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1. Title Page, Table of Contents

4th Grade History Unit and Vocabulary Planning Guide Lyndsay Moser SST 309-05 Fall, 2013

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Contents
Overview/Rationale/Introduction..3 KUDs and Assessment Ideas...4 Vocabulary Lesson..14 Lesson 2.17 Lesson 3.20 Resource Attachments..23 Citations.29

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2. Overview/Rationale/Introduction Overview: This unit will introduce fourth graders to the history of Michigan. The students will understand that historical inquiry questions can help them understand events in Michigans history. They will also understand that the economic activities that were present in Michigans past effect the states history. Students will understand that migration and immigration helped Michigan grow as a state and that people migrate and immigrate for a variety of reasons. The students will understand that the lives of people in different time periods of Michigan were very different and that their lives are also different now then the people who lived in Michigan in the past. Students will understand that the automobile industry was very important to Michigan and had a profound effect on its history. Lastly, students will understand that many important events occurred in Michigan in the past and that these events had an impact of Michigan in the past and for the future. Rationale: It is important that students learn about the history of the state in which they are growing up in and how many different aspects contribute to how the state is now. Many things have changed in Michigans history and many main events have caused these changes that have occurred. Introduction: This unit is designed to teach students that major events in Michigans history affected the state in the past and that these events led the state to be the way it is now. Students will write short narratives, do independent research, examine primary source documents, and various other activities to learn about Michigans history.

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3. KUDs: The road map:

GLCE and Verb

4-H3.0.1 Use historical inquiry questions to investigate the development of Michigans major economic activities (agriculture, mining, manufacturing, lumbering, tourism, technology, and research) from statehood to present. What happened? When did it happen? Who was involved? How and why did it happen? How does it relate to other events or issues in the past, in the present, or in the future? What is its significance? (Knowledge)
Understand (U) DOL: Demonstration of Learning (DO) Vocabulary I Can

Knowledge (K)

That agriculture is the science or practice of farming, including cultivation of the soil for the growing of crops and the rearing of animals to provide food, wool, and other products and that Michigan produces a lot of fruit along Lake Michigan, Michigan is a major world producer of beans and we export them to other countries, Michigan was once the number one celery grower and we that producing milk is very important to Michigan farmers. That mining is the

Students will understand that we use historical inquiry questions to study economic activities.

Students will choose one aspect of one economic activity (e.g., apple industry, Mackinaw City, Mining Industry, the Great Migration, Copper rush, Kellogs cereal) to investigate on their own using their text book, other books,

Agriculture Mining Manufacturing Lumbering Tourism Technology Research

I can use questions to understand how Michigans economic activities affect its history.

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practice of excavating the earth for extracting coal or other minerals and that in Michigan salt, limestone, coal, copper, and iron are mined. That Douglas Houghton discovered the copper in the UP and that the mining of copper was very important to Michigans development and many people came here to work from other countries for the mining companies that were formed and that meant they brought their customs with them and helped Michigan develop into what it is today. That manufacturing is making something on a large scale using machinery and that Ford, GM, and Kellogs, founded by the Kellog brothers, are based in Michigan. That Herbert Dow started Dow Chemical Company and that company created Saran Wrap. That Michigan is also a major producer of furniture, shoes, and other products and that the export of these products helps to support Michigans economy. That lumbering is to cut and prepare forest timber for transport and sale and that many immigrants came to Michigan to work in the lumber industry and that this industry was also very important to Michigans economy. That tourism is the commercial organization and operation of

and the internet. They will then answer each of the inquiry questions about their economic activity of choice and present their findings to the class.

