Professional Documents
Culture Documents
Author:KimberlyHarris
Datecreated:01/13/201511:41PMEDTDatemodified:03/23/201511:23PMEDT
VITALINFORMATION
TotalNumberofStudents
Thereare28studentscurrentlyinthisclass.
Area(s)StudentsLiveIn
Thestudentsliveinasuburbanneighborhood.
Free/ReducedLunch
Approximately60%ofthestudentsatthisschoolreceivefreeorreducedlunch.
EthnicityofStudents
Thereare8Whitestudents.
Thereare3AfricanAmerican/Blackstudents.
Thereare4Asian/PacificIslanderstudents.
Thereare13Hispanic/Latinostudents.
EnglishLanguageLearners
Thereare9EnglishLanguageLearnersandtheyareallproficientoradvanced.
StudentswithSpecialNeeds
Thereis1studentwithanIEP,2attendlearningcenterand2areGATEqualified.
Subject(s)
SocialStudies
TopicorUnitofStudy
ThislessonisaboutthediscoveryofgoldinCalifornia.
Grade/Level
Grade4
Comments
KEYCONCEPTS&STANDARDS
BigIdea&Essential
Questions
WhatwerethethreemainsettlementsinCalifornia?
HowdidthesesettlementtsshapeCalifornia?
LearningOutcome(s)
ThestudentswillgainanunderstandingofthemainthreesettlementswhichshapedCalifornia.Theywillalsogainthe
skillstowriteafiveparagraphessay.
Summary
ThelessonwillbeginwithareviewofCaliforniahistory.Thestudentswillthenbreakoffintogroupstoreadand
highlightsourcesaboutoneofthethreemainsettlements.Eachgroupwillthenshareouttheirinformationtobeplaced
inaninputchart.Thestudentswillthenwriteafiveparagraphessaybasedonthesesettlements.
Standards
CACaliforniaCommonCoreStateStandards(2012)
Subject:EnglishLanguageArts&LiteracyinHistory/SocialStudies,Science,andTechnicalSubjects
Grade:Grade4students:
Strand:Writing
Domain:
TextTypesandPurposes
Standard:
2.Writeinformative/explanatorytextstoexamineatopicandconveyideasandinformationclearly.
Domain:
ProductionandDistributionofWriting
Standard:
4.Produceclearandcoherentwriting(includingmultipleparagraphtexts)inwhichthedevelopmentand
organizationareappropriatetotask,purpose,andaudience.(Gradespecificexpectationsforwritingtypesare
definedinstandards13above.)
Standard:
5.Withguidanceandsupportfrompeersandadults,developandstrengthenwritingasneededbyplanning,
revising,andediting.(EditingforconventionsshoulddemonstratecommandofLanguagestandards13uptoand
includinggrade4.)
Domain:
ResearchtoBuildandPresentKnowledge
Standard:
9.Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch.
CACaliforniaK12AcademicContentStandards
Subject:History&SocialScience
Grade:GradeFour
Page 1 of 2
Area:California:AChangingStateStudentslearnthestoryoftheirhomestate,uniqueinAmericanhistoryintermsof
itsvastandvariedgeography,itsmanywavesofimmigrationbeginningwithpreColumbiansocieties,itscontinuous
diversity,economicenergy,andrapidgrowth.InadditiontothespecifictreatmentofmilestonesinCaliforniahistory,
studentsexaminethestateinthecontextoftherestofthenation,withanemphasisontheU.S.Constitutionandthe
relationshipbetweenstateandfederalgovernment.
SubStrand4.2:Studentsdescribethesocial,political,cultural,andeconomiclifeandinteractionsamongpeopleof
CaliforniafromthepreColumbiansocietiestotheSpanishmissionandMexicanranchoperiods.
Standard4:Describethemappingof,geographicbasisof,andeconomicfactorsintheplacementandfunctionof
theSpanishmissionsandunderstandhowthemissionsystemexpandedtheinfluenceofSpainandCatholicism
throughoutNewSpainandLatinAmerica.
Standard6:DiscusstheroleoftheFranciscansinchangingtheeconomyofCaliforniafromahuntergatherer
economytoanagriculturaleconomy.
Standard8:DiscusstheperiodofMexicanruleinCaliforniaanditsattributes,includinglandgrants,
secularizationofthemissions,andtheriseoftheranchoeconomy.
SubStrand4.3:Studentsexplaintheeconomic,social,andpoliticallifeinCaliforniafromtheestablishmentofthe
BearFlagRepublicthroughtheMexicanAmericanWar,theGoldRush,andthegrantingofstatehood.
Standard1:IdentifythelocationsofMexicansettlementsinCaliforniaandthoseofothersettlements,including
FortRossandSuttersFort.
Comments
ASSESSMENTS
Assessment/Rubrics
Iwilluseaformativeassessmentduringthislesson.Iwillusetheirdiscussionbasedonthenotestakenfromthe
sourcestogaugetheirunderstanding.Iwillalsoobservethemduringtheirgroupworkandwilldiscusswhattheyare
findingwithintheirgroup.Theywillalsobeassessedbasedontheiressay.
Comments
MATERIALSANDRESOURCES
InstructionalMaterials&
Technology(handouts,etc.)
1.
2.
3.
4.
5.
6.
7.
Highlighters
Pencils
Chartpaper
Markers
Settlementsinputchart
CaliforniaSettlementsSources
Binderpaper
Comments
IMPLEMENTATION
SequenceofActivities
1. ThestudentswillbeginthelessonreviewingwhattheyknowaboutCaliforniahistory.
2. TheywillthenbreakoffintodifferentgroupstoreadinformationabouttheMexicanSettlements,FortRossand
Sutter'sFort.
3. Eachgroupwillhaveadifferenttopictoreadandwillbecomeexpertsonthetopic.
4. Thestudentswillreadinsmallgroupsandhighlightinformationabouttheirtopic.
5. Next,thestudentswillselectonepersontoshareinformationtotheclass.
6. Theywillhelptocompleteaninputchartwiththetitles"WhoCreated?","Where?","Why?",and"OtherInfo".
7. Eachstudentwillbecompletinganindividualchartthemimicstheclassone.
8. Oncethecharthasbeencompleted,thestudentswillbeginwritingtheiressays.
9. Theywillcreateoneparagraphforeachofthesettlements.
10. Thestudentswilluseboththeclasschartaswellastheirindividualonetowriteinformativeparagraphsaboutthe
differentsettlementsinCalifornia.
GroupingStrategies
Thestudentswillbegroupedasawholeclass,smallgroupsandindividually.
DifferentiatedInstruction
IwillprovidesentencestartersforstudentswhoarespecialneedsandIwillrequireadditionalinformationfrom
advancedstudents.
Comments
REFLECTIONS
PriortoLesson
PostLesson
Comments
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