Title~ Native American Indian Tribe Search

Audience~ 4th grade students Time Frame~ 1 week Student Analysis~ The class consists of 13 fourth grade students. These students are all considered EIP. This means they did not master the CRCT Georgia state testing. These students need a little extra time and preparation when it comes to mastering standards. They are all great students who need a little push and help in their daily work. Strategies that work well with them include: modifications, repeated skills being taught, constant review, and content broken apart into smaller chunks when presented. When looking at the students CRCT scores 4 out of the 13 students mastered this skill. Benchmark testing given each 9 weeks showed that 5 out of the 13 students did meet this skill. This test is given each 9 weeks and we will use the next test to see if they have improved.
Stage 1 Desired Results

Content Standard(s): SS4H1 The student will describe how early Native American cultures developed in North America. a. Locate where Native Americans settled with emphasis on the Arctic (Inuit), Northwest (Kwakiutl), Plateau (Nez Perce), Southwest (Hopi), Plains (Pawnee), and Southeast (Seminole). b. Describe how Native Americans used their environment to obtain food, clothing, and shelter. ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. e. Distinguishes cause from effect in context. f. Summarizes main ideas and supporting details. ELA4W2 The student demonstrates competence in a variety of genres. The student produces informational writing (e.g., report, procedures, correspondence) that: b. Frames a central question about an issue or situation. c. Creates an organizing structure appropriate to a specific purpose, audience, and context. d. Includes appropriate facts and details. g. Draws from more than one source of information such as speakers, books, newspapers, and online materials.

Standards for 21st century learner 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1.1.9 Collaborate with others to broaden and deepen understanding. 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1.2.3 Demonstrate creativity by using multiple resources and formats. 1.3.5 Use information technology responsibly. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, realworld situations, and further investigations. 2.1.4 Use technology and other information tools to analyze and organize information. Performance Indicators: 1. The information literate student defines and articulates the need for information.

2. The information literate student identifies a variety of types and formats of potential sources for information Understanding (s)/goals Students will understand that: Native Americans settled in different parts of the world. Native American groups had different characteristics and will determine their differences. Essential Question(s): What are characteristics from each of the Native American Indian tribes? How do I use my resources to answer questions and present new information I have learned?

Student objectives (outcomes): Students will be able to: Distinguish between the different Native America Indian Tribes. Describe the Native American Indian Tribes food, clothing, and shelter and determine how these play a kwy role in their lives. Address main ideas and give supporting details Stage 2 Assessment Evidence

Performance Task(s)/Assessment: Goal: Students will choose a Native American Indian tribe based on their own preference and will produce a technology lesson using a web 2.0 tool. Role- Students role is to be a group partner in producing a Native American Indian project. Product- You may produce either: ~ Create a photo story based on your chosen Indian tribe ~ PowerPoint presentation that will be uploaded to share with the class. ~ Create a Slide Rocket presentation to share with the class. Standards and Criteria- Students and teachers will use the rubric to assess each student and each other.

Other Evidence: The assessment will assess student background knowledge of Indian tribes and characteristics of each. This assessment will be copied from the assessment resource book that comes with the teacher edition social studies curriculum. Students will discuss and answer oral questions each day as an assessment for teachers to see where the students are and what they understand. Teacher observations will be used to assess student understand of the content standards and the web 2.0 tool.

Stage 3 Learning Plan

Learning Activities: Prior to these activities the teacher taught the unit on Native Americans. Some students did not master these standards so the teacher wanted to reteach and try a new approach for those students who need mastery. In going back to re-teaching this standard we decided to include writing standards and reading standards so that we do not lose time or fall behind in other subject areas. Informational writing is a part of the curriculum as well as reading standards of cause and effect, main idea, and supporting detail. Where~ This unit will be taught to 13 fourth grade students. Students are familiar with the native American tribes however need a little more reinforcement on the characteristics. The students will complete a graphic organizer based on research they will complete in the classroom and media center. Students will be taught during the unit about informational writing by seeing examples during their research. They will also learn

