Grace Vero Complete Teaching Episode Dr.

Wilson December 1, 13

1. Lesson Plan

Stage 1: Desired Results

Established Goals:

Social Studies Standard:

1.3 Elementary: Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.

CCSS.ELA-Literacy.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. CCSS.ELA-Literacy.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. CCSS.ELA-Literacy.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section

Understandings: Students will understand that... The Navajo Indians had distinct roles for women, men and children. Taking notes throughout a presentation can help increase their chances of remembering the information.

Essential Question(s): What are the main differences between a woman and man in the Navajo tribe?

It is important to reference worksheets, use notes, and activate prior knowledge when answering a question. Using illustrations on a Smart Board can help the students visualize the lesson, which will ultimately give them a better understating of the material. The Navajo Indians specific gender roles differ to those of todays society. The Navajo Indians played an important role in society.

How do the Navajo Men and Women differ from Men and Women in todays society? How can taking good notes benefit a writer when preparing for a writing assignment? Why is it important to use academic vocabulary in your everyday life? What comparisons can you make with people in todays society and the Navajos?

Students will know. The specific roles Men and Women played in the Navajo tribe such as: Men- hunters, warriors, political leaders Women-cook, farm, tend livestock How to recall on prior knowledge to help understand the text The importance of recalling information from the presentation in their writing assignment. How to be a good note taker during PowerPoints Making predictions can help activate prior knowledge Key Vocabulary Terms such as: *Tribe-a group of people that includes many families and relatives who have the same language, customs, and beliefs *Indians- An American Indian *Farmers-a person who owns or manages a farm *Hunters-a person or animal that hunts *Warriors-a brave or experienced fighter *Breech Cloth- long rectangular piece of tanned deerskin, deer cloth or fur that is worn between the legs and tucked over a belt

Students will be able to. Have the ability to be a strong note taker Speak about the differences between the Navajo gender roles. Explain a day in the life of either a Man or Woman Navajo tribe member. Describe the Navajos way of life compared to their own.

*Leaders-a person who takes charge in a particular group, community, or organization *Leggings-Native American leggings are tube-like footless pant legs, usually made from buckskin or other soft leather. *Cloak-an oversized article of clothing that conceals or hides something *Ponchos-a piece of clothing that is used as a coat and that is made of a single piece of cloth or plastic with a hole in the middle for a person's head to go through *Moccasins- a soft leather slipper or shoe *Gender Roles-the public image of being a male or a female that a person presents to others

Stage 2: Assessment Evidence

Performance Tasks: Think Pair Share- the students will participate in a think pair share in the beginning of the lesson to activate prior knowledge Grand Conversation- the students and I will participate in a discussion to review the vocabulary words that are presented Gender Roles Worksheet-this will display the students ability to understand some of the differences between Men and Women in the Navajo tribe. Other Evidence: Note Taking Worksheetthis will be handed to the students to help them grasp the main concepts of the presentation. Vocabulary Sheet- a worksheet of all the key terms that will be present in the lesson to help assess the students prior and current knowledge. Entrance and Exit slipbefore and after the lesson the students will be able to complete an entrance and exit slip to help activate prior knowledge and see how much knowledge was retained. Journal Entry- the students will actively write about

their knowledge of the Navajos from the perspective of either a Male or Female. Illustration- the students will be allowed to draw one image they discussed in their paper to help them visualize one of the main points of the lesson.

Stage 3: Learning Plan

Set Induction: To begin the class, the students will be handed an entrance slip with the question, Who are the Navajo Indians? to activate prior knowledge from the previous lesson. The students will have five minutes to complete this assignment and then turn to a partner and participate in a think-pair-share to discuss. After the students have had a chance to talk out their answer, I will allow three students to come up to the board and write their answer. This will lead into a five-minute conversation regarding who the Navajo Indians were, and what they remember from the last lesson. I will then pull up the PowerPoint introducing the new topic of Gender Roles in the Navajo tribe. The students will be handed a notetaking worksheet, which will give them clues as to what is important on the slides to write down. The students will also be handed a vocabulary sheet, with key academic language that will be introduced in todays lesson. I will put up the first introductory slide, and go over each new vocabulary word with the students before the lesson begins. After a grand conversation, group discussion between the class and teacher, takes place and I believe the students have a strong understanding of these new words, I will begin the lesson. Procedure: I will then introduce the Navajo gender roles in my PowerPoint presentation. The first slide after the introductory slide discusses the

