The goal of the Earth's systems science standard is for students to gain an enduring understanding of how landforms are created. The focus is primarily on wind and water changing land, and a familiarity of mountain ranges. As the students, as pioneer families, begin to move across the continent, they will gain a first person perspective on the landforms across North America. They would consider the essential question provided in the unit regarding the types of tools and equipment that would be needed to travel across the continent for over 5 months.

Each student in my classroom will be able to participate in each component of this unit. Over half of my class speaks English as a second language. Spanish and Hmong are their first languages. These lessons were designed with their needs in mind. The SIOP model is a research based tool used by educators to ensure that language learners have access to the content provided in their classrooms (Echevarria, Vogt & Short, 2013). This model features lesson preparation, building background, comprehensible input, strategies, interaction and practice/application. Each one of these was considered while writing this unit. Background is built across two days by ensuring that students are familiar with the North American content and maps, as well as the explorers who paved the way for pioneers. Comprehensible input will include the lesson delivery and techniques used throughout the unit such as modeled think-alouds. Strategies are intended to scaffold instruction for the language learners in this class. The students are provided with multiple opportunities for interaction both with each other and the content. They will practice their speech and then apply their knowledge when asked to participate in group discussions The rehearsal time provided will help to ensure that they feel comfortable interacting in a larger group setting.

The ELD standards are included in each lesson plan, and were considered when writing this unit. As previously stated, half of my class speaks English as a second language. The majority of my language learners can participate with the standards addressed for expanding level of learners. There are two students who may need further scaffolding and may require the standards for emerging, as well as a few who fall in the bridging category. Familiarity with these

ELD standards allows me to adjust my expectations for the way that students will be able to participate and how much scaffolding they will need on an individual basis. For example, many of the lessons in my unit require students to exchange information and ideas. I know that some students may be able to participate by answering yes and no questions. Others will be able to follow turn taking rules and contribute to the conversation to varying degrees. These students will be accommodated for and encouraged to participate in any way that they are able and my expectations of those students will reflect their abilities and the ELD standards.

Academic language demands will be scaffolded for all students, regardless of their first language. This will be done through the creation of word banks as well as creation of graphic organizers utilizing the terms that students will need to become familiar with in order to participate in discussions and create the writing being asked of them. Exposure to and familiarity with academic language will also be supported with teacher modeled think-alouds as well as model writing pieces. Rehearsal time that is designed to help the language learners will also support the academic language demands of those learners, as well as the rest of the class. When it comes to academic terminology all 2nd graders are English learners and, in my opinion, should be supported as such.

Block PlanWEEK 1: Pioneers

Building Background

Building Background

New Hope Wagon Trail States of Matter

Lesson 1 : Landforms

Description: Understanding landforms is necessary for students to understand the challenges that both Lewis & Clark and later pioneers faced. Maps are also a part of the New Generation Science Standards.

Content Objective: After watching Brainpop video and examining a map and the vocabulary related to maps, students will be able to correctly identify mountain ranges, lakes, and oceans on a topographical map.

Language Objective: Students write academic terminology such as mountain range, ocean, topographical and landform in a word bank and use those terms to fill in blanks on a map.

Assessment: Student learning will be evaluated formatively throughout lesson. Students will demonstrate knowledge by identifying and labeling major landforms on an individual topographical map.

Instructional Strategies:-Video-10 and 2 (10 minute video 2 minute discussion)-Word Bank-Fill in the blank formatted worksheet

Lesson 2 : Lewis and Clark

Description: Lewis & Clark created maps which paved the way for future pioneer explorers. Students must have a familiarity with how Pioneers knew where to go and what types of things they would need to prepare for the journey. Students will watch a video of Lewis & Clark and listen to a short read-aloud. Students will also engage in a discussion surrounding Westward Expansion which will allow me to pre-assess their existing knowledge on pioneers.

Content Objective: After exploring the lives of Lewis & Clark through video and text, students will be able to recall 3 important facts on a graphic organizer.

Language Objective: Students will use oral English to communicate in partners and groups to rehearse oral language skills needed to be able to assist in filling in a graphic organizer with facts on Lewis and Clark.

Assessment: Student learning will be evaluated formatively throughout lesson. Students will demonstrate knowledge through the use of a graphic organizer.

Instructional Strategies:-Video-Read-aloud-Group Discussion-Graphic Organizer

Lesson 3 : Challenge Response

Description: New Hope is a story in which a grandfather tells his grandson about how their town was settled. It highlights the challenge of having a broken wagon part and shows how the characters respond by settling.

Content Objective: After listening to a read-aloud of New Hope, students will be able to identify a challenge the main characters faced and describe their response to said challenge.

Language Objective:1.Students will converse about challenge and response in the story. .2. Write (using sentence stems) the challenge and response of the story.

Assessment:1. Monitoring of group conversations using the Participation rubric to evaluate.2. Review of written work on their worksheets with Challenge and Character Response Worksheet rubric to evaluate.

