Name:

Danielle Raty

School Site: Barrett Ranch

Lesson Title/Subject: Social Studies

Grade:

5th

Content Standard(s): SS 5.3.4

English Language Arts Anchor Standards and/or Math Practice Standards:
ELD Standard(s):
Anti-Bias Framework Anchor Standard and Domain:
Grade Level Outcome: 5th
List Measurable Objectives in this column.
Note: The objectives will match the standards.
Content Objective:
BTEOTL, SWBAT (A) analyze (B, DOK 3) why the Native Americans
were forced off their land by (C) researching a situation as groups and
completing a quick write individually that has 4-5 statements (D).

Social Skill Objective:

Sharing ideas
How will you teach the social skill?
I will model this for them.
Brick Words:

Describe Assessment Tool and Criteria

How will you CFU?
I will have them discuss and share out
What and how will you assess during collaboration?
I will circulate
What and how will you assess during independent
learning?
I will check their work
What and how will you assess the social skill during
collaboration?
I will observe them during group work and look to
make sure all students are engaged in collaboration
and contributing their input.
How will you CFU?
What and how will you assess during collaboration?

Which language demand(s) will you need to teach in order to achieve

the content objective? (Write them/it out.)
Language Objective(s) (language demands):
Multicultural/Social Justice:

What and how will you assess during independent

learning?
How will you CFU?
What and how will you assess during collaboration?
What and how will you assess during independent
learning?

Cohesiveness/Continuity
The students have had lessons on European explorers and Native Americans. We have been learning
about this for two weeks now through readings, workbooks, content questions, and group
discussions. They learned about European explorers for about two weeks prior to learning about
their interactions with the Americas. In groups, they researched different Native American tribes and
created a triorama. The Native American unit was about three weeks long. This was before the
European Explorers unit. The students were each assigned a European Explorer last week that they
had to research and complete a chart on. On Monday, they will learn about the settlers and Native
Americans relationships upon initial arrival. Also, they will learn about the conflicts and the

governments role in it. All of these lessons are leading up to learning about the 13 colonies and the
forming of our nation. Then we will use GLAD strategies to teach!
Materials
Pencils, workbooks. Chromebooks, whiteboard, markers.
Differentiation
Modification of the ________________ based on _____________ because
classroom element

student trai

Lesson Implementation
Focus Lesson

Hook: I am going to read a note from Dr. Vu, the principal, that says, Another teacher
has just arrived at Barrett Ranch and wants our classroom. We are to move immediately
to the outside stage, which is where we will be for now on. We can only take belongings
that we can carry. We are not allowed to come back to the room. Therefore, we must get
as many belongings as we can carry in one trip. This move is taking effect immediately
and permanently. I sure hope it doesnt start raining soon.

Take a moment and think about how this makes you feel. Would anyone like to share out? I will then
explain what the lesson is.
Objectives are stated in student friendly language
Today you will learn about different situations where Native Americans were forced off their land by
the US government and settlers and why this happened. It had a profound effect on the Native
Americans that is still felt today.
Clear explanation of purpose and relevance:
It is important to learn about the formation of our country and what important events lead to it. It is also
important to understand how the Native Americans were treated and their relationship with the settlers
and the US government.
Building Background
You have learned about Native Americans and European explorers. We have learned about their
interactions, conflicts, wars, and treaties. We know that the settlers want the Native American land and
want them to move out. The government played a huge role in the treatment of the Native Americans.
Modeling of the new learning (think aloud and/or demonstration)
I will think aloud the comprehension and content questions with them.

Guided Instruction
Students will be given situation cards in their groups.
Cherokee Treaty of 1785, Treaty of Doaks Stand, Trail of Tears, and Sand Creek
Massacre are the situation cards. Each group will receive a different one.
Students will research as a group their given situation on chromebooks

 Students need to answer the following questions. CFU: What was the issue? What parties
were involved and what was their role? What happened to the Native Americans? What
was the outcome?
We will come back as a whole class and each group will report their findings
I will record the important details on the board. CFU: what are the important details
surrounding this situation and why? Talk in your groups. Share out. Then I will record on
the board.
Once everyone has shared, CFU: Talk in your groups. What do these situations have in
common? What makes them different? How do you think this influenced the shaping of
the US?
Individually, quickwrite 4-5 short statements about the situation you researched.
What would be some good leading questions? What was the situation? Who were the
parties involved? What was the aftermath? What happened to the Native Americans?
How did the Native Americans feel?
Student will reflect on sticky notes and put them on the board with their names.
Explicit Teaching of Social Skill and Activity
Today I want you all to share your ideas. I want everyone to contribute. Please encourage
all members of your group to share. We will come back as a whole class and groups will
share what they have found. Does group sharing mean only two people talk? Or everyone
talks? What does it look like? I will model this for them. I will use one group as an
example and I will pretend to be a student and demonstrate to them how I would like them
all to participate and include everyone.
Collaboration
Groups will work together to research their topic. I will circulate around the room to make sure they
are on task and everyone is sharing in the group. If they are not on task, I will ask them to join back
in the lesson. I have found that simply circulating and standing by those that are off task is a
successful way to get them back on task. If they arent collaborating I will ask them if they have any
ideas or thoughts they would like to share and this has been a successful way to get them to talk. I
have also asked them questions before to help them start collaborating.

Student Reflection
Social: How did you make sure to include everyone and their input in your group work?

Independent Learning
I will check their quickwrite.
Student Reflection
Content Write down one new thing you learned today about Native Americans.

Process What topic did you find most interesting when we had our class discussion?
Teacher Reflection
(This reflection does not require fully formed paragraphs or copious amounts of evidence. These are
questions that you should address after each lesson but you may use short hand, bullet points, etc. to
respond.)
1. What specific examples of student learning show that students met or made progress toward the
objectives?
2. Looking at this evidence, what were your (the teacher candidates) actions and/or strategies that
contributed to and built on successful student learning?
3. What specific examples of student learning show that students struggled to meet or make progress
toward the objectives?
4. Looking at this evidence, what were your (the teacher candidates) actions and/or strategies that
interfered with student learning? Describe any missed opportunities.
5. Considering student learning, if you were to teach this lesson again, what would you do differently?
6. Using the evidence of student learning described and observed, what will be your next steps in future
instruction with the class, small groups, and/or individual students?
Congratulations! You have now completed the PIARA cycle!