Men of the tribe. I will go into detail on what was expected of the men of the tribe, and then relate it to their own lives by asking what some of the roles men have to deal with in todays society? The next slide will be on Womens roles. After this slide is discussed I will have the students make a prediction on what different types of food was cooked and prepared by the women. After the students make their guesses the presentation will continue with a slide of the different types of food. Next is a slide explaining the different articles of clothing for both the men and women. It is during this slide that I will use the strategy of Realia and have the articles of clothing present in the classroom for the students to see and feel. This will help the visual learners grasp a better understanding of the vocabulary terms relating to the different articles of clothing. The different creations Men and Women were expected to make is shown in the next slide, and the students will here be able to see what a Man and Women create in their free time. Before the re-cap slide, the students will be handed a worksheet of pictures. The students will place the pictures under either the woman or men category. After the students complete this assignment, I will put the worksheet on the board. As a class, we will go together place either the word or image under the correct gender role. This activity will help them get a better sense of what was taught in todays lesson. After the worksheet has been discussed, the students will be assigned a journal entry, A Day in the Life of a Navajo where they must write about some of the activities they would participate in based off their specific gender roles. While writing their entry the students are to refer to their notes, worksheet, and use academic vocabulary. They will be graded on a rubric that will also be handed to them. The remainder of class will be dedicated to writing the journal entry.

Closure: As a wrap up, the teacher will put the question, What is one main difference between Men and Women in the Navajo tribe? on the board, and as an exit slip, have the students assess their knowledge by filling it out.

Materials: Smart Board Exit Slip PowerPoint Presentation Journal Entry Rubric for Journal Entry Worksheet describing Gender Roles Note-taking worksheet Entrance Slip Academic Language Worksheet Articles of Clothing; Indian Leggings, Breech Cloth, and Moccasins Pen/Pencil Follow Up Activity or Assignment For Homework, the students are to continue working on their journal entries and draw an illustration that correlates with their story. Example, Story talks about women cooking and providing for their family, and then as an illustration can draw a woman cooking or gathering food. Differentiation: This lesson plan is suitable for all learning styles. The intrapersonal learners will benefit from working with their peers and participating in the class discussion. The students with the different learning abilities including the ESL students will have a better understanding of the material through the visual aids on the smart board and through the numerous images presented in the PowerPoint. The note-taking worksheet and journal entry A Day in the Life of a Navajo, that they will be given will help the students with different writing abilities because those that are stronger in writing will be able to take in-depth notes, and incorporate the numerous vocabulary words they have learned. Design performance tasks or test items that require students to use the targeted thinking and content knowledge (Brookhart, 2010). Students with an IEP will be graded based on their own personal ability to excel. The main idea of the assignments is to make sure all of the students have some understanding of the lesson and to help reinforce the differences between Men and Women in the Navajo tribe.

Resources
Itemized Attachments: See Below: Citations: Brookhart, S. (2010). How To Assess Higher-Order Thinking Skills in Your Classroom. Alexandria, VA: ASCD.

"Native American History for Kids: Navajo Nation and Tribe." Ducksters. Technological Solutions, Inc. (TSI), Oct. 2013. Web. 21 Oct. 2013. <http://www.ducksters.com/history/native_american_navaj o.php>.

New York State Education Department. (2012). Common Core Learning Standards: C&I: P-12: NYSED. C&I: Curriculum and Instruction. State Education Department. Retrieved November 12, 2012, from http://www.p12.nysed.gov/ciai/common_core_standards/ Hemorrhage [Def. 1]. (n.d.). Merriam-Webster Online. In Merriam-Webster. Retrieved October 5, 13, from http://www. Merriam-webster.com/dictionary/citation.

Item Attachments: Ex. 1: Entrance Slip Name_______________ Date________________ Question: Who are the Navajo Indians?

Ex 2: Note Taking Worksheet Name__________________ Date___________________ Men of the Tribe: Roles: 1. 2. 3. Women of the Tribe Roles: 1. 2. 3. What type of food did the women gather for their families?

____________________________________________________________________________

What type of clothing did the Men and Women of the Navajo Tribe wear? Men: Women: What were some of the items Men and Women created? Men: 1. 2. 3. Women: 1. 2. 3. Important other Facts:

____________________________________________________________________________ Example 3: Journal Entry Name____________________ Date______________________ Assignment: A Day in the Life of a Navajo Pretend you are either a Man or Woman from the Navajo tribe. What would some of the activities in your day be like? You can refer to notes, worksheets, and the academic vocabulary list. Hint: When writing think about: Clothing, Activities, Specific Roles _____________________________________________________________________________________

Next: Draw a picture describing one of the main points you discussed in your journal

Example 4: Rubric for Journal Entry Student_______________ Date__________________ Assignment: ___________________

3 CATEGORY 4 Accuracy All supportive Almost all facts are supportive of Facts reported facts are (Content) accurately. reported Word Choice

1
NO facts are reported OR most are inaccurately reported. Writer uses no new vocabulary words.

Additional Comments:

Illustration

Most supportive facts are reported accurately. accurately. Writer uses 4 Writer uses 2- Writer uses 1 plus academic 3 academic academic vocabulary vocabulary vocabulary terms that terms. word. were discussed in class. Students drew Students did Students did a picture not draw a not draw an relating to one picture relating image. of the main to a main point

points in their in their paper. paper.