Instructional Strategies:-Read-aloud-Group Discussion-Graphic Organizer-Modeled Thinkaloud-Picture Walk

Lesson 4 : Wagon Trail

Description: Students are in table groups of 4. Each table group will pick a "Family Name" which will be written on their wagon. Dice will be rolled to determine if students will pick a "health" or "event" card. Some cards will require the family to pay money. They will do so with manipulative money and continue calculating their family total. These cards will also dictate the events that occur to the families as the paper wagons travel across a paper map. Students will write about the events in a journal format. Writing will be guided and modeled.

Content Objective: After engaging in the Wagon Trail Game and exposure to modeled writing examples, students will be able to record the events of the game accurately into writing.

Language Objective: Students will communicate events that occurred during the game into writing.

Assessment: Student engagement and participation will be assessed through ongoing observations. Students will demonstrate understanding by recording game/life events through writing on multiple occasions.

Instructional Strategies:-Game-Modeled Writing-Writing Sample-Journal Writing

Lesson 5 : From Liquid to Solid: Butter

Description: Students will play a states of matter game in which their bodies will demonstrate molecules as liquid, solid, and gas. They will discuss this game as a group before doing an experiment on states of matter. Students will be given a jar with heavy cream and will engage in a discussion about pioneers and making food. Students will shake the cream into butter and, with parent permission, may sample the butter on bread. Students will then explain the experiment and their findings in their Science journal.

Content Objective: After demonstrating the properties of matter, students will be able to describe in writing the reason that the liquid heavy cream became solid butter.

Language Objective: Students will use oral English to discuss the properties of matter demonstration game. Students will use written English to write their own explanation of the Science experiment.

Assessment: Student learning will be evaluated through an informal discussion of matter after demonstration game. Participation rubric will be used. Students will demonstrate knowledge of matter concepts through an explanatory writing response in their Science journals.

Instructional Strategies:-Demonstration-Group Discussion-Experiment-Informational Free-write

WEEK 2: Pioneers

Pioneer Life/Modern Life Family StoriesTimeline

Family StoriesWriting

Family StoriesSharing

Lesson 6 : Process Grid

Description: This lesson will span 2 days. As a group, students will discuss modern conveniences and the way that they live their lives. Students will assist in filling in a process grid on "Modern Kids": Food, travel, games, homes, clothes, and school. Students will listen to a read-aloud of Long Ago and Today. Each of the 6 Pioneer Family teams will be given the task to identify the answer to one category on the process grid for "Pioneer Kids": Food, travel, games, homes, clothes, and school. Teams will add the pioneer categories to the process grids. The class will discuss the findings and compare Pioneer Kids and Modern Kids categories through discussion.

Content Objective: After reading Long Ago and Today, students will be able to participate in a group writing project to produce information about an assigned category using a post-it note for later use in the process grid.

Language Objective: After reading two texts about pioneer life, students will be able to identify and compare the lifestyle similarities and differences by participating in the creation of a process grid.

Assessment: Student learning and participation will be evaluated formatively throughout lesson. Students will demonstrate knowledge by their ability to contribute to their group's portion of the grid. I will use both the Participation and Group Writing rubrics to evaluate.

Instructional Strategies:-Excerpt Read-aloud-Group Discussion-Expert Group-GLAD Process Grid-Think-Pair-Share

Lesson 7 : Timeline

Description: Students will look at their writing produced throughout playing the Wagon Trail Game. They will discuss the "family events" with each other and decide on the 4 most important events that occurred to the family. They will have to chronologically order them (by day and order that they occurred in the game) and translate those events into a fill-in timeline format. The lines and boxes will be pre-done, students will have to write in the content.

Content Objective: After reviewing the event writing from the Wagon Trail game, students will be able to translate information in time order onto a Pioneer Family Timeline.

Language Objective: Students will read their own past writing individually, then use group work communication to translate the most important events onto a written timeline.

Assessment: Students will demonstrate understanding through the creation of an accurately chronological timeline based on the events in the Wagon Trail Game.

Instructional Strategies:-Group Discussion-Fill in the blank formatted worksheet-Timeline

Lesson 8 : "Our Story"

Description: The timelines that were produced in the previous lesson will be reviewed. The teacher will model their own timeline and how to translate that into a narrative with an opening topic sentence and a concluding sentence.

Content Objective: After reviewing the Pioneer Family Timeline, students will be able to write 6 sentences about the 4 major events that occurred in a narrative format.

Language Objective: Students will read the group Pioneer Family Timeline and use this information to write 6 sentences about the 4 major events using written English. Students will write a topic and concluding sentence with guidance from the teacher.

Assessment: Students will demonstrate knowledge through the completion of a short narrative story.

Instructional Strategies:-Modeled Writing-Writing Sample-Individual writing

Lesson 9 : Campfire

Description: Students will use the narratives created in the "Our Story" lesson to engage in a partnered read-aloud of their family story with a member of a different family. This is to give them each rehearsal time with their written piece in a tea-party strategy setting. Students will then form a circle around a fictional "fire" to mimic the lifestyles of Pioneers on a wagon trail. At least one person from each family may share their story. Additional family members may share if they wish.

