Sie sind auf Seite 1von 6

Lesson Plan Template - SLE

TC Name: Kelsie Meyer Unit date range: 11/14 - 11/18 Supervisor: Cory Mathieu
Grade/level: 5th Grade SS Language: English School and CT: Andersen; Lindsay Brooks
Instructional Context
What do I know about my students and their communities that will inform this unit or lesson? (prior academic learning, everyday experiences, interests, cultural backgrounds)
Students have spent the past two months researching different aspects of indigenous resistance such as the Dakota Access Pipeline, Boarding Schools, Treaty Rights, and the Dakota
Memorial Ride. Students are also preparing to do mask and shadow puppet performances related to these different types of resistance. Many of the students in this classroom community
are latino/a and have native american heritage and therefore will see that much of these stories of resistance relate heavily to ones experienced by their families or ancestors. I know that my
students are very interested in drawing and prefer that to writing a paper, so I am going to take that into consideration as I plan the subsequent parts of the activities and the types of
assessment that I provide.

How does this lesson connect with and build on the previous lesson(s)?

Now that students have been exposed to many different types of indigenous resistance, the gear is switching from different stories of indigneous resistance to their stories of resistance. The
goal is to apply all of the different types of feelings, emotions, reactions that they have learned about in the past two months, to their own lives. Not necessarily on such a grand level, but by
simply making a personal connection to the content.

Stage 1 Desired Results (Unit Level)

Established Goals: (standards)
CC Historical events have multiple causes and can lead to varied and unintended outcomes.
CC Historical inquiry is a process in which multiple sources and different kinds of historical evidence are analyzed to draw conclusions about how and why things happened in the past.
CC Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
WIDA Standard 5: The Language of Social Studies
WIDA Standard 2: The Language of Language Arts

Understandings: Students will understand that Essential Questions:

Students will understand that historical inquiry and events can be analyzed from different How can different viewpoints and perspectives influence the outcome of historical events?
perspectives. How is history a subjective process?
Students will understand that historical events and the evidence obtained from those events In what ways can we use narratives to illustrate events in history?
can lead to different conclusions. How do we experience resistance in our lives?
Students will understand that they can connect ideas of indigenous resistance to resistance in How can resistance be both positive and negative?
their own lives through a personal narrative. How do different perspectives relate to resistance?
Objectives (students will be able to)
Content objectives Language objectives
Students will use the simple past tense to describe an example of resistance they have
experienced in their own lives, using the vocabulary "story of resistance, overcome, impact,
and narrative."
SWBAT explain a historical event from multiple perspectives.
SWBAT analyze multiple causes and outcomes of a historical event. Students will use the language chunks "In my perspective..., In my opinion...," and
SWBAT write a narrative about their own form of resistance as it relates to the theme of comparative language such as "if/then, but, therefore" to explain and justify different outcomes
indigenous resistance. of historical events related to indigenous resistance.

Students will use sequential language to describe the steps in creating their masks, utilizing
the vocabulary mask, paper mache, construction paper, strips, characters, decorate, etc.
Stage 2 Assessment Evidence
(include how assessments will be differentiated to meet specific needs (IEPs, etc.) if necessary)
Summative performance task(s): Other formative assessments:
- Analysis of different types of personal resistance (ex. Ilhan Omar and Julie from HOTB's
Google Draw or Docs published writing sample - Graphic Organizer for writing personal narratives (option to draw first for specific students on
This Google Draw will come from their graphic organizer as a frame of reference. The outcome of this Google Draw IEP)
is furthermore one piece of work to go into a published book that the students are working on throughout the school
year. - Word bank/transition word/sentence frame sheet for lower EL's to help generate ideas.
- Ability to launch activity in small or large group depending on class atmopshere and number
of adults in the room.
Lesson Plan Template - SLE
Lesson # of total #
2 of 3 Lesson Date: 11/16/2015
Stage 3 - Learning Plan
Materials needed (including technology and related applications):
document camera
story of my mask graphic organizer
vocabulary and transition word sheet
pictures of students in their masks

Daily Language Objective

Students will use the simple past tense to describe the process of making their masks, using the vocabulary paste, to mold clay, paint, construction paper, and paper mache.
WIDA Standard 2: The Language of Language Arts

