Day Number: 8 Grade Level: 4 Expected Duration: 45 Minutes Concepts
Day Number: 8 Grade Level: 4 Expected Duration: 45 Minutes Concepts
Day Number: 8 Grade Level: 4 Expected Duration: 45 Minutes Concepts
Lesson Plan
EGP 535
February 2016
1.0 Lesson Plan Details
UNIT: Southwest
MINI-LESSON TITLE: Category / Modern Day Native Americans in
Oklahoma / Doing Analytical Ethnography
Day Number: 8
Grade Level: 4th
Expected Duration: 45 Minutes
Concepts:
- Places
- Environment
- Culture
Vocabulary:
- Culture, Anthropology, Ethnography, Analytical/Analyze,
Egocentricity, Secondary Sources
Skills:
- Synthesizing
- Researching
- Identifying
- Group Work Development
- Citing
- Creative Constructing
1.1 Integration of Learning Outcomes/Objectives
1. During the first week of the SW Unit, students will brainstorm
about the learning project they choose related to the expert
group stations and show their thought process with a thought
map graphic organizer.
2. Students will compare and cite four sources of information,
including one digital source during the creation of their learning
project.
3. Students will construct a learning project that answers the
research question of their expert group. Students may do this
individually or in groups.
4. Students will create three written elements to support their
learning project: a creative piece, an informational piece and a
digital piece.
5. Students will identify how Native Americans who live on
Reservations live in modern day America and on reservations
based on income, occupations, leadership roles, gender roles,
school expectations, religion, artwork or government
1.2
8.1:HistoricalAnalysisandSkillsDevelopment
Students will wrap up their research today, and begin their projects.
Teacher can use this day to hold longer conferences with students who are
struggling or for students requiring enrichment.
1.5 Differentiation
GIFTED STUDENT:
Allow GIFTED student higher level research items. Reading levels
and comprehension abilities will differentiate each bin/basket. Allow
GIFTED student to create a higher-level digital piece allowing a
different structure of thought. Allow student choice during creative
pieces. (Multiple Intelligences)
ELL STUDENT:
Allow ELL Student more time with vocabulary words, anticipating
the need for visuals and a connection to their background
knowledge. ELL students, depending upon their level of need, will
be expected to complete the group work, but with lower-level
reading books allotted in their group.
1.6
Closure
Sum up the project once more, going over each point that the
students will have to complete and referencing the rubric for the
performance project.
a. gather research
b. complete brainstorming map
c. answer research question
d. complete informative piece, creative piece, and digital piece
e. Remind students what good writers do, what good researchers
do, and to go over the next few days schedule
Sources
Visual
Elements
Written
Element
Reflection
Thought Map
I answered the
research
question of my
expert group. I
also found
included my own
research
questions. .
I included 4
sources for
information in
my project.
One of those
sources was
digital.
I created and
included two
visual elements
that helps to
answer the
research question
of my expert
group.
I created three
written elements: a
creative piece, an
informational piece
and a digital piece
to help answer the
research question.
I wrote a
reflection on my
project that
included at least
two peers
comments.
I included a fully
complete thought
map that shows
how I brainstormed
& completed the
steps of my
research project.
I answered the
research
question of my
expert group.
I included 3
sources for
information in
my project.
I included two
visual elements
that helps to
answer the
research question
of my expert
group.
I wrote a
reflection on my
project that
included at least
one peer
comments.
I included a partially
complete thought
map that shows
how I brainstormed
& completed the
steps of my
research project.
I answered part
of the research
question from my
expert group.
I included 2
sources for
information in
my project.
I included and
created 1 visual
element that
helps to answer
the research
question of my
expert group.
I wrote a
reflection on my
project that did
not include any
peer comments.
I included a partially
complete thought
map that shows
how I brainstormed
or how I completed
the steps of my
research project.
I included 1
source for
information in
my project.
I included 1 visual
element that
helps to answer
the research
question of my
expert group.
I included a written
element: a creative
piece, an
informational piece
and a digital piece
to help answer the
research question.
I included a partially
complete thought
map.
I did not
include any
source of
information in
my project.
*notice how points are given for including elements, but additional/top grade points are
given for the creation of those elements to emphasize (creativity/project-based aspect).
Students are more driven to create their own works rather than find and copy others.
Materials
Research Items brainstorming maps, highlighters, pencils, scrap
paper, journals
3-flap poster with title of research question, vocabulary defined, and
important facts that the students will most likely use in their pieces.
Ipads for websites and research
Student Textbook
Pages begin at Pg. 343 (Referencing the Cherokee)
Websites
http://www.cherokee.org/
Books: (Non-fiction)
1.8 Technology
Ipads
Newsela
Specified Online Videos (VIMEO)
1.9
Technology
Ipads will be used for both research and the creation of the digital
pieces. Laptops will also be an option for research and the creation
of the digital pieces.
2.1 Reflection on Planning
Modern Day Native American Ethnography Research MiniLesson is a plan that should be adaptable to a four day learning
program with project based learning. However, we are teaching
a few too many skills for the end product. With 4th graders, it
may be more beneficial to focus upon learning good research
skills as well as excellent group work cooperation skills for four
days and then creating from said research the next week. Four
days may not be enough time. However, I have confidence that
with good differentiation and explicit instruction as well as
expedited classroom management the process should be
successful. It will be highly successful in capturing the attention
of the students with so much choice in both what to research as
well as how to go about presenting found information.
Point Value
Total /30
/1
/2
/2
/1
/5
/1
/1
/3
/2
/5
/7
*
*
Vocabulary
a. Anthropologist: Expert social science studying culture
across time and space
b. Culture: the arts and other manifestations of human
intellectual achievement regarded collectively.
c. Ethnography: the scientific description of the customs of
individual peoples and cultures.
d. Secondary Sources: any source about an event, period,
or issue in history that was produced after that event,
period or issue has passed. Aside from a textbook, the
most commonly assigned secondary source is a scholarly
monograph - a volume on a specific subject in the past,
written by an expert.
e. Analyze: examine methodically and in detail the
constitution or structure of (something, especially
information), typically for purposes of explanation and
interpretation.
III.
IV.