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SIOP Lesson Plan Davidson 1

Social Studies: Native American Life Changes

Introduction
This lesson is modeled after other social studies lessons I have created and taught, using
the Harcourt Arizona Social Studies textbook. This social studies lessons, similar to most other
lessons taught, is appropriate for both English Language Learners and special education students.
My students range from pre-emergent to proficient AZELLA levels, and many sheltered
strategies are used daily to support the success of these students. This lesson has many
opportunities for student engagement through small group, whole group, and individual work
times. This lesson also provides opportunities for students to link past learning with new
concepts, and practice this new learning with multiple language skills. Different learning styles
are addressed through meaningful activities and interactions with peers, materials, and the
teacher.

SIOP Components Key:


Lesson Preparation / Building Background / Comprehensible Input / Effective Strategies /
Interactions / Practice and Application / Lesson Delivery / Review and Assessment
SIOP Background Sheltered
Features Every few weeks, students are able to engage with a short Strategies
social studies unit. During these units, students read and
Prior learning complete work from Harcourt Arizona Social Studies
textbook. Students read a passage independently and answer
Student comprehension questions on a worksheet. Reading and
experiences writing are used with most social studies lessons, although
there is rarely higher-level thinking that occurs with
worksheets that create dependency on the teacher. Before
students read a new passage in their text book and answer
questions, the teacher provides a short bell work for them,
including a question that allows students to pull from prior
knowledge or challenges them to predict. After bell work,
students work at a voice level zero, as they read and answer
questions independently.

Before reading as a whole group for this lesson, students


Learning will have already read the story Native American Life
strategies Changes from the text book and answered five Vocabulary
comprehension questions about the text. Students will have words defined
been exposed to the vocabulary in the text as they read
independently, as well as some negative and positive
impacts that the Spanish had on the Native Americans of the
Southwest. ELL students below an intermediate level will
have had the opportunity to listen to an audio recording of
the text and have comprehension questions read aloud to
them during this first reading of the text. This reading occurs
before this lesson.
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Target Group
Age of students: 9-11 years
First Language: Spanish and English
AZELLA levels: pre-emergent, basic, intermediate, and
proficient

Arizona State/Common Core Standards:


State/Common Social Studies
Core Strand 1: American History
Standards Concept 3: Exploration and Colonization
PO2: Describe the impact of Spanish colonization on the
Southwest:
a. Establishment of missions and presidios
b. Lifestyle changes of native people
c. Contributions of Father Kino
English Language Arts: Reading
Refer to details and examples in a text when explaining
what the text says explicitly and when drawing
inferences from the text. (4.RI.1)
English Language Arts: Writing
Write opinion pieces on topics or texts, supporting a
point of view with reasons and information.
a. Introduce a topic or text clearly, state an opinion,
and create an organizational structure in which
related ideas are grouped to support the writers
purpose.
b. Provide reasons that are supported by facts and
details.
c. Link opinion and reasons using words and
phrases (e.g., for instance, in order to, in
addition).
d. Provide a concluding statement or section
related to the opinion presented. (4.W.1)

Content Area Objective Content


Content After reading the story Native American Life objectives
objectives Changes, students will be able to explain through an displayed
defined and opinion paragraph the impacts the Spanish settlers
supported had on the Native Americans of the Southwest,
citing evidence from the text.

Language Objectives Language


Language Students will be able to listen to their peers ideas objectives
objectives about the various impacts. displayed
defined and Students will be able to chorally read aloud
supported sentences.
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Students will be able to discuss negative and positive


impacts by using key vocabulary.
Students will be able to write an opinion statement,
which includes key vocabulary.

Key Content Vocabulary


Key Mission, missionary, religion
vocabulary Slavery
and concepts Spanish, Father Kino
Native Americans (Apache, Navajo, Dine, Tohono
Oodham)

Key Academic Language


Opinion
Positive
Negative
Impacts

Materials
Harcourt Arizona Social Studies textbook, Native
American Life Changes story (1 per student)
Specific story passages for choral reading with key
vocabulary highlighted (1 per pre-
Supplementary emergent/emergent/basic ELL student and 1 per
materials SPED student)
Slate and marker (1 per group)
Lined writing paper (1 per student)
Lined writing paper with sentence starters (1 per pre-
emergent/emergent/basic ELL student and 1 per
SPED student)
Use of Notecards (4 per group)
technology Smart Board Notebook slides
Smart Board