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vacations and visits to places of interest and that Michigan has many places that tourists like to visit and the tourism brings a lot of money to Michigan as well as creates a lot of jobs for people that live in Michigan. That technology is the application of scientific knowledge for practical purposes, esp. in industry and is very important to Michigan because it is the reason the furniture and car-making industries were able to exist and be successful. That research is the systematic investigation into and study of materials and sources in order to establish facts and reach new conclusions and research played a major role in the advances of the economic activities. 4. Assessment Ideas a. Students will research one aspect of one economic activity on their own. Then they will answer each historical inquiry question about that activity. b. Each students work will be looked at to ensure that each question was answered and that it was answered appropriately for the economic activity chosen. If these questions are answered correctly students will have mastered the topic.
GLCE and Verb

4-H3.02 Use primary and secondary sources to explain how migration and immigration affected and continue to affect the growth of Michigan. (Knowledge)

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Knowledge (K)

Understand (U)

DOL: Demonstration of Learning (DO)

Vocabulary

I Can

Students will know that the mining industry brought many immigrants to Michigan from other countries such as Norway, Sweden, and Finland in order to work in the mines. That the Great Migration happened when Henry Ford allowed African Americans to work in his factory so many African Americans from the south that were not allowed to work many other places moved to Michigan where they could have jobs. Many immigrants from Armenia and Eastern Europe migrated here to work in Henry Fords factories as well. That Native Americans had to give up their land because many settlers were coming to Michigan in order to farm and the government moved the Native Americans to make room for more settlers. That Michigan is now made up of many different ethnic groups, people who once lived in another land, who have the same language and customs. 4. Assessment Ideas

Students will understand that migration and immigration cause growth of states and countries.

Students will use primary and secondary sources to write a paragraph about what is shown in each source and explain how each source demonstrates the importance of migration and immigration to Michigans growth.

Migration Immigration Primary source Secondary source Ethnic Groups Native Americans Settlers
.

I can explain how immigration and migration help Michigan grow.

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a. Students will be given a primary or secondary source document and they will write a paragraph about what is shown in their document and how it demonstrates the importance of migration and immigration to Michigans growth. b. The students work will be read by the teacher to ensure that the significance of immigration and migration are included and explained accurately. If this information is present the students have mastered the topic.
GLCE and Verb

4-H3.0.4 Draw upon stories, photos, artifacts, and other primary sources to compare the life of people in towns and cities in Michigan and in the Great Lakes region during a variety of time periods from 1837 to the present (e.g., 1837-1900, 1900-1950, 1950-2000). (Reasoning)
Understand (U) DOL: Demonstration of Learning (DO) Vocabulary I Can

Knowledge (K)

1837-1900: Students will know that land was cheap in Michigan so many pioneers came here to live and farm and that many of these people arrived through the Eerie Canal. They would eventually build roads and cities as well. The Erie Canal helped people from Europe immigrate to Michigan as well. French, German, Irish, Polish, Italians, Swedish, and Finnish people immigrated to Michigan. Slavery was illegal in Michigan and Canada but not everywhere when Michigan became state so many slaves tried to escape to freedom in Canada through Michigan and people of The Underground Railroad helped them.

Students will understand that the lives of people in the same region change over time.

Students will create a poster that is broken down into three sections. One for 1837-1900, 1900-1950, and 1950-2000. Students will have access to a packet of primary documents from each time period and they will be able to explore the documents and choose one from each time period to include on their

Primary sources Acre Canal Abolitionists The Underground Railroad Immigrate Ration

I can tell the difference between the lives of people in Michigan in different times in the past.

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1900-1950: Students will know that during this time period Arab-Americans and Hispanics immigrated to Michigan. With the invention and mass production of cars taking off roads needed to be built and in 1916 the government started to provide money to build roads, paved roads made traveling between cities much easier for Michigan residents at the time. During WWI women were able to work since the men were off at war and after the war women gained the right to vote. WWII affected the lives of people in Michigan, workers were needed to provide supplies for the war and food and other goods had to be rationed. Once everyone came home from the war many new homes were built and many cities grew. 1950-2000: Students will know that Rosa Parks, Malcolm X, and Dr. Martin Luther King were an important part of the Civil Rights movement and that Rosa Parks lived in Detroit and was a part of the Bus Boycott that eventually desegregated the bus system. Dr. Martin Luther King led a civil rights march in Detroit. That many cities in Michigan produced important goods from the natural resources found

poster. Then they will write similarities and difference between the time periods on their poster.

