ThreeWeekIntegratedUnitFinalRoutestoCalifornia

Author:MichelleJelletich
Datecreated:09/11/20141:44PMESTDatemodified:12/01/20147:25PMEST

VITALINFORMATION
TotalNumberofStudents
20students,9femalesand11males

Area(s)StudentsLiveIn
Rural

Free/ReducedLunch
Twopercentofstudentsareonfree/reducedlunch.

EthnicityofStudents

TwostudentsareAsianorPacificIslander.
OnestudentisAfricanAmericanorBlack

SevenstudentsareHispanicorLatino

EightstudentsareWhite.
EnglishLanguageLearners
LandJaremyELLstudents.Lhasa20%fluencyandJhasa75%fluency.

StudentswithSpecialNeeds

Sisonegradebelowinreading.
ChasADHDandhasanaid.

Subject(s)

Art,History,LanguageArts(English),SocialStudies

TopicorUnitofStudy
TheGoldRush

Grade/Level

Grade4

Comments

KEYCONCEPTS&STANDARDS
BigIdea&Essential
Questions

ThisideafitsintothecontextofmythreeweekintegratedunitwherestudentsarelearningabouttheCaliforniaGold
Rush.ActivitiesthatcamebeforethisincludedlearningCaliforniageographyandthelocationofthebeginningsofthe
GoldRush.ActivitiesthatcomeafterincludelearningaboutthelivesofthoseduringtheGoldRush.

LearningOutcome(s)

Studentswillwriteacompletesentencewithcorrectpunctuationwheretheychoosearoutetheywouldhavetakento
Californiatobecomeaminer.
Studentswilldraw,withnoscribbling,aminerwithfacialfeaturesandclothingandsixitemsthatminerwouldhave
takenwithhimtoCalifornia.

Summary
ThisisalessonintheroutestoCalifornia.Itispartofathreeweekunitwhichintegratestechnology,socialstudies,art,
science,music,andliterature.

Standards

CACaliforniaK12AcademicContentStandards
Subject:History&SocialScience
Grade:GradeFour
Area:California:AChangingStateStudentslearnthestoryoftheirhomestate,uniqueinAmericanhistoryintermsof
itsvastandvariedgeography,itsmanywavesofimmigrationbeginningwithpreColumbiansocieties,itscontinuous
diversity,economicenergy,andrapidgrowth.InadditiontothespecifictreatmentofmilestonesinCaliforniahistory,
studentsexaminethestateinthecontextoftherestofthenation,withanemphasisontheU.S.Constitutionandthe
relationshipbetweenstateandfederalgovernment.
SubStrand4.3:Studentsexplaintheeconomic,social,andpoliticallifeinCaliforniafromtheestablishmentofthe
BearFlagRepublicthroughtheMexicanAmericanWar,theGoldRush,andthegrantingofstatehood.
Standard2:ComparehowandwhypeopletraveledtoCaliforniaandtheroutestheytraveled(e.g.,James
Beckwourth,JohnBidwell,JohnC.Fremont,PioPico).

Subject:VisualArts
Grade:GradeFour
Area:CREATIVEEXPRESSION

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SubStrand2.0:Creating,Performing,andParticipatingintheVisualArtsStudentsapplyartisticprocessesand
skills,usingavarietyofmediatocommunicatemeaningandintentinoriginalworksofart.
Concept:CommunicationandExpressionThroughOriginalWorksofArt
Standard2.5:Useaccurateproportionstocreateanexpressiveportraitorafiguredrawingorpainting.

Comments

ASSESSMENTS
Assessment/Rubrics
TherubricIwillbeusingwillbeasummativeone,whichwillassesstheinformationthestudentslearnedaboutthe
routestakentoCaliforniaduringtheGoldRush.
Rubrics:
1. Drawing
2. RoutestoCalifornia
3. SixItems

Comments

MATERIALSANDRESOURCES
InstructionalMaterials&
Technology(handouts,etc.)