Appropriate Lesson Pacing Warm-up


pacing Students will first be asked to think about how the Spanish activity
Student settlers impacted the Native Americans of the Southwest.
Engagement They will write 1 to 3 ideas on their slates. These ideas can Connections
Key be one or two words. For example, religion, freedom, or to prior
vocabulary fighting. This anticipatory set will allow students to pull knowledge
emphasized from prior knowledge of the relationship between the
Scaffolding Spanish and Native Americans from previous reading, as
techniques well as be exposed to key vocabulary for the lesson. The
Links between teacher will facilitate a short discussion regarding the
past learning vocabulary words.
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and new Repetition


concepts The teacher will explain that the teacher and the students (reading story
Clear will read certain paragraphs of the story Native American again)
explanation of Life Changes together chorally. Pre-emergent to basic ELL
academic tasks students and some SPED students will receive a separate
Content paper with the specific story passages and highlighted verbs.
adaptation The font will be larger than in the text book and the passages
Appropriate will be numbered and in order. Students will answer higher
speech level thinking questions related to the specific paragraphs of
Meaningful the text. These questions will be related to later activities in Opportunities
activities that the lesson. This will be a whole group activity, and students for interaction
integrate will be expected to draw or write responses on their slate.
lesson Volunteers and non-volunteers will be chosen to respond to
concepts the questions aloud. Students will also have the opportunity
Student and to talk with pre-determined partners before answering
teacher questions aloud.
interaction
Higher Level Thinking Questions
These questions will be discussed with partners and the
whole group during choral reading. Higher level questions
Higher-order are underlined.
thinking What was the missionaries goal at this time? What
questions role did the Native Americans have in the missions?
Why did the Hopi people become upset with the
Student Spanish missionaries? How would you feel if
engagement
something important was taken from you? How
might you react?
Clarify key
concepts What did the Tohono Oodham people learn from
Father Kino? Did this learning make their lives better
or worse? How?
In what ways did the Spanish impact the Apache and
Navajo people? What might the Apache have
thought when bringing horses into their society?
What might the Navajo have thought when bringing
sheep into their society?
Integrating Practice and Application
language skills After the choral reading and answering questions as a whole
Evaluating and group, the teacher will ask the students to discuss some Hands-on
summarizing negative and positive impacts that the Spanish had on the activities
Student Native Americans. Students can summarize their responses
interaction to earlier higher-level thinking questions regarding Father Use of
Hands-on Kino, loss of religion, fighting, new technology, new crops, manipulatives
materials new means of transportation, etc. This discussion will take
place in a small group setting, with groups of 3 to 4 students.
Each group will be responsible for recording at least one
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Student positive and one negative impact on notecards in their Different


grouping group. Expectations for this small group discussion will be grouping
Variety of explained verbally and displayed on the Smart Board with configurations
techniques pictures and words.
Clear Positive
explanation of Review and Assessment Feedback
academic tasks The teacher will then guide the whole group to categorize
Categorizing and briefly discuss the negative and positive impacts the
Teacher Spanish settlers had on the Native Americans. A t-chart will Visual
interaction be made on the Smart Board, with a negative and a positive supports
Review of key side. The teacher will model expectations by providing one
vocabulary positive and one negative impact, and show where the Modeling/
and concepts examples are from in the text. Each group will share their demonstration
ideas from the notecards. The teacher will remind students of concepts
Language to think back to the questions discussed during the choral
practice reading that relate to various impacts of the Spanish settlers.
opportunities During this discussion, students will have the opportunity to
Student record ideas on their slate. They will individually make the
engagement t-chart by transferring the ideas from the Smart Board to
their slates. After this whole group discussion, students will
be asked to circle either Positive or Negative on their slates
as they decide if the Spanish had a more positive or negative
impact on the Native Americans. The t-chart will remain on
the Smart Board for those who need to reference it.