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in the state (see standard 4-H3.0.1). That the Japanese also immigrated here. 4. Assessment Ideas a. Students will create a poster that is divided into three parts based on time periods in Michigans history (1837-1900, 1900-1950, and 1950-2000). Then they will be given a primary source document from each time period. They will place the document on their poster in the correct time period and write similarities and differences between the three time periods under each document. b. The posters will be viewed by the teacher to ensure that each primary source document was placed in the correct time period and the comparisons made by students will be checked for accuracy. If these things are completed correctly the student has mastered the topic.
GLCE and Verb

4-H3.0.6 Use a variety of primary and secondary sources to construct a historical narrative about the beginnings of the automobile industry and the labor movement in Michigan. (Product)
Understand (U) Students will understand that major industries affect states or countries economy and history. DOL: Demonstration of Learning (DO) Vocabulary I Can

Knowledge (K)

Students will know that Henry Ford, Billy Durant, and Ransom Olds were among the few people that believed horseless carriages were a real possibility for transportation. Ransom Olds had the first car factory in Michigan and made small cars very successfully that people loved. Billy Durant started a carriage company in 1886 and soon had the largest carriage

Students will complete a RAFT. Role: assembly line worker Audience: A friend, teacher, family member, etc. Format: Letter

Assembly line Bargain Strike Labor Union Sit down strike Job Security

I can tell about the beginning of the automobile industry in Michigan.

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company in the world. In 1908 he started General Motors. That Henry Ford wanted to build cars that almost everyone could afford and created a Model T which was a simple car that was cheap but made well. That Henry Ford also helped start the first moving assembly line which allowed the cars to slowly move past workers that were responsible for putting one part on the car as it passed them, this allowed cars to be produced cheaply and fast and assembly lines became present in many other factories as well. That in the 1930s working conditions for those people that did have jobs were very poor and workers began to make labor unions, groups of workers who want better working conditions and wages. These unions bargained with the companies and if they could not make a deal the workers would go on strike where they refused to work until a deal was made. Many companies did not like their workers forming unions. In Flint at GM there was a sit down strike in 1936 where all the workers stopped working and refused to leave the factory until their conditions changed. Police came to the factory and eventually Governor Frank Murphy came to Flint with the National Guard and the

Topic: Working on the assembly line including a brief history on how assembly lines started, and on Henry Ford and information about how assembly lines changed factories and production. OR Role: Assembly line worker Audience: Boss of their company Format: Letter Topic: Complaining about conditions and wages and warning about a possible strike

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Union and GM argued for days. But after 44 days the Union won and GM gave in and their wages were increased. 4. Assessment Ideas a. Students will write a story from the point of view of an assembly line worker. The story will include a brief history of how the assembly lines started and on Henry Ford. They will also include information on how they sparked change in factories. b. Students will share their stories with the class and the teacher will listen for accurate descriptions of the history of the assembly line and its significance to the change in production. If this information is included and told correctly the student has mastered the topic.
GLCE and Verb

4-H3.0.9 Create (product) timelines (using decades after 1930) to sequence and describe (knowledge) important events in Michigan history; annotate (skills) with connections to the past and impact on the future.
Understand (U) DOL: Demonstration of Learning (DO) Vocabulary I Can

Knowledge (K)

Students will know that in 1930 the Great Depression began and that many Michiganians lost all their savings when banks closed and that many people were put out of work and had a hard time getting by. That the sit down strike occurred in Flint in 1937. That in 1939 the second world war began in Europe and the assembly lines that used to

Students will understand that important events in the past lead to the way places are now.

Students will create a timeline and place important events that are given to them on the time line in the appropriate place and explain why they were important

Great Depression Stock Market Sit down strike Ration Patriotism

I can talk about important events that happened in Michigan and tell why they were important.

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produce cars started producing tanks and airplanes that would be helpful in the war and then many Michigan men and women went to war and many others helped make products for war here in Michigan. That during this war the government had to ration food, gasoline, tires, and other items.

then and how it has impacted Michigan now. Students will use all other assignments from this unit to complete timeline.