about main idea and supporting detail while completing their graphic organizers. This will allow them to learn and practice multiple content concepts. Hook- Begin the lesson by having students rotate and preview/read books on the different Indian Tribes. After have students share what they know or observed in previewing these books. You could use a KWL chart for this. Show PowerPoint slides from the following site: http://nativeamericans.mrdonn.org/powerpoints.html Experience- Students will be put in groups and given one of the Indian Tribes along with resources the teacher has put together. These could include: books (these can be found in your school library), websites, pictures, textbooks, websites, etc. Students will have posters to create on each group. They will include the following: food, clothing, shelter, and location. Students will have several days to create these. Have groups share their projects. Students will choose an Indian Tribe and complete and main idea/supporting detail graphic organizer. These will allow student to review the concept of main idea and supporting detail. This skill has been previously taught. The teacher will question the students as a review of the concept. The teacher will then introduce students to PhotoStory and Slide Rocket. Using the Smart Board the teacher will create a project using both Web 2.0 tools. Students have experience with Power Point so a review is not needed. Allow students an opportunity to practice with the programs using the lap top cart that the teacher has checked out from the library. Walk the students through each of the web 2.0 tools as the teacher demonstrates on the Smart Board. Give student the project rubric so they know what is expected on their Web 2.0 based project. Give students several days to use their group member, graphic organizer, books, websites, media center, and pictures to create their projects. Review- Students will be given constant feedback form peers and teachers as they create their projects. This will allow them the opportunity to review, reflect, and revise their work. Evaluation- Students will present their projects with their group members. The class will use the rubric to grade each other on their projects and performances. Tailored/Accommodations-These student are all EIP (Early Intervention Students) students. The entire lesson is accommodated for them in that is the second time they have seen this content. This is a review and second chance for them to master these concepts. Accommodations ~ Group students based on learning levels. Have the groups heterogeneously mixed so there are high and low students mixed together. ~ Use support teachers and media specialist to assist with research and the Web 2.0 tools. ~ Grouping students in groups allows student the opportunity to learn from other students. ~ The teacher will have multiple teaching styles to accommodate all the learning styles in the room. These are visual, auditory, and kinesthetic.

Assessments/Classroom Resources

Main Idea

Supporting Detail

Supporting Detail

Supporting Detail

Group Member Names: Indian Tribe Chosen:

Meets

Progresses

Exceeds

Poster

Poster Includes 2 or fewer requirements of food, clothing, shelter, location. Given little or no detail about each. Includes 2 or fewer requirements of food, clothing, shelter, location. Uses no creativity in producing project.

Includes 3 or fewer requirements of food, clothing, shelter, location. Gives a few details about each. Includes 3 or fewer requirements of food, clothing, shelter, location. Uses little creativity when producing project.

Includes all requirements: Location, food, clothing and shelter. Gives vivid descriptions of each.

Web 2.0 Tool

Participation

Uses creativity in producing project. Includes all requirements of food, clothing, shelter, location and uses details and pictures to describe. No group members work Most group members All group members work together and participate in work together and together and participate in research and production participate in research and research and production of project. production od project. of project.

Unit Resources See class Wiki for materials and resources.

Assessment This is the breakdown of the benchmark testing. Each question that used our skill is listed in the top row. The number of students who missed the question is listed in the second row.

#3 2 students

#7 4 students

#9 1 students

#10 5 students

#11 4 students

#15 4 students

#19 3 students

Reflection
I really enjoyed planning and implementing this lesson. I enjoyed working with my collaborating teacher and helping her meet the standards with her students. This class consists of 13 4th grade students that all fall in the EIP category. This basically means that they did not meet the standards in passing the CRCT testing in 3rd grade. This meant that they needed help in almost all aspects and areas of 4th grade curriculum. This class can be a tricky group in that they are not on level with other 4th grade students and some modification need to be made with the curriculum in that the content may have to be taught more than once and it would need to accommodate all the learning style in the class. This aspect can be tricky in non EIP classes with 30 or more students. The lesson we decided to focus on was main idea and supporting detail and use Native American Tribes. The students have been working on this skill for several weeks and the teacher wanted to keep these skills fresh in their minds. All reading/language arts skills need to be used throughout the entire year to keep the content knowledge fresh in their minds. They had just finished up their unit on Native Americas. Some of the students in the class did not master the standard and the teacher wanted to give them one more opportunity to master the skill. We created a unit that used the Native American standards as well as reading standards. This entire unit was a review for students so we did not have to introduce any new standards, since these students needed to meet the standards and they had not. The students did great on this unit! I really enjoyed watching their creativity in their presentations. This was a great tool to reinforce both standards and allow the students to earn more grades on their standards. This was also beneficial to the students who do their best work with project based learning. This allowed for those learners a time to flourish.