Content Objective: After creating a life event narrative, students will be able to engage in listening and speaking aspects of sharing said stories aloud.

Language Objective: Students will read their individual narratives with a partner to rehearse the oral English needed to participate in a group setting. Students will read their individual narratives on a volunteer basis in a circle. All students will be encouraged to participate.

Assessment: Students will be assessed on their ability to participate in oral read-alouds. Students will be assessed on their ability to remain active listeners as others read-aloud.

Instructional Strategies:Tea-PartyRead-AloudGroup Share

Lesson Plan #1States of Matter: Butter

CANDIDATE NAME: DATE/TIME:

ESTIMATED LESSON LENGTH: 60 minutes

GRADE LEVEL: 2nd Grade

CO-TEACHING STRATEGY: One teach, one assist.

SETTING (general, special education, or RtI group):

PUPILS: [ X ] WHOLE CLASS [ ] SMALL GROUP [ ] INDIVIDUAL

LESSON TOPIC: Molecules act differently depending on if they are in a state of gas, liquid, or solid. This lesson will teach the students through a demonstration and experiment that the fat molecules in cream stick together to make butter.

LESSON RATIONALE:This lesson is related to the Next Generation Science Standards category of "Matter and Its Interactions". 2-PS1 states that students who demonstrate an understanding can analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. In this lesson, students will use their bodies to create a living model of molecules in different states of matter. They will then take this knowledge and apply it to transforming liquid fat molecules in cream into solid butter. This knowledge will help them understand that different states of matter serve different purposes. Butter serves different purposes than cream, for example. They will have to use observations in order to differentiate between the liquid and solid state on a continuous basis throughout the experimental process of transforming the matter.

CONTENT AREA: Science

NEXT GENERATION SCIENCE STANDARD(S): 2-PS1: Students who demonstrate an understanding can analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose

IEP Goals (if for special education students): Speech Goal Student 1: Produce phonemes S-Z in complete sentences.

-Will monitor S and Z in writing and conversation, modeling sounds and assisting in spelling of words containing these

sounds.

Speech Goal Student 2: Produce past tense -ed verbs spontaneously.

-Will monitor past tense verbs in writing and conversation, asking probing questions to guide the spelling of words in past

tense.

ELD STANDARDS:

(Expanding EL Standards)COLLABORATIVE

1. Exchanging information and ideas. Contribute to class, group, and partner discussions, including sustained dialogue, by listening attentively, following turn-taking rules, asking relevant questions, affirming others, and adding relevant information.

INTERPRETIVE

5. Listening actively. Demonstrate active listening to read-alouds and oral presentations by asking and answering detailed questions with oral sentence frames and occasional prompting and support.

6. Reading/viewing closely. Describe ideas, phenomena, and text elements in greater detail based on an understanding of a variety of grade-level texts and viewing of multimedia with moderate support.

PRODUCTIVE

10. Writing. Write short literary texts and informational texts collaboratively with an adult, with peers, and with increasing independence.

ACADEMIC LANGUAGE DEMAND: ACADEMIC LANGUAGE DEMAND

The majority of my English language learners are at an expanding level on the English language development level continuum. To participate in this lesson, they will be asked to be interpretative by listening actively to spoken English during the explanation of the lesson, the discussion and during the review of Science content. Students will be required to exchange information through oral conversation after the demonstration of states of matter. They will collaborate using spoken and written English. Students will produce a written explanation of the experiment and their findings.

CONTENT VOCABULARYMoleculeMatterTransformPurposeLiquidSolidGas

LANGUAGE FUNCTIONSParticipateExplainWriteExperiment

LANGUAGE FORMS (GRAMMATICAL STRUCTURESStudents will use complete sentences in group conversations. They will complete sentence frames through writing. For example, as students write they may be provided with a stem to complete.

Example: When I shook the cream, the molecules ....

STRATEGIES TO SUPPORT ACADEMIC LANGUAGE DEVELOPMENT:This lesson will begin with a game which will allow the students to become familiar with academic terminology being used throughout the lesson. They will engage in a game that will give them exposure to terms. They will engage in a conversation that will give them practice with the terms. They will write a short informational piece in their science journal that will allow them to apply their new knowledge of the academic language they acquire throughout the lesson.

LANGUAGE OBJECTIVE(S): Students will use oral English to discuss the properties of matter demonstration game. Students will use written English to write their own explanation of the Science experiment.

LANGUAGE ASSESSMENT(S): Student participation in group and partner discussions will be evaluated using the Participation Rubric.

CONTENT OBJECTIVE(S): After demonstrating the properties of matter, students will be able to describe in writing the reason that the liquid heavy cream became solid butter using 4 or more sentences.

CONTENT ASSESSMENT(S):

Students will demonstrate knowledge of matter concepts through an explanatory writing response in their Science journals. The Science journal rubric will be used to evaluate this writing.