Iwillneedthefollowingitems:

coloredpencils/crayonsforstudents

whitepaper

exampleofexpectations

Comments

IMPLEMENTATION
SequenceofActivities

Hook
1.Tohookthestudents,Iwillsay,'Canyouimaginegettingattackedbypirates,Indians,andstarvingjusttogetto
California?!Duringthistimemystudentswillbesittingintheirdesks,listening.MymorefluentELwillbesaynexttomy
lessfluentELsothatthehigherstudentwilltranslateifnecessary.Sarahwillbesatnexttoahigherachievingstudent
tohelpwithunderstandingifnecessary.Craigwillbesatnexttohisaid,listening.
ConnectingtoPreviousLessons
2.Iwillconnectthistomypreviouslessonbysaying,'Doyourememberhowyesterdaywediscussedthewaystogetto
California?Today,wearegoingtothinkaboutthosedifferentroutesandpickourfavorite!'
LearningObjectives
3.Studentswillwriteacompletesentencewithcorrectpunctuationwheretheychoosearoutetheywouldhavetakento
Californiatobecomeaminer.
Studentswilldraw,withnoscribbling,aminerwithfacialfeaturesandclothingandsixitemsthatminerwouldhave
takenwithhimtoCalifornia.IwillpresenttheacademiclearninggoalsbyshowingamodelofwhatIwouldlike.
SequenceofLesson
4.
FirstIwillhookthestudentsbysaying,'Canyouimaginegettingattackedbypirates,Indians,andstarvingjusttogettoCalifornia?!
IwillthenremindstudentsofthelessonfromthedaybeforewherewelookedatapowerpointonthedifferentroutestoCaliforniathatthe
minerstook.Iwillreputontheboardthethreedifferentways.
Iwillsay,'TodaywearegoingtopickourfavoriteofthethreedifferentroutestoCalifornia,whichwerebyshiparoundSouthAmerica,by
wagon,orbydonkeyandboatacrossthePanama.
Iwillthenpassouttheirpaperwhichwillcontainspaceforadrawingatthetopandroomforwritingatthebottom.
Iwillthensay,'Discusswiththepersonsittingnexttoyouwhichwayyouwouldwanttotravelandwriteitatthetopofyourpaper.'
Iwillgoaroundtheroomandlistentothediscussions,whilestudentsarestillsittingattheirseatsdiscussingtheirfavoritewayof
passage.
ThenIwilldraweveryone'sattentiontothefront.Iwillthentellthemthatwewillbrainstormasaclassitemsthatwemighttakeonthe

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variousroutes.Iwillwriteontheboardatleast15itemsthatstudentssuggest.Iwillcallonstudentsusingnamestickstoencourageideas
beingshared.
Iwillthensaytostudents,'Wearegoingtodrawourfavoriterouteofpassagebyputtingaminerineitheraboat,donkey,orwagonanddraw
aroundhimsixitemswethinkhemusttakeonhistrip.'
IwillthenputupmodelsonthedocprojectorofadrawingIhavealreadycreatedforthemtogetanideaofwhattheirfinishedprojectshould
looklike.
IwillthenhavestudentspairsharewhattheywillbedoinginthelessonandthenIwillrandomlycallonstudentstosharewhattheywillbe
doingnext.
Iwillhavestudentsbegintheirdrawings.Iwillwalkaroundtheroommonitoringtheprogress.
Iwillremindstudentsthatiftheyhavequestionstheymayfirstaskthepersonnexttothem,theniftheydonotknow,toraisetheirhandand
askme.
Tosummarizemylesson,IwillsaywehavedoneagreatjobonourdrawingsofourroutesanditemstotaketoCalifornia.Everyonehas
chosenapathandwecannowseehowdifficultitmusthavebeenfortheminerstomaketheirwayhere.
Toconcludethelesson,Iwillhavestudentstalktothepersonnexttothemandpicktwothingsthattheylearnedfromthelesson.Then
studentswillputtheirdrawingsintotheirsocialstudiesfolders.
Iwillthenhavethestudentsputtheirdrawingintheirsocialstudies/historyfolder.
Modalities
5.Iwillbeusingvisualandlinguisticmodalities.
Visual:Thislessonwillbemodeledbytheteacheronthedocprojector.Studentswillbedrawingtheimageryofthe
routesandminersaswell.
Linguistic:Theclasswilldiscusstheprojectbeforetheybeganaspartnersandasawholeclass.Studentswillbewriting
theroutetheyhavechosenontheirpaperaswell.