4. Assessment Ideas a. Students will draw a timeline and place important events from Michigans history on the timeline. They will also explain why the event was important and how it has impacted Michigan. b. Students timelines will be checked to ensure that the events were placed in the appropriate place and their explanations will be read to determine if they have a solid understanding of why the event was important and how it has affected Michigan. If their explanations are clear and correct and the events are in the correct place the student has mastered the topic.

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5. Sequence of Instruction (including Vocabulary): What will you do? What will they do?

Vocabulary Lesson:
Lessons: How will you take them where they need to go? (Step-by-Step plan) 4-H3.0.1 Use historical inquiry questions to investigate the development of Michigans major economic activities (agriculture, mining, manufacturing, lumbering, tourism, technology, and research) from statehood to present. What happened? When did it happen? Who was involved? How and why did it happen? How does it relate to other events or issues in the past, in the present, or in the future? What is its significance? Pre-test/Anticipatory set: the hook introduce students to the vocabulary by showing maps of Michigan that depict the mining (resource B), agricultural (resource C), and lumber Instructional strategies/Social constructs: How will they work? (AND what will YOU do?) Instructional strategies/Social constructs: How will they work? Students will participate in whole group discussion, as each word is being introduced and explained. Then students will work in small groups to further their understanding by thinking of examples. Then students will demonstrate their knowledge of the vocabulary individually through a foldable graphic organizer. Resources needed: What materials and resources will they need? (Page #s read, graphic organizers, books, posters, realia, etc) Resources needed: What materials and resources will they neeed? Vocabulary Script (Attachment A) Agriculture map Mining map Lumbering map White board

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regions (resource D). Ask students what else they think would contribute to Michigans economy in the past. Generate a list with all economic activities going across the top of the board. Draw lines between them to create a table that information can be added to later. Lessons: How will you take them where they need to go? Direct Instruction: 1. (State lesson objective) The teacher will begin the lessons by introducing the seven vocabulary words according to the script and list generated as a class using Marzanos Six Steps to Building Acadmenic Vocabulary. 2. (Input) The teacher will refer to the maps presented at the beginning of the lesson as well as other examples to connect the learning to Michigans history. 3. (Check for understanding) The teacher will ask students if they have any questions before moving on. 4. After guided practice teacher

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will walk students through how to construct their foldable. Guided Practice: 5. Students will work first in small groups to generate examples of each economic activity. The groups will report out to the class and a class list will be generated on the board. Independent Practice: 6. Students will create a foldable including all economic activities with a student definition, picture, and sentence for each economic activity (Resource E). 7. Teacher will review and revise later lessons to ensure that students understand all the economic activities. Differentiated instruction will be utilized as necessary. Students will talk in small groups to complete their task. Teacher will record findings on white board in a table that has each economic activity across the top with examples and descriptions beneath them. Students will independently to create their foldable graphic organizer and to generate their own definitions, pictures, and sentences. White board

Colored construction paper Plain white paper Glue Markers

Students will revise their understanding and participate in further instruction as needed.

The teacher may need to provide additional examples so there is transfer of knowledge and understanding to economic activities.

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Lesson Two:
Lessons: How will you take them where they need to go? (Step-by-Step plan) GLCE: 4-H3.0.6: Use a variety of primary and secondary sources to construct a historical narrative about the beginnings of the automobile industry and the labor movement in Michigan. Learning Objective: Students will be able to write a story about the beginning of the automobile industry in Michigan. Anticipatory Set: Look at a picture of an assembly line (resource F) and do a 10x10. Lesson Objective: The teacher will explain to the students that they are going to learn about the automobile industry in Michigan and then they will write a story as if they were working on an assembly line. Input: After looking at a picture of the assembly line the teacher will tell the students that the automobile industry was a very important part of Michigans past. The teacher will explain that people used to use horses as Instructional strategies/Social constructs: How will they work? (AND what will YOU do?) Resources needed: What materials and resources will they need? (Page #s read, graphic organizers, books, posters, realia, etc)

Students will examine the picture and work quietly and independently before reporting out to the teacher and class.