Description What I do What students do Groupings Timeframe

- T asks students to get into a circle and asks
students to describe in one word how they felt play
practice went in the morning. - Ss get into a circle and share how they felt play practice felt in the
- T explains to students that the shortened class is morning.
time for Ss to work in their graphic organizer for - Ss get graphic organizer from their book box and begins/continues
Pre activites: the story of their masks working on their story of mask write-up
- T opens up document camera with students, - Ss participate in a discussion sharing words about the types of words
brainstorms a list of important words they would needed to describe the story of their mask. They write these on the back
need in order to share this story to their families of their worksheets.
and friends. T writes these on the document
camera (on the graphic organizer). whole group 15 minutes
- T introduces the parts of the graphic organizer,
sharing that students are going to be able to
actually write about their stories.
- T goes through each box, explaining what they
- Ss participate in construction of the first box in the story of making their
mean, taking any questions that arise
masks, writing the sentence on their graphic organizer.
- T does the first box with the students, generated
- Ss move to tables and begin writing the rest of their story of their masks
During activites: from some of the key-vocabulary they mentioned
on the graphic organizer.
in the brainstorming.
- If Ss have questions, multiple Ts are walking around and are able to
- T lets students work either individually or at a
table in small groups to write their the rest of their
own graphic organizer explaining the story of their
mask, how they made it, etc.
- T moniters and answers questions for students. individual 30 minutes
- T brings the group back together and asks them
to do a turn and talk about the last step that they
- Ss participate in a turn and talk to the person sitting next to them about
finished, with the person that is sitting next to them
the last step that they finished. Sharing what they wrote, or even asking a
- T is walking around, monitering, and checking in
Post activities: question if they were stuck at this point.
to see where each student lies in their progress.
- Ss put their graphic organizers back in their book boxes, and line up by
- After their turn and talk, T asks Ss to put their
the door.
work back in their book boxes and line up at the
door. whole group 5 minutes
Co-teaching strategies (mark those you use)
one teach + one
Team-teaching x alternative (differentiated) x supplemental parallel station
Reflections and feedback
Students worked very well on a more individual level especially since they had play practice all morning and being couped up in the cafeteria is not the most ideal situation for kids.
What worked and for whom?
I think that the most helpful part of this lesson was having the key vocabulary with pictures as well as some different transitions available for students to use because they provided
a lot of useful language for the kids to use.
What didnt work and for Ms. Lindsay was on a field trip with another class and therefore we were down to two teachers instead of three, having that extra teacher comes in handy when trying to answer all
whom? Why? of the questions!

How will students use the

Students were recieving immediate feedback in this situation, from a lot of clarifying questions coming from me, which helped to guide their writing process. An extremely common
feedback you have given
question I needed to emphasize was differentiating between the past and the present tense.
What are instructional next Tomorrow, students will continue to work on their google draw story of the mask and once they have finished or reached a sufficient stopping point, we will transition into working
steps based on the data from on one more writing project before break -- the story of their own resistance. This will start tomorrow with some students, and those who are still in the process of working will
this plan? continue to work on their mask story.
Lesson Plan Template - SLE
Lesson # of total #
1 or 2 of 4 Lesson Date: 11/17/2016
Stage 3 - Learning Plan
Materials needed (including technology and related applications):
- Graphic Organizer copies for Ss
- Rubric on Flipchart
- Flipchart
- Word Bank from Google Draw for Lower EL's
- Examples of Writing
- Whiteboard

Daily Language Objective

Students will use the simple past tense to describe an example of resistance they have experienced in their own lives, using the vocabulary "story of resistance, overcome, impact, and narrative."
WIDA Standard 2: The Language of Language Arts

Description What I do What students do Groupings Timeframe

- T opens up flipchart and has it ready for the beginning
of class
- T perhaps does some attention getter w/ students
(breathing exercise) - Ss come into class and sit in a circle
- T does a large-group launch to explain to students - Ss participate in attention getter
that they will continue to work on google draw with their - Ss raise hands to the correct place they are at currently in
Pre activites:
story of the mask either writing or completion of the graphic organizers.
- T asks student to raise their hand to break into groups
based on how far students are in their google draw (to
gague how much more time should be used for
whole group 5 minutes
- T breaks students into smaller groups.
- As groups complete the graphic organizer, T explains
the next step of the project, which is publishing the
graphic organzier into Google Draw.
- *while this is happening, t hands out word - First, Ss complete graphic organizer for their story of the
bank/resistance sentence frame for lower el's* mask
- Before starting that work, T puts the rubric on the - Ss go over critera of the rubric w/ T and look at different
During activites: flipchart and places several different samples of writing samples of writing to determine what parts of the rubric they
on the table meet, and what parts they are lacking in.
- T asks Ss to negotiate whether or not these examples - Once Ss agree, and understand the critera, they are allowed
meet the critera of the writing, and if not, what is to break up into individually working on their GoogleDraw.
- Once all Ss agree on the rubric criteria, T gives each
student the checklist/rubric to use while working in
Google Draw. indivudual/small-group 40 minutes

- T brings Ss back to their small groups and they do a

- Ss write on a piece of butcher paper, their ideas about how
post discussion on how their story of their masks
Post activities: their stories of their masks connect to the idea of indigenous
connect to the main idea of indigenous resistance on a
piece of butcher paper
whole group 10 minutes
Co-teaching strategies (mark those you use)
one teach + one
Team-teaching alternative (differentiated) x supplemental parallel station
x assist
Reflections and feedback
What worked and for whom? In my time at this school, I have found that working in small groups seems to be the most beneficial for these students, espeically because some of them need a lot of
Why? english support. In a smaller group setting, it is much easier to give those students the extra support or opportunity for independence that they desire.

What didnt work and for Some students were able to finish earlier than others, and in that moment, I didn't have anything additionally planned, so they had the opportunity to do some silent reading
whom? Why? for the last few minutes of class.

How will students use the

I provided a lot of immediate feedback to their work, helping the students edit while they were working. In some cases, while working with the lower ELs, I would grab a
feedback you have given
whiteboard and we would do some co-construction of sentences, or how to start the sentence.
What are instructional next
Students will have the ability to finish their work on Monday if they didn't finish today. With the presence of multiple teachers, it allows us to do different stations and can
steps based on the data from
conintue to work with the students who are ready to move on to analysis of personal resistance.
this plan?