Bloom'sTaxonomy
*Remember:
RememberyesterdaywhenwelookedatallthedifferentwayswecouldgettoCalifornia?
*Understand:
HowmanydifferentwayscouldwegettoCaliforniainthe1840s?
*Apply:
IfourminerhadallthesechoicesofwaystogettoCalifornia,itmusthavebeendifficulttodecidewhichwaywouldbe
best.Ifyouwerethatminer,whichwaywouldyouhavethoughtwasbest?
*Analyze:
Wehavealotofpossessionsthatweownright?Howwouldyoufeelifyoucouldonlykeepsixofyouritemsthatyou
ownandleaveeverythingelse?Howwouldyouhavefelttoleaveallyourfriendsandfamilybehind?Woulditmakeyou
sadorfeelexcitedforafreshstart?Sharewithyourpartnerwhichitemswouldbethemostimportanttoyouandhow
youwouldfeelasyouleft.
*Create:ThinkaboutallthewaysyoucangettoCalifornia.Everyonewillnowchooseapathandcreateadrawing
withtheirroute,sixitemstheirminerwilltake,anddrawtheirminer.

ConnectingtoLifeExperiences
7.Iwillknowthatthisisconnectedtomystudents'livesbyaskingthemtothinkaboutiftheycouldonlytakesixoftheir
ownitemsandhadtoleavealloftheirownbelongingsbehindhowwouldtheyfeel?AlsoIwillconnectmovingto
NorthernCaliforniatotheirownexperiencesoflivinginNorthernCalifornia.
EvidenceofCompletion
8.StudentswillhavecompletedtheobjectivebylearningtheroutestakentogettoCaliforniafortheGoldRushand
choosingonerouteanddrawingaminerincludingtheminerswayofpassageandatleast6itemshewouldhavetaken
withhim.
Closure

9.Tosummarizemylesson,IwillsaywehavedoneagreatjobonourdrawingsofourroutesanditemstotaketoCalifornia.
Everyonehaschosenapathandwecannowseehowdifficultitmusthavebeenfortheminerstomaketheirwayhere.
Concluding

10.Toconcludethelesson,Iwillhavestudentstalktothepersonnexttothemandpicktwothingsthattheylearnedfromthe
lesson.Thenstudentswillputtheirdrawingsintotheirsocialstudiesfolders.
ConnectingtotheNextLesson

11.Totransitionintothenextlesson,Iwillsay,'MondaywewilllistentosongsthatwerepopularduringtheGoldRush.Think
aboutwhattheymighthavesungduringthattime.'

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Vocabulary:

Tier1
tools

choose

life

daily

Tier2
route

passage

items

complications

GroupingStrategies
Iwillfirstaddresstheclassasawhole(13).Iwillthenhavestudentspairshareinsmallgroups(4)totalkaboutwhat
wewillbedoinginthelesson.Then(69)Iwillhavestudentsworkindependentlyontheirprojects.Attheend(10),I
willhavestudentspairshareinsmallgroupstodiscusstwothingstheylearnedfromthelesson.

DifferentiatedInstruction
Duringtheinstructionsoflesson(13),mymorefluentELwillbesaynexttomylessfluentELsothatthehigherstudent
willtranslateifnecessary.Swillbesatnexttoahigherachievingstudenttohelpwithunderstandingifnecessary.
Cwillbesatnexttohisaid,listening.

Forpairsharing(4&10),IwillhavemyELstudentssharetogether,Swillsharewithahigherachievingstudent,and
Cwillsharewithapatientstudentandhisaid.

Duringthelesson,IwillcheckonmyELstudentsandStoensurethattheyunderstandthedifferentroutesandthe
itemstotake.IwillhaveC'saidhelphimifnecessary.

Formymoreadeptstudents,Iwillgivethempricesoftheitemsneededforthejourneyandaskthemtochoosewhich
itemstheycouldtake,usingonly$300.

Comments

REFLECTIONS
PriortoLesson
IwillknowifmystudentslearningoutcomesaremetiftheyareabletolearntheroutestakentogettoCalifornia,
chooseone,anddrawingitincludingtheminerandsixitemshewouldhavetaken.

SomechallengesImayencounterwillbeadifficultyforstudentstothinkofitemsthatmightbeneededtotake.Also
studentsmayhavedifficultiesportrayingtheroutes.

PostLesson
StudentsmettheobjectivebylearningtheroutestakentogettoCalifornia,choosingone,anddrawingitincludingthe
minerandsixitemshewouldhavetaken.
Forfutureplanning,Iwillcontinuetogiveamodelbeforehand.Itworkedwelltohaveamodel.Onechallengewasthat
studentshaddifficultiespickingitemstotake.Ithelpedtohavethembrainstormbeforehandandwritethemonthe
board.Inthisway,Itoldthemthattheycouldonlypicksixfromthelist.Thereweredefinitetimeconstraints,andnext
timeImayspreadtheprojectoverafewdays.
Comments

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