INSTRUCTIONAL STRATEGIES: -Demonstration-Group Discussion-Experiment-Informational Free-Write

REQUIRED TEACHER BACKGROUND INFORMATION: Teacher should become familiar with the basic science concepts being explored in this lesson. The teacher should be comfortable with students moving around safely in a classroom and should prepare expectations to discuss with students. This will be required for both the demonstration and the experiment. Teacher should review academic vocabulary terms. Teacher should become familiar with frequently asked questions of states of matter, as the students often have several questions relating to the content presented in Science.

TASK ANALYSIS: In order to successfully participate in the demonstration of molecules in varying states of matter, students must enter with an ability to effectively participate in a group setting. In order to engage in a group conversation, students must enter with an ability to communicate with peers and follow turn-taking rules and hand-raising procedure to contribute whole-class.

In order to be successful in writing, students must have the ability to write in English or be scaffolded in such a way that they can find success in writing.

In order to be able to participate in the experiment, students must possess self-regulating skills so that they may experiment with equipment independently.

PROCEDURES:Introduction:-Tell the students that they will be learning about states of matter-Lead a discussion on what matter is-Talk about the difference between gas, liquid, and solid. Use this discussion to preassess their knowledge-Ask for examples of gas, liquid, and solid. List on the board. - Inform students that they will be participating in a demonstration of how molecules move in different states of matter-Discuss expectations for demonstration, such as "freeze" cues. -Allow two students to demonstrate the way to move about the classroom as a molecule in a gaseous state. Repeat for liquid and solid. (Gas - freely moving. Liquid - moving in restricted space: carpet. Solid - stuck together but shaking/vibrating)Lesson Sequence:

- Lead students in a discussion surrounding the states of matter and the observations of the way the molecules moved-Refer to the list created in the introduction. Draw what the molecules would look like for vapor, water, and ice. (This taps into background knowledge on evaporation and water cycle from previous lessons)-Review evaporation, water vapor and clouds. (Gas)-Discuss icebergs in the ocean. (Liquid and Solid)-Inform students that Pioneers used states of matter to make food-Allow students to predict what would happen to the liquid molecules if they were sticky and shaken up. 3 students may demonstrate that they would "stick" together as soon as they touch. -Inform students that they will get to turn liquid into solid the same way Pioneers did. -Review experiment expectations-Pass out materials (cream pre-poured into sealed jars)-Allow students to predict how to turn the cream into butter-Allow students to test their predictions-If students become discouraged because of time, encourage them to continue-Have crackers and sporks ready for students (who have permission slips returned) to sample their product.-Allow students to discuss experiment as they eat their cracker/butter. Closure:-Lead a discussion on what happened to the fat molecules in the cream.-Guide students with questioning as necessary-Clean up experiment-Allow students 10 minutes to write about the molecules and experiment in their science journal

UNIVERSAL ACCESS: Language learners may be provided with additional sentence stems to assist in their writing, depending on their individual needs. Students with vision impairments will be seated close to the teacher during any period of time where writing on the board occurs.

CONTENT INTEGRATIONS/EXTENSIONS: Social Studies Extension - Pioneer UnitMay continue lesson with other products such as water. Would be a good lead-in activity for testing different solutions and exploring the fact that some matter can return from solid to liquid while others cannot.

RESOURCES/SOURCES:

MATERIALS/EQUIPMENT: Heavy CreamMason Jars (Or other jars with lids - plastic preferred)Sporks/Crackers (optional depending on permissions acquired)Paper/JournalsPencil

PERSONAL TEACHING OBJECTIVES:During this lesson, I will be working on engaging students using inquiry-based Science.

ASSESSMENT OF PERSONAL TEACHING OBJECTIVES:

I will know if I am successful if I am able to restrain from over-helping students into finding the known answers, and if I am able to encourage them to problem-solve together without interjecting.

Lesson Plan #2Process Grid: Modern Kids VS. Pioneer Kids

CANDIDATE NAME: DATE/TIME:

ESTIMATED LESSON LENGTH:

GRADE LEVEL: 2nd Grade

CO-TEACHING STRATEGY: One teach, one assist.

SETTING (general, special education, or RtI group):

PUPILS: [ X ] WHOLE CLASS [ ] SMALL GROUP [ ] INDIVIDUAL

LESSON TOPIC:Students will explore similarities and differences between their own lives and that of pioneer children.

LESSON RATIONALE:This lesson will allow students to explore the similarities and differences between modern life and pioneer life by comparing their own experiences to that of pioneer children. The lesson will begin with a discussion of the way they live their lives, and recording this discussion on a GLAD process grid. Students will then begin to compare their lives with those of kids from the past. This will be facilitated through previous exposure to pioneers as well as an addition read-aloud. Students will have had previous exposure to stories that have children as characters. . They will have had previous exposure to stories that have children as characters. To supplement this previous knowledge, a small take-home book called "Life Now and Then" will be read. Additional resources such as the internet Google image search may be used to help students visualize things such as clothing. Students will listen actively to the read-aloud. Students will be given team tasks. Each team will be responsible for recording information onto a post-it note that represents one category of the process grid. Students may use group discussion and other resources to fill in their post-it note information. Categories will be : "Food, travel, toys, homes, and school". By comparing their own food to the food that pioneers ate, students will begin to gain a deeper understanding for the differences and similarities between life now and life as a pioneer

CONTENT AREA: Social Studies

CA Social Studies Standard: 2.1 Students differentiate between things that happened long ago and things that happened yesterday

COMMON CORE STANDARD(S):

W.2.8 Writing. Recall information from experiences or gather information from provided sources to answer a question.