Picture from loc.gov

Teacher will present information to the students from the front of the classroom and show pictures and video clip on screen that all students can see. Students will be divided into teams of

TEXT BOOK AND PAGES Video from loc.gov Graham crackers Frosting Paper plates Round candies

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transportation but there were some men in Michigan that thought they could create a horseless carriage. The teacher will discuss all the different companies that were started and explain how the assembly line changed them. The teacher will then play a video clip for the students about the assembly line (Resource G). Then the students will participate in an assembly line to make edible cars and discuss how this was more efficient than each student fully making their own car. The students will look at their textbook in groups to learn about strikes, bargains, and the labor unions.

five. Each student on a team is given a number and that is their job on the assembly line. Person one: Places the graham cracker on the paper plate. Person two: Puts the frosting on the cracker and spreads it around. Person three: unwraps the square candy. Person four: places the window on the crackers (square candy) Person five: places the 2 round candies on the bottom of the cracker for wheels. Students will remain in desks and work with their neighbor or table when they are looking at their textbooks. Students will do a think-pair-share so that the teacher knows if they understand the new material. Teacher will ask students what they notice about the narrative and they will report out. The teacher will take note of all things noticed on the board. Students will work independently and teacher will move throughout classroom to ensure that students are making

Square candies Rubber gloves

Check for Understanding: The teacher will present the questions: How did working conditions lead to strikes? How were these strikes resolved? Guided Practice: Teachers and students will look at an example of a personal narrative together. They will outline the key features behind writing a personal narrative as a class. Independent Practice: Students will complete a RAFT.

Example narrative White board

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Role: assembly line worker Audience: A friend, teacher, family member, etc. Format: Letter Topic: Working on the assembly line including a brief history on how assembly lines started, and on Henry Ford and information about how assembly lines changed factories and production. OR Role: Assembly line worker Audience: Boss of their company Format: Letter Topic: Complaining about conditions and wages and warning about a possible strike

progress and that no one is confused or stuck.

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Lesson Three:
Lessons: How will you take them where they need to go? (Step-by-Step plan) Instructional strategies/Social constructs: How will they work? (AND what will YOU do?) Resources needed: What materials and resources will they need? (Page #s read, graphic organizers, books, posters, realia, etc)

GLCE: 4-H3.0.9 Create (product) timelines (using decades after 1930) to sequence and describe (knowledge) important events in Michigan history; annotate (skills) with connections to the past and impact on the future. Learning Objective: Students will be able to create a timeline by placing important events in Michigans history on the correct place on a timeline and be able to write about how it connects to events in the past and effected things in Michigans future. Anticipatory Set: Students will examine Students will participate in a whole timelines. Looking at the timelines group discussion led by the teacher shown in their books as well as the about timelines. timeline of the teachers life that is hanging in the classroom and timelines found online. They will discuss how they are organized and how they tell a story. Lesson Objectives: Teacher will explain to students that they will be creating a timeline that includes a few key

Teachers timeline Student text books Internet

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important events of Michigans history. They will need to write about things that caused the event and how it impacted Michigans future. Input: After examining various timelines the teacher will go over some things that were common across all the time lines and things that need to be done in a particular way. The teacher will explain that dates need to be written on some sort of line in ascending order. Also, events need to be written on the appropriate place on the time line corresponding to the date when they occurred. They can be created either horizontally or vertically and they can be all words or could include words and pictures. They also should be set up in a way that all the information can be easily read. Check for Understanding: Before students are released to begin working they will think of any questions they have or anything they are confused about or need clarification on about the timeline in the form of a think-pairshare. Guided Practice: The class creates a large timeline on the board for the months of the year including things that

Teacher will present information to all students from the front of the room. Using a projector the teacher will point out the things that are being talked about as they are talked about. Students will follow along with their own books if a timeline from the book is being discussed.

