Rhonda Cooper-Wood July 5, 2012 Anasazi Writing Learning Guide Gradual Release of Responsibility Model of Instruction Grade: 4th

Utah Core Objectives: Science: Standard 3: Students will understand the basic properties of rocks, the processes involved in the formation of soils, and the needs of plants provided by soil. Objective 1: Identify basic properties of minerals and rocks. Social Studies: Standard 1 Students will understand the relationship between the physical geography in Utah and human life. Objective 3 Analyze how human actions modify the physical environment. Common Core Objectives: Language Arts Writing Standard 10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Before This Lesson: We would have already studied the various types of rock in Science Standard 3, Objective 1. In Social Studies the students would have studied some of Utah history and the Native Americans that lived here and are living here now. This lesson continues the discussion about the Anasazi and their way of life. At this point in the lesson the students will be covering the petroglyphs that were left behind by the Anasazi. We will have read the book: A Is for Arches: A Utah Alphabet. Essential Questions: 1. What type of rock is better for petroglyphs: sedimentary, igneous or metamorphic? 2. Why did the Anasazi carve petroglyphs on the sides of rocks? 3. What message will you leave behind?

Personal Objectives: I want the students to be able to explain why the Anasazi carved petroglyphs. Why the type of rock used made carving petroglyphs possible. Finally, I want the students to be able to convey their reasoning through writing a letter to a member of the Anasazi tribe. (We will have read the book: A Is for Arches: A Utah Alphabet.) Materials: Books: A Is For Arches: A Utah Alphabet, by Becky Hall and Katherine Larson Easy Field Guide to Southwestern Petroglyphs, by Elizabeth C. Welsh Easy Field Guide to Rock Art Symbols of the Southwest, by Rick Harris Various books on the Anasazi Note Bene: The science center in the classroom is still set up with the unit on the different types of rocks, etc. This includes books so that the students can research or review what they had learned. Writing materials: Paper in various types: lined, parchment, drawing, misc. stationary Writing instruments: pencil, pen, dip-pen and ink Key Vocabulary: Petroglyphs, pictograph Phase I: Exploration and Explanation 1. Assess prior knowledge on the various types of rocks. a. What are the three types of rock? i. Review if necessary 2. Assess prior knowledge on the Anasazi? a. Who were the Anasazi? b. Do you remember where they lived? i. According to the book we read: A Is for Arches: A Utah Alphabet 1. Do they still live there? a. What did they leave behind? i. Do you know the difference between petroglyphs and pictographs? ii. Reread N in the book.

3. Show the YouTube video on Petroglyphs in Utah: http://www.youtube.com/watch? v=BC_x9yTauyc a. Before beginning the video explain the following activity. i. Have the students raise their hands when they see a Petroglyph/s. ii. Have the students place their hands on their heads when they see a Pictograph/s. 4. Read parts of: Easy Field Guide to Southwestern Petroglyphs a. During the reading ask the students if they know the difference between petroglyphs and pictographs. i. Ask them if they know how each is made. 1. Review the type of stone the Anasazi used. 5. Explain to the students that they will be writing two letters. a. The first letter will be short and to a guardian. Students will decide what the topic of their letter will be. The students will deliver the letter to the person they wrote to. b. The final letter will be to a member of the Anasazi tribe explaining why the stone they used for their petroglyphs was a good choice. Transition to Phase II: 1. Review any new concepts. 2. Show the students the stationary and pencils they will use to write their letters. 3. Explain that the students will be writing a short letter to a guardian: i.e., grandparent, mother, father, etc. a. The topic of the letter will be the students choice. i. As a class, briefly brainstorm some topics that will help students decide on what to write. ii. Write the ideas on the board for students to see.

b. After they write the letter they will take it home and give their letter to the person they wrote to. 4. Model how to write a letter. 5. Remind students that it is important to use their best handwriting.

6. Have a couple of students explain the assignment. 7. Scaffold as needed to be sure that the majority of the group understands enough to complete the assignment successfully in Phase II. a. ELL students may write in their native language if they wish. b. Students with Special Needs will be accommodated as needed. i. If they have difficulty in writing then they may dictate the letter to a paraprofessional or to a peer tutor in the room if there is one. 1. They may also use a computer. c. Students who are advanced may compose a longer letter, more than one or read a book at the reading or science center. i. This includes other students who complete the assignment before other classmates. Phase II: Guided Practice/Individual and Small Group Differentiation/Formative Assessment 1. Have the students begin. 2. Take a quick pass through the room to be sure that the students understood the directions. a. If not, back up to the Transition Phase and clear up any confusion. 3. Roam the room scaffolding in individual zones of proximal development as needed. a. Provide assistance to ELL and students with Special Needs. i. This includes writing for students with Special Needs if they need to dictate. Transition to Phase III: 1. Review concepts and their letters from Phase II. 2. Explain to the students that as soon as I have seen their completed first letter they may go over to the writing center. a. In the writing center they will pick their writing instrument and paper. 3. They are to compose a letter to a member of the Anasazi tribe explaining which type of rock they used for their petroglyphs and why it was a good choice. 4. Ask a volunteer or two to repeat the directions.

Phase III: Independent Practice/Assessment 1. In the writing center students will find a variety of material to write their letter to an Anasazi tribe member. a. Pencils, pens, dip-pen and ink b. Lined, parchment, drawing and stationary papers. 2. The students will see a paper pointing out the subject of the letter. a. The students are to explain which type of rock the Anasazi tribe member used for their petroglyphs and why it was a good choice. i. ELL students may write in their native language if they wish, but will be encouraged to try writing in English. ii. Students with Special Needs will be accommodated as needed. 1. If they have difficulty in writing then they may dictate the letter to a paraprofessional or to a peer tutor in the room if there is one. a. They may also use a computer. iii. Students who are advanced may compose another letter, add more detail or read a book at the reading or science center. 1. This also applies to students who finish early. 3. Assess the writing using a rubric. a. Did the student follow the model of how to write a letter? b. Were they able to explain which type of rock is best for petroglyphs? c. Were they able to explain why this type of rock was a good choice? d. Did they use their best penmanship? e. Are there any spelling, punctuation, or grammatical errors? f. ELL and students with Special Needs: Were they able to express their answers to questions a & b (ELL students can be assessed on penmanship also) in the method best for them? DAP Principles addressed: 1. Integrated lesson plan 2. Lesson begins with assessment of prior knowledge 3. Hands-on 4. Social, emotional, physical, and cognitive aspects of development 5. Social interactions are central to learning 6. Students with a wide range of abilities should be able to participate throughout