RL.2.3 Reading: Literature. Describe how characters in a story respond to major events and challenges.

IEP Goals (if for special education students):Speech Goal Student 1: Produce phonemes S-Z in complete sentences.

-Will monitor S and Z in writing and conversation, modeling sounds and assisting in spelling of words containing these

sounds.

Speech Goal Student 2: Produce past tense -ed verbs spontaneously.

-Will monitor past tense verbs in writing and conversation, asking probing questions to guide the spelling of words in past

tense.

ELD STANDARDS:

(Expanding EL Standards)COLLABORATIVE

1. Exchanging information and ideas. Contribute to class, group, and partner discussions, including sustained dialogue, by listening attentively, following turn-taking rules, asking relevant questions, affirming others, and adding relevant information.

INTERPRETIVE

5. Listening actively. Demonstrate active listening to read-alouds and oral presentations by asking and answering detailed questions with oral sentence frames and occasional prompting and support.

PRODUCTIVE

10. Writing. Write short literary texts and informational texts collaboratively with an adult, with peers, and with increasing independence.

ACADEMIC LANGUAGE DEMAND: ACADEMIC LANGUAGE DEMAND

The majority of my English language learners are at an expanding level on the English language development level continuum. To participate in this lesson, they will be asked to be interpretative by listening actively to spoken English during the explanation of the lesson and the read-aloud of the book excerpts. Students will be required to exchange information through oral conversation during the group discussions and to contribute to the creation of the process grid. They will collaborate using spoken and written English. Students will produce a short piece of writing as a group. It will be a shared writing experience which requires them to be collaborative.

CONTENT VOCABULARYCompareContrastSimilarDifferentPastLifestyleModernConvenience

LANGUAGE FUNCTIONSParticipateInteractCollaborateWrite

LANGUAGE FORMS (GRAMMATICAL STRUCTURESStudents will use complete sentences in group conversations. They will complete small group writing samples so that they may contribute to the process grid.

Example: Pioneers had_____Pioneers used_____

STRATEGIES TO SUPPORT ACADEMIC LANGUAGE DEVELOPMENT:This lesson will be scaffolded to support academic language development. Students will be able to understand the terms after the instructor orally rephrases terms and adds context. By allowing the students time in a group to explore their topic and converse about it, students are receiving rehearsal time with the oral English that they may need to be able to participate whole-class. Splitting the tasks into groups helps to support academic language development as students are not overwhelmed by the enormity of the task. Shared writing allows each student to collaborate and agree on an answer to write on the post it note, and this allows the students to feel more comfortable raising their hands to contribute orally. They will have a resource of their own group's writing to rely on if their oral English skills become strained.

LANGUAGE OBJECTIVE(S):

After reading two texts about pioneer life, students will be able to identify and compare the lifestyle similarities and differences by participating in the creation of a process grid.

LANGUAGE ASSESSMENT(S):

Student learning and participation will be evaluated formatively throughout lesson. Students will demonstrate knowledge by their ability to contribute to their group's portion of the grid. I will use both the Participation and Group Writing rubrics to evaluate.

CONTENT OBJECTIVE(S):

After reading Long Ago and Today, students will be able to participate in a group writing project to produce information about an assigned category using a post-it note for later use in the process grid.

CONTENT ASSESSMENT(S):

I will know that students are successful through monitoring of their group conversations as well as evaluating their writing products. I will use both the Participation and Group Writing rubrics to evaluate.

INSTRUCTIONAL STRATEGIES: -Excerpt Read-Aloud-Group Discussion-Expert Group-GLAD Process Grid

REQUIRED TEACHER BACKGROUND INFORMATION: Teacher must be familiar with GLAD strategies, with particular attention given to the Process Grid. Teacher must be familiar with the content, as well as have several resources and examples for each part of the process grid should the students need support. Teacher should have access to multiple books on Pioneer life for students to use as resources.

TASK ANALYSIS:

Students must be able to communicate using turn taking and collaboration in groupsStudents must be able to write small writing samplesStudents must be able to listen actively to instructions and read-alouds

PROCEDURES:

Introduction:Day 1:-Introduce the lesson with a discussion of modern life and conveniences.-Guide student answers with probing questions about the way we live today and our lifestyles

-As the conversation allows it, pause to fill in categories on process grid. Guide empty categories with discussion. Lesson Sequence:-Inform students that there are many differences between them and the kids they have been learning about. -Direct students to listen for differences and similarities in lifestyles as text is read.-Read aloud excerptsDay 2:-Review process grid with modern categories filled in.-Remind students of readings from yesterday and past experiences/exposure to texts. -Read Long Ago and Today with the class. -Ask students to read Long Ago and Today again with a partner at desk then return to carpet. -Assign each group a category from the process grid-Instruct students that they will be using memory and resources around the room to describe one category of a pioneer kid's lifestyle on a sticky note.-Review group writing expectations-Allow students time to explore the texts and talk as a group. -Early finishers can be given an additional post-it note to challenge them-Regroup when each team has a contribution for the process grid-Let students either read note aloud or post it to process grid-Fill in process grid as students speak, or assist in reading the noteClosure:-Review process grid after all categories are filled in-Guide a conversation with students. Ask them to find similarities between themselves and Pioneer kids using the process grid. Ask them to find differences and share aloud with a neighbor. Allow some to share whole-class.