Students will think independently of questions they have and then they will think of things with a partner and then these questions or confusions will be shared with the class. The teacher will answer all questions and make the assignment as clear as possible. The students and teacher will brainstorm things they want to include on their timeline and make decisions

Whiteboard Markers School Calendar

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have happened so far at their school.

about how their timeline will be organized. Students will take turn coming to the board to construct the timeline. Independent Practice: Students will be Students will work independently on given the key events that they need to their own timelines and the teacher will include in their timeline as well as a long make sure none of the students are piece of white paper to create their having issues with their timelines by timeline on. Students will need to look moving throughout the classroom and through notes, all old activities from the occasionally interrupting to make sure unit, their book, or classroom resources everyone is on track. to fill in the rest of their timeline. Students will be able to organize, draw, and fill in their timeline however they wish as long as all the information is included. The Great Depression, sit down strike, beginning of WWII, and other events within the war should be included.

Large white paper Rulers Markers/colored pencils

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6. Resource Attachments Resource A: A Script for Vocabulary development

Teacher-talk: (Marzanos Step One of Building Academic Vocabulary: Teacher introduces the word) Agriculture: Teacher-talk (Step One): Show students agriculture map of Michigan. As you can see this is a map of the different farming areas in Michigan. Farming of various things was very important to Michigans past and we are going to talk more about that later but first does anyone know another word for farming? Students may or may not come up with the word agriculture. If they do not introduce the word agriculture to them. Sometimes farming is referred to as agriculture. Has anyone heard that word before? (students may answer). Agriculture is going to be a vocabulary word we learn today. Agriculture is the science or practice of farming, including cultivation of the soil for the growing of crops and the rearing of animals to provide food, wool, and other products. So agriculture goes beyond just the farming itself and incorporates the production of products for the use of people. Lets add that definition to the board under agriculture. Mining: Teacher-talk (Step One): Now lets look at a different map of Michigan. Show students mining map of Michigans Upper Peninsula. Does anyone know what this map is showing? (Students may answer). I see its divided into copper ranges and iron ranges can anyone think of what that might mean this map shows? (Students may answer). Iron and Copper are two things that Michigan mined for in the past. Who can tell me what mining is or what it means to mine for copper? (Allow for a couple of students to give their own definition). Very good, mining is the practice of excavating the earth for extracting coal or other minerals. Essentially, like we heard from our classmates, mining is going into the earth to take out some mineral that there is a use for. Mining is another vocabulary word that will be important for us to know when we start learning about Michigans History. Lets add that definition to the board under mining. Manufacturing:

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Teacher-talk (Step One): I bet everyone has heard the word manufacturing before. Can anyone tell me what manufacturing is or an example of manufacturing? Good manufacturing is making something on a large scale using machinery. Many things are manufactured in Michigan but there are some things that were manufactured here that really changed the state and had a profound effect on its history. Well be talking a lot about manufacturing soon. We should add this definition to our table t oo. Technology: Teacher-talk (Step One): What do you think is necessary for something to be manufactured? What tools or machines might be needed? (Allow students to answer). Without technology we couldnt have manufacturing. There are all kinds of technology, like my cell phone is technology, and your tvs at home or technology, and our computers are technology. But technology is also the application of scientific knowledge for practical purposes, especially in industry. That definition makes sense for the other things I just mentioned right? Because it took science to create phones and now we use them to make our lives easier? Much like that technology is used to make manufacturing easier and faster so that more goods can be produced. Now Ill write this definition down. Lumbering: Teacher-talk (Step One): Show the students the lumbering map of Michigan. Look at the map and think about what this could represent. Does anyone have any ideas? (Students may answer). Does anyone know that these kinds of trees were important to Michigans economy in the past? This map represents the types of trees that were lumbered. What does lumbering mean? (Students may answer). Lumbering means to cut and prepare forest timber for transport and sale. That seems strange doesnt it? That in Michigan trees are cut down and sold to other places. But lumbering was important to Michigan too and now Michigan looks very different than it used to because of it. Look at all these words we are learning today we have another one to add now.