Example 5: Worksheet on Gender Roles Name___________________________ Date____________________________ Directions: The pictures below all relate to the Navajo tribe. It is up to you to determine if you think they belong in the Women or Men category. Circle the images that relate to Men and place an X over the words/images that relate to Women.

Example 6: Exit Slip Name_________________ Date___________________ Question: What is one main difference between Men and Women in the Navajo tribe?

Example 7: Academic Language Worksheet Name__________________ Date____________________

*Tribe-a group of people that includes many families and relatives who have the same language, customs, and beliefs *Indians- An American Indian *Farmers-a person who owns or manages a farm *Hunters-a person or animal that hunts *Warriors-a brave or experienced fighter *Breech Cloth- long rectangular piece of tanned deerskin, deer cloth or fur that is worn between the legs and tucked over a belt *Leaders-a person who takes charge in a particular group, community, or organization *Leggings-Native American leggings are tube-like footless pant legs, usually made from buckskin or other soft leather. *Cloak-an oversized article of clothing that conceals or hides something *Ponchos-a piece of clothing that is used as a coat and that is made of a single piece of cloth or plastic with a hole in the middle for a person's head to go through *Moccasins- a soft leather slipper or shoe *Gender Roles-the public image of being a male or a female that a person presents to others

Part 2: Observation Partners Report Graces Complete Teaching Episode was extremely well planned and presented. In the beginning I could tell through the cracking of her voice that she was nervous, but that

soon changed. Within a few minutes Grace was very enthusiastic but remained professional. She used three standards, and the main objective of her lesson was to teach the students about the gender roles in the Navajo Indian tribe. The students seemed to not only master the concept, but also enjoyed learning. Grace was very prepared with an entrance slip, notes to help the students understand what to focus on, and also showed a wonderful PowerPoint. The students seemed to really enjoy the visuals she provided. At one point, one of the students was constantly calling out the answers. It was hard for Grace to discipline that student and stay in control of the lesson. All of the students loved Grace as they all were actively participating. I think the hardest part for the second graders was for them to realize we are acting as a teacher, not as their friend. A lot of the students wanted to hug Grace after the lesson but Grace stayed professional. Discipline is the hardest part about teaching because no teacher wants to look like the bad guy. However, it is important that we do discipline to gain the respect we deserve. It is important us as teachers continue to teach in front of classes as that is the only way we are going to learn affective and ineffective ways of teaching. The positives in Graces lesson were that she gave great eye contact, really got the students actively engaged in her lesson, and constantly asked questions to make sure the students were all on the same page. She had a differentiated follow up assignment, and was very prepared. The areas Grace could work on would be to remain in control, and use appropriate discipline when necessary. Overall Graces lesson was very effective, enjoyable and the students mastered all of the main objectives. Part 3. Self Reflection 1. Were your objectives clear and focused?

The lesson that I completed for my complete teaching episode was a social studies lesson on the Navajo Indians and their gender roles. I believe my lesson was very clear and focused as I handed out a note-taking sheet to help the students stay on target and understand the main objectives. My main objective was for the students to be able to understand whom the Navajo Indians were and how the men and women in the tribe differed. I made sure throughout my lesson, I had those objectives in mind.

2.

Were students interested, responsive and engaged? I found the students to really enjoy the visuals I presented throughout my PowerPoint.

By providing such visuals, and asking questions I was able to get the students involved. I know history is not always the most interesting, but providing the students with real props helped keep their attention. The activities I provided them with such as the journal entry or the drawing allowed them to show their understanding in a creative way. Although at times some encouragement was needed in order to get some students to participate, the students seemed to really enjoy the activity. The students favorite part was matching the correct item with either the Men or Women of the Navajo tribe. The way I was able to tell that the students actually had a clear understanding of the material was through the exit slip I provided. This allowed me to see how many students actually paid attention throughout my lesson.

3. How was your classroom management? I believe my classroom management was pretty good for the first time teaching a class. I was able to explain to the students exactly what the lesson was going to be on. The usual

talking was a bit excessive in the beginning as I was passing out the entrance slips. Because of this, I had to tell a few students to quiet down and try and stay focused.