UNIVERSAL ACCESS: Groups are positioned in such a way that the mix of students per group provides for optimal scaffolding without dominating all learners.

CONTENT INTEGRATIONS/EXTENSIONS: Lesson could be extended by asking students to switch point of view into that of a pioneer child after making comparisons. Lesson could extend to integrate CA Social Studies Standard 2.1 which asks students to differentiate between things that happened long ago and things that happened yesterday. Students could create a Venn Diagram.

RESOURCES/SOURCES: "Children of the Wild West" and/or other books regarding pioneer children that could be used as resources for students to search through.

MATERIALS/EQUIPMENT: -Butcher Paper-Markers-Resource Books for students (misc books on Pioneers that include children and lifestyle descriptions)-Paper

-PencilsPERSONAL TEACHING OBJECTIVES:Group Work - I would like to work on the implementation of effectively shared group work within my classroom.ASSESSMENT OF PERSONAL TEACHING OBJECTIVES:I'll know I am successful if I can monitor the interactions between groups and ensure that equal participation is happening.

Lesson Plan #3New Hope: 1st Read, Challenge & Response .

CANDIDATE NAME: DATE/TIME: March 2014ESTIMATED LESSON LENGTH: 40 minutesGRADE LEVEL:  2nd GradeCO-TEACHING STRATEGY: One teach, one assist.SETTING (general, special education, or RtI group):PUPILS:  [ X ] WHOLE CLASS [  ] SMALL GROUP [  ] INDIVIDUALLESSON TOPIC:The characters in the story "New Hope" face challenges.LESSON RATIONALE:        New Hope is a story in which a grandfather tells his grandson about how their town was settled. It highlights the challenge of having a broken wagon part and shows how the characters respond by settling in the location where their wagon broke. It then follows the small settlement through time to show how it eventually evolved into the town it is today. This helps students understand the social studies standard of differentiating between now and long ago. This story also lends itself to the language arts content standard that requires students to analyze how characters respond to challenges in a story. The lesson ties into the main theme of analyzing characters. This story is read twice over two days. This allows students to be exposed to the story twice. The first exposure will help students become familiar with the academic language as it is used in the context of the story. The second exposure will allow the students to comprehend the story.        The first read of this story will be done using a Narrative Input strategy from the GLAD program. This strategy is similar to an active read-aloud. I chose to print the story on the back of real pictures from the late 1800's that represent parts of the story. As the story is read from the back of picture cards, students look at the pictures to make connections. The pictures become a poster that remains in the classroom as a story-board. After the story is read initially, students will identify the main challenge that the characters face in the story and fill in worksheet. They will also be asked to identify how the characters responded.

                   CONTENT AREA: Language Arts

COMMON CORE STANDARD(S):RL.2.3 Describe how characters in a story respond to major events and challenges.

IEP Goals (if for special education students):Speech Goal Student 1: Produce phonemes S-Z in complete sentences.

-Will monitor S and Z in writing and conversation, modeling sounds and assisting in spelling of words containing these

sounds. Speech Goal Student 2: Produce past tense -ed verbs spontaneously.

-Will monitor past tense verbs in writing and conversation, asking probing questions to guide the spelling of words in past

tense.

ELD STANDARDS:(Expanding EL Standards)

COLLABORATIVE1. Exchanging information and ideas. Contribute to class, group, and partner discussions, including sustained dialogue, by listening attentively, following turn-taking rules, asking relevant questions, affirming others, and adding relevant information.INTERPRETIVE5. Listening actively. Demonstrate active listening to read-alouds and oral presentations by asking and answering detailed questions with oral sentence frames and occasional prompting and support.PRODUCTIVE10. Writing. Write short literary texts and informational texts collaboratively with an adult, with peers, and with increasing independence.

ACADEMIC LANGUAGE DEMAND: ACADEMIC LANGUAGE DEMAND

The majority of my English language learners are at an expanding level on the English language development level continuum. To participate in this lesson, they will be asked to be interpretative by listening actively to spoken English during the explanation of the lesson and the read-aloud of "New Hope". Students will produce an written response on a worksheet in which they will describe the character's main challenge in the story. Students will be required to exchange information through oral conversation during the group participation piece of filling in the graphic organizer. They will collaborate using spoken and written English.