Tourism: Teacher-talk (Step One): What are some different places everyone has visited in Michigan? (Allow for a couple of students to answer). What other states have everyone visited? (Allow for a couple of students to answer). Just like you guys go to other states for vacation, people that dont live in Michigan come here to see different things. Does anyone know what its called

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when people travel to other places? (Students may answer). It is called tourism and tourism is the commercial organization and operation of vacations and visits to places of interest. So, that means that when people visit other places it helps the economy of that place because they are spending money there. So when people come to Michigan for vacation is helps our economy. Lets add that definition to the board under tourism. Research: Teacher-talk (Step One): All of the other things that we have learned about require research. We have done research in this class before, what did we do research on? (Allow students to answer) Thats right, we researched Michigans government when we were learning about Democracy. We looked in our books, and looked at books in the library, and also looked online to gather information about the government and thats what doing research is it is the systematic investigation into and study of materials and sources in order to establish facts and reach new conclusions. So it is looking at new information through different sources to learn something new. This is our last word, lets finish this part of our table. Step 4 - Building Academic Vocabulary: Do activities that allow students to work with the words Teacher talk: Now I want you guys to discuss in your groups each word and think of some examples for each one. Make sure you write down the examples you come up with because in a few minutes Im going to ask you to report out to the class what you came up with and well add these examples to our table on the board. Step 5 - Periodically ask students to discuss the terms with one another Throughout the lessons that follow this lesson involving each of these vocabulary words students will be given many opportunities to talk about the words with one another in the context of Michigans history. Step 6 - Building Academic Vocabulary: Play games with the words they are learning The students will play Taboo with this new vocabulary. The class will be divided into two groups one member from each group will sit in a chair with their back to the board. The teacher will write a word or phrase on the board and the teams will describe this word or phrase to their teammate in the chair without saying any part of it to try to get them to say what is on the board. When one of the students says the word or phrase that team earns a point and the students in the chair are switched.

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Step 2 and 3- Building Academic Vocabulary: Write in your own words the meaning of the terms and draw a picture or something that shows you know the meaning of the terms Teacher-talk: Everyone is going to make a vocabulary book with all of these terms in it to use in the future when we learn more about these things. I want everyone to come up here and collect one piece of colored paper, one piece of white paper, and one bottle of glue. (Dismiss students one table at a time to get materials). Everyone take their colored piece of paper and fold it hot dog style, now do the same with your white piece of paper. Now place your white piece of paper inside your colored one. Glue the right side of the white paper to the right side of the colored paper. Do not glue the left side at all. You should have a little book, when you open the cover you should see the white paper and you should be able to flip the white paper open. (Show examples for each step before releasing students to complete step). Were going to divide our book into 7 pieces. Students will mark even sections and cut inside singular white page into flaps. You are going to divide the front of each flap into two parts, you will write the word on one half of the front of the flap and draw a picture on the other. When you open that flap you are going to write your own definition of the word on the left side and write a sentence about Michigan using the word on the right side. Resource B:

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Resource C:

Resource D:

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Resource E: Foldable Resource F: http://lcweb2.loc.gov/service/pnp/cph/3b30000/3b35000/3b35200/3b35268r.jpg Resource G: http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=3350 (4:00-4:30)

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References Candler, L. (2013, November 09). Vocabulary foldable. Retrieved from http://www.sanjuan.edu/webpages/gguthrie/files/Vocabulary Foldable .pdf"Dictionary." Merriam-Webster. N.p.. Web. 9 Nov 2013. Dictionary.com. (2013). Retrieved from http://dictionary.reference.com Koprowski, M. (2013, November 15). Ten good game for recycling vocabulary. Retrieved from http://iteslj.org/Techniques/Koprowski-RecylingVocabulary.html Library of congress. (2013). Retrieved from loc.gov Marzano, R., & Pickering, D. (2005). Building academic vocabulary. Association for Supervision and Curriculum Development. McConnell, D. (2008). Our michigan adventure!. Hillsdale: Hillsdale Educational Publishers. Proteacher collection. (2005, March 22). Retrieved from http://www.proteacher.org/a/91896_Henry_Ford.html Read write think. (2013). Retrieved from http://www.readwritethink.org/professional-development/strategy-guides/usingraft-writing-strategy-30625.html