4.

Any problems? The only problem that I had was the students talking a lot before I began to teach.

While the students were filling out the entrance slips many were talking and asking questions. I know for the future to stay stern in the beginning, because if the students are not focused in the beginning it will be harder to keep their attention.

5.

How would you describe your manner with the children? I would describe my manner with the children as encouraging, friendly, and

professional. Though there were times the students wanted to hug me, I tried to keep professional and remain serious. I was able to joke with the students and if they got discouraged because of a wrong answer, would give positive feedback and ask them to try again. I want my students to feel comfortable participating even if they are not completely sure of the answer.

6. Were they eager to participate with you? Many of the students were very eager to participate. They seemed to be happy that I was providing numerous images and a note-taking sheet to help guide them better. By providing them with the note-taking sheet they were able to already have a clear understanding of what was required of them to do and take note on. This allowed for a great deal of participation when I began to ask questions, because almost all of them felt

confident in their answers.

7.

Did you achieve your objectives? How do you know?

I believe I achieved all of the learning objectives I aimed for during my lesson. I can say this because of the progression that was made from the entrance slip to the exit slip. Also, the worksheets I provided in class helped the students complete the follow up assignment. After I looked over their homework and saw that the majority got perfect scores, I was so pleased that the students learned. The most rewarding part to me was that throughout the students write up, many of them used the academic language that they learned.

In addition, I made sure I had differentiated the lesson for all learning styles. The intrapersonal learners were able to benefit from working with others and engaging in the class discussion. The ESL learners were able to get a better understanding of the material through the visuals, and the will help the students with different writing abilities because those that are stronger in writing will be able to take in-depth notes, and incorporate the numerous vocabulary words they have learned. Students with an IEP will be graded based on their own personal ability to excel. The main idea of the assignments is to make sure all of the students have some understanding of the lesson and to help reinforce the differences between Men and Women in the Navajo tribe. The only changes I would consider making to help better support the student learning of the central focus would be to show a video clip on the Navajos so the students can see them in action. This might help all the learners better visualize the differences between the Men and Women of the tribe. I also think if I used better time management the

students would have gotten more opportunity to ask questions and think more critically. Lastly, I think it is extremely important to allow the students to participate in collaborative learning. Having the students learn from one another, and share ideas is beneficial to the student. Vygotsky is one of the theorists who strongly believed in collaborative learning. I have learned a lot from his theories and cannot wait to use them in my own classroom. Overall I think the lesson went very well, going forward I will continue to work on time and classroom management.

Part 4: Identification of your learning When presenting to real students instead of my peers, I felt it was extremely different. As I performed my mini lesson I had to be open minded and willing to adapt to the many different occurrences that could happen in a real classroom environment. By teaching this mini lesson I learned numerous ways to improve. I can only improve through experience, so the more lessons I am able to present the more I will learn. I found the biggest difference between teaching students and teaching my peers was that eight year olds are kids who want to talk, play, and eatnot necessarily sit through lesson after lesson. When teaching my peers they all show the same respect they would want to receive if they were teaching a lesson. The most challenging part of my mini lesson was being able to maintain classroom management. Kids are kids and I understand they want to talk and wont always follow the rules. It is important I learn to discipline them when needed, to gain the proper respect in the classroom. As I performed my mini lesson I struggled finding the balance of being friends with the students and staying professional. I hope as I

continue to teach the balance between the two will be easier to handle.

The Knowledge of children, curriculum and pedagogy are all connected. This is due to the fact the teacher needs to know their students well and understand their strengths and weaknesses. Every student is different and learns in a unique way. It is very important as teachers that we are able to provide many different adaptations to the lessons to ensure that every student is learning and understands the material. When teachers write lesson plans, it is important they reflect the needs and abilities of each individual student. If a student is struggling to understand a concept, the teacher should be able to re teach the information using a variety of other methods. It is critical teachers need to be able to quickly adapt to those students either struggling or excelling in order to fully understand the objectives. By completing this Complete Teaching Episode, I am now exposed to the many different aspects that take place in the classroom. I want nothing more then to excel in teaching, and by completing my mini lesson, I am able to see what I need to improve on, and improve. I loved working and getting to know my students on a more professional level. Having them answer my questions correctly was extremely rewarding. Teaching this mini lesson showed me my different areas of strengths, as well as weaknesses. Now, because of this experience I will show better classroom management and discipline to my students when necessary. I will also continue to differentiate the material, as it is extremely important I as the teacher recognize the many differences among my students. I am very proud of myself with the way my

first lesson went, but now I look forward to improving and teaching many more.