CONTENT VOCABULARY

  Character  Event  Challenge  ResponseLANGUAGE FUNCTIONS        Participate

ListenDiscussWrite

LANGUAGE FORMS (GRAMMATICAL   STRUCTURES) Students will use complete sentences in group conversations. Students will use the past tense of verbs when they describe characters and challenges in the story. They will complete sentence frames through writing. For example, as students write they may be provided with a stem to complete.        Example:      The challenge in the story was _______                                The character responded to this challenge by_________STRATEGIES TO SUPPORT ACADEMIC LANGUAGE DEVELOPMENT:Students will look at pictures as the story is being read aloud. The pictures being used will be realistic pictures from the time period. Students will follow along as "New Hope" is read aloud. This will help them hear the pronunciation of words that arise in the text. The read-aloud may pause for a moment in order to explain the context or ask probing questions. The students will engage in group conversations about the characters in the story, and the challenges that they face. This group conversations will provide students with rehearsal time using the academic language that they have now heard read aloud and practiced with themselves in a smaller setting. The students will also write using the academic language on their worksheet. This will allow the students to feel more comfortable contributing to the group graphic organizer.

LANGUAGE OBJECTIVE(S):1. After listening to a read-aloud of New Hope, students will be able to have a conversation using oral English surrounding the challenges in the story as well as how characters responded to challenges.2. After engaging in a group conversation, students will be able to write (using sentence stems) the challenge and response of the story.

LANGUAGE ASSESSMENT(S):1. I will know students are successful through the monitoring of group conversations. I will use the Participation rubric to evaluate.2. I will know students are successful through the review of written work on their worksheets. I will use the Challenge and Character Response Worksheet rubric to evaluate.

CONTENT OBJECTIVE(S):After listening to a read-aloud of New Hope, students will be able to identify a challenge the main characters faced and describe their response to the challenge.

CONTENT ASSESSMENT(S):Students will demonstrate knowledge through the participation of a group discussion of challenge and response, written work on their worksheets and contribution to the class graphic organizer. I will use both the Participation and Challenge and Character Response Worksheet rubrics to evaluate.

INSTRUCTIONAL STRATEGIES: -Read-aloud-Group Discussion-Graphic Organizer

REQUIRED TEACHER BACKGROUND INFORMATION: Teacher should be familiar with the story "New Hope" and have previously considered the parts of the stories that would make for appropriate pauses, for check for understanding questions. Teacher should have previously considered the graphic organizer and appropriate responses for challenges/responses in the story.

TASK ANALYSIS:In order to participate, students must be able to actively listen to read-alouds.Students must be able to self-regulate during group conversations and find balance between participation and dominating conversation.Students must be able to write using sentence stems to complete the worksheet.

PROCEDURES:Introduction:-Direct students to the carpet area-Inform students that they will be hearing a story about a family who leaves home to find a new place to live.-Allow students to tell a partner if they've ever had to move before, or know someone who has moved.-Tell students to listen to the story for the reason that the family chose to move, and listen for any problems they might encounter on their way to their new home.Lesson Sequence:-Read "New Hope"-Stop on occasion to elaborate, make an observation or prediction, or ask a question of the students

-Pay particular attention to the part of the story that the wagon wheel breaks. Consider the scene aloud, asking probing questions, using the phrasing "challenge".-After the conclusion of the story, allow the students time to discuss the story. Ask "What happened in this story? Tell your neighbor"-Ask students to identify the big "challenge" or "tough thing that happened" in the story. Lead a discussion.-Lead a discussion on how the characters responded to this challenge.-Pass out challenge response worksheet as students are discussing at the carpet.-Allow students to return to their seats where they will find their worksheets.-Provide a sentence stem for the challenge and response portions of the worksheet.-Allow students to use sentence stems to articulate character challenge and response independently.-Travel the room, monitoring.-Listen closely to discussions, regroup if necessary (if students have gotten on wrong track)Closure:-Draw on group sticks and numbers randomly to determine who will share the challenge and response aloud. Do this multiple times-Fill in large class graphic organizer to reflect the group's answers.

UNIVERSAL ACCESS: Groups are positioned in such a way that the mix of students per group provides for optimal scaffolding without dominating all learners.Students with visual impairments are purposefully seated near the white board.My student who is unable to write will be able to participate through the use of sentence stems and assisted writing through our co-teaching model.

CONTENT INTEGRATIONS/EXTENSIONS: Lesson could be extended by allowing students to identify challenge and response independently. Lesson could extend by allowing students to take knowledge of challenge and response and apply it to a new scenario. Extension lesson - Lesson #4

RESOURCES/SOURCES: Open Court Anthology Books: "New Hope"

MATERIALS/EQUIPMENT:Worksheet: Challenge & ResponsePencilsELMO for displaying teacher worksheet with sentence stem

PERSONAL TEACHING OBJECTIVES:

Monitoring Engagement - I would like to practice monitoring student behavior on the carpet during narrative input chart, responding appropriately to body language.

ASSESSMENT OF PERSONAL TEACHING OBJECTIVES:I will know I am successful if students remain engaged for the duration of the time on the carpet, and I can adjust time spend on carpet according to their body language.