After this discussion, students will be asked to write an


Opportunities opinion paragraph based on the text evidence and
to apply new explanations provided by their peers (information on t- Step-by-step
knowledge chart). Students will answer the prompt displayed on the instructions
Meaningful Smart Board: Do you believe that the Spanish had a positive
activities or negative impact on the Native Americans? Students will Opportunities
Provides time be reminded of a paragraph structure with visuals on the to apply new
for practicing Smart Board: topic sentence, two ideas, and a concluding knowledge
learning sentence. Pre-emergent to basic ELL students and some
Integrating SPED students will receive lined paper with sentence Authentic
language skills starters. This formative assessment will allow the teacher to assessment
Assessment grade students based on their ability to explain either the
positive or negative impact that the Spanish settlers had on
the Native Americans of the Southwest.

The teacher will revisit the objectives at the end of the social
studies lesson by reading them aloud. The purpose of this is Objectives
to show students what they have accomplished in just one displayed
lesson.
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Works Cited

Arizona Department of Education. (2016). English Language Arts Standards: 3-5. Retrieved
March 20, 2017, from http://www.azed.gov/standards-practices/englishlanguageartsstandards/

Berson, Michael; Howard, Tyrone; Salinas, Cinthia. (2007). Harcourt Arizona Social Studies.
Orlando, Florida: Harcourt Publishers.
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Appendix

Appendix 1: Choral reading passages for ELL and SPED students

1. Page 79: paragraph 3

Missions were run by missionaries. A missionary is a


person who teaches a religion to others. The missionaries
wanted Native Americans to become Catholic. The
Spanish sometimes forced Native Americans to work as
slaves at the missions. Slavery is the practice of holding
people against their will and making them carry out
orders. This led to much fighting.

2. Page 80: paragraphs 2 and 3

Most Hopi lived in pueblos made from adobe, or


dried clay. The Hopi were skilled at farming the dry
desert land. They grew corn, beans, and squash. Like all
Native American groups, the Hopi had their own religion.

The Spanish missionaries enslaved some of the Hopi.


They were forced to build missions. The Hopi were not
allowed to practice their own religion.

3. Page 81: paragraphs 2 and 3


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The Tohono Oodham and Father Kino learned from


each other. The Tohono Oodham learned how to grow
wheat and raise livestock, which Father Kino brought
with him. Father Kino learned to speak the Tohono
Oodham language.

Father Kino did not try to force the Tohono Oodham


to work for him. Instead, he asked for their help. In return,
they helped him build missions. The missions were self-
sufficient most of what people needed was made at the
mission.

4. Page 82: paragraph 5

Before the Spanish arrived, Native Americans had


never seen horses. Many tribes, including the Apache,
soon made horses a part of their life. The Apache became
skilled riders. They were also known as strong warriors.

Page 83: paragraph 2

The Navajo called themselves Dine, meaning the


people. They learned ways of life from the Hopi and
later from the Spanish. The Hopi influenced Navajo
farming and art forms. The Spanish taught the Navajo to
raise sheep. The Navajo used sheep for meat and wool.
They used the wool to make blankets and rugs.
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Appendix 2: Lined writing paper

Prompt: Do you believe that the Spanish had a positive or negative impact on the
Native Americans?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________
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Appendix 3: Lined writing paper with sentence starters for ELL and SPED students

Prompt: Do you believe that the Spanish had a positive or negative impact on the
Native Americans?

I believe that___________________________________________________________

_____________________________________________________________________________.

One reason I believe this is because___________________________________________

______________________________________________________________________________

_____________________________________________________________________________.

This is important because____________________________________________________

_____________________________________________________________________________.

A second reason I believe this is because______________________________________

______________________________________________________________________________

_____________________________________________________________________________.

This is important because____________________________________________________

_____________________________________________________________________________.

In conclusion, I believe that__________________________________________________

______________________________________________________________________________

_____________________________________________________________________________.
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Appendix 4: T-chart for positive and negative impacts shown on Smart Board

What were the positive and negative impacts that the Spanish had on the Native
Americans?

Positive + Negative -
+ -

+ -

+ -

+ -

+ -

+ -
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Appendix 5: small group notecards


One positive impact the Spanish had on the Native Americans is

Page # ______
Why is this important?

One negative impact the Spanish had on the Native Americans is

Page # ______
Why is this important?

One positive impact the Spanish had on the Native Americans is

Page # ______
Why is this important?

One negative impact the Spanish had on the Native Americans is

Page # ______
Why is this important?

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