Assessment Procedures NarrativeThere are varied opportunities throughout this unit for students to demonstrate conceptual

understanding. Their skills are being measured against the standards and stated objectives. Each assessment for each lesson was written to be a direct reflection of the content standard that was written before it. By having clear and measurable content standards, my assessments can be directly tied to the standards that the objective wishes to teach. The assessments support the ongoing learning of each student. They do this through formal and informal assessments. Informally, I can observe my students as they acquire the content that I am teaching to them and adjust accordingly. This can also be referred to as formative assessments (Echevarria, Vogt & Short, 2013). More formal or summative assessments will be done throughout the unit to provide tangible evidence of student learning, such as through meaningful and well-timed worksheets. The assessments are designed to provide each student with the opportunity for success. This includes the population of diverse learners in my classroom such as students who speak English as a second language and students with Speech disabilities. As discussed previously in the rationale, I developed these lessons with the SIOP model in mind in order to ensure participation among each of my students. I also considered the ELD standards to ensure that each student is held to the highest of expectations possible for their current level on the continuum. This was equally true as I wrote the assessments, as they are so closely tied to the content and language objectives for each lesson. The assessments reflect an understanding that each student may participate in a different way according to the ELD standards, but will be able to produce assessable results with certain levels of scaffolding and rehearsal time. To assist in the assessment of the students, several rubrics have been created.

Pre-assessment - Some level of pre-assessment will occur as a part of the "Our Country and its People" Open Court unit opener. An exploration of Native American culture will occur the week before the Pioneer unit, and some discussion may occur regarding Pioneers. These discussions can be used as a pre-assessment for this unit. In addition to this, during the Lewis & Clark lesson, students will engage in a discussion surrounding Westward Expansion. This discussion will also serve as a pre-assessment as I will be listening for existing knowledge on the topics that will be covered throughout the unit. As a part of the pre-assessment, I looked at the 1st grade

Social Studies standards. Unfortunately, it would be unwise to assume that they acquired any of this knowledge last year. Still, it serves as a jumping point to know what may need review.

Formative Assessment - Formative assessments will be ongoing throughout all of the lessons in this unit. The Wagon Trail game and writing will support ongoing learning as well as inform instruction via written work in journals. Fisher and Frey (2009) support the feed up, feed back and feed forward models of formatively assessing. They state that all three are necessary in order to be successful in assessing. Feed up will be addressed when the purpose of the lessons are established during the review of content objectives each morning. Feed back is responding to student work, which will be done mostly through evaluation of student journals, worksheets, and responses to group conversations. This assessment is done most often through the use of a rubric. The rubrics are provided after this narrative. Feed forward, or modifying instruction, is the formative assessment piece in which the instruction will need to be adjusted according to the needs of the students.

Summative Assessment - I consider my unit to have two summative assessments. The first summative assessment is the process grid, and it is directly tied to the CA Content Standard for social studies. The standard requires that students differentiate between things that occurred long ago and things that occur today. By differentiating between modern kids and pioneer kids, students will have to be able to analyze the difference between time now and the past. The second summative assessment will come at the end of the unit and involves the portion of the same standard that relies on family history. Students will create both a narrative and a timeline to share their pioneer family story. Listening to the read-alouds of the family story as well as reviewing them on paper will serve as the summative assessment for the entire unit.

Evaluative Criteria (RUBRICS)

Participation Rubric (Partner Work & Share-Outs)

LEVEL 1 LEVEL 2 LEVEL 3Student did not engage in partner or group conversations when prompted and did not contribute to the class discussion.

Student engaged briefly in partner or group conversations when prompted and offered some contributions to class discussion.

Student engaged in meaningful partner and group conversations when prompted and offered multiple contributions to class discussion.

*This rubric is often combined with other rubrics as partner/group sharing is included in multiple learning tasks.

Challenge and Character Response Worksheet

Category LEVEL 1 LEVEL 2 LEVEL 3Identified Challenge Student did not

correctly identify the challenge.

Student correctly identified the challenge.

Student correctly identified the challenge and provided supporting details.

Identified Response Student did not correctly identify the response.

Student correctly identified the response.

Student correctly identified the response and provided supporting details.

Group Writing

LEVEL 1 LEVEL 2 LEVEL 3Student did not contribute to the group conversation or writing product.

Student contributed to the group conversation or writing product.

Student made multiple contributions to the group conversations or writing product.

References

BrainPOP Junior. BrainPOP - Animated Educational Site for Kids - Science, Social Studies,

English, Math, Arts & Music, Health, and Technology. N.p., n.d. Web.

Chapin, J. R. (2009). Elementary social studies: A practical guide. In P. Boles (Ed.), Education:

Pedagogy and assessment engaging your students in authentic learning (pp. 385-389).

Boston, MA: Pearson.

Echevarria, J., Vogt, M., & Short, D. (2013). Making content comprehensible for English

learners. The SIOP model.  New Jersey: Pearson.

Fisher, D. & Frey, N. (2009). Feed up, back, forward. Multiple Measures, 67(3). 20-25

Freedman, R. (1983). Children of the wild west. New York: NY: Clarion Books.

McGraw-Hill (2002). Our country and its people. Open Court Reading: Level 2 Unit 6.

Columbus, OH: SRA.