hw5

Date: March 11, 2015 Lesson: Social Studies Unit 3 Lesson 2 Week of 3/16- 3/27 (8 -20 minute periods)

Standards:

S4 C2 PO2 Describe how physical and human characteristics of places change from past to present

S4 C4 PO1 Describe changes over time in transportation

S1 C9 PO1 Recognize that individuals (e.g., Susan B. Anthony, Jackie Robinson, Rosa Parks, Martin Luther King Jr., César Chavez) worked for and supported the rights and freedoms of others.

S3 C4 PO1 Describe the rights and responsibilities of citizenship: a. good sportsmanship b. participation and cooperation c. rules and consequences d. voting

ELA Standards:

3RI1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answer

3RI4 Determine the meaning of general academic and

domain‐specific words and phrases in a text relevant to a grade 3 topic or subject area.

3RF4 Read with sufficient accuracy and fluency to support

comprehension.

Objectives:

Students will be able to:

Understand how people help communities grow

Evaluate how growth in transportation changed America

Identify how people create changes

Conclude how civil rights leaders made America better

Explain why it is important to be a good citizen and how Susan B. Anthony, Gandhi, and MLK were good citizens.

Teaching Targets

Introduce

Whole group

content objectives, show pictures from glogster board,

Practice

Complete worksheet identifying peoples accomplishments

Mastery

Summative assessment

Students I can statements:

I can describe how transportation has changed over time

I can recognize that people worked for and supported the rights of others

I can explain how people changed America

Vocabulary:

Invention

Engineer

Right

Vote

Suffrage

Slogan

Equality

Civil rights

Materials:

Social studies book, lined paper

Glogster website, SS worksheet, quiz

Activities:

Background knowledge- identify known people

Glogster: http://jroberts7605.edu.glogster.com/people-bring-change/

Popcorn read lesson, take notes

Discussion of objectives

Complete worksheet

Write summary of how people changed America

Take summative quiz

Level/Rigor

Introduction

Answers basic comprehension questions based on the reading

Mastery

Explains growth and change with details and examples in summary

Date: March 11, 2015 (Revised using differentiation) Lesson: Social Studies Unit 3 Lesson 2

Week of 3/16- 3/27 (8 -20 minute periods)

Standards:

S4 C2 PO2 Describe how physical and human characteristics of places change from past to present

S4 C4 PO1 Describe changes over time in transportation

S1 C9 PO1 Recognize that individuals (e.g., Susan B. Anthony, Jackie Robinson, Rosa Parks, Martin Luther King Jr., César Chavez) worked for and supported the rights and freedoms of others.

S3 C4 PO1 Describe the rights and responsibilities of citizenship: a. good sportsmanship b. participation and cooperation c. rules and consequences d. voting

ELA Standards:

3RI1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answer

3RI4 Determine the meaning of general academic and

domain‐specific words and phrases in a text relevant to a grade 3 topic or subject area.

3RF4 Read with sufficient accuracy and fluency to support

comprehension.

Objectives:

Students will be able to:

Understand how people help communities grow

Evaluate how growth in transportation changed America

Identify how people create changes

Conclude how civil rights leaders made America better

Explain why it is important to be a good citizen and how Susan B. Anthony, Gandhi, and MLK were good citizens.

Teaching Targets

Introduce

Small group vocabulary introduction, whole group anticipatory (intro to vocab) independent background knowledge review

Practice

Whole group fluency practice, auditory and visual reading of material, guided practice in completion of choice board

Mastery

Independent summary using RAFT technique

Students I can statements:

I can describe how transportation has changed over time

I can recognize that people worked for and supported the rights of others

I can explain how people changed America

Vocabulary:

Invention

Engineer

Right

Vote

Suffrage

Slogan

Equality

Civil rights

Activities:

Preteaching: Select students will receive the vocabulary words/definitions at the beginning of the lesson for review. (content readiness)

Anticipatory set: Hangman, mystery word, or vocabulary journal options using vocabulary words. Students with words and definitions will be allowed to give hints from the words (1-2 words daily) (content- interest, process- interest)

Choral read of vocabulary words and definitions (content readiness)

Background knowledge- write/draw/list how people bring change in our community of San Tan Valley or Az. (2 min brainstorming activity) (content interest- linking to real world)

Introduce people who brought change on Glogster: http://jroberts7605.edu.glogster.com/people-bring-change/ (content learning styles- auditory/visual)

Read lesson: use of “special” chair. Students volunteer to read aloud in fun chair in front of class (Five ways, 2015) (content- readiness, interest, process- auditory, visual)

Show brain pop videos on Susan B. Anthony, Gandhi, and MLK throughout lesson (content- interest, process- interest)

Notes: students will take notes on graphic organizer, teacher will model different ways to take notes (product readiness, learning styles)

Discussion: using leveled questions on glog, think-pair-share answers before answering whole group (process, environment)

Formative Assessment: Tic-tac-toe choice board. Students will choose 3 activities to complete on choice board, independent activity, encourage students to use privacy folders if preferred (process- learning styles, environment, product- learning styles)

Summative Assessment: Before assignment, review the rules and expectations of the classroom to ensure a productive environment for all working students, dim lights, use of soft classical music, Using RAFT writing techniques, students will chose a role as a writer, determine who is their audience, decide on a format, and write on a topic read about in the lesson (Using RAFT, n.d.) When students are done with their writing, trade papers for feedback (environment, process, product)

Challenge Activity: Students who finish early will be given the challenge of creating a depth and complexity foldable applying depth and complexity icons to the lessons and evaluating/explaining how they apply (example multiple perspectives of women’s voting) (content readiness, product learning styles, process learning styles)

Materials

Level/Rigor

Social studies book, graphic organizer for notes, pencils, glog, Tic-tac-toe board, blank paper, markers/crayons/colored pencils, blank lined paper, privacy folders

Introduction

Explain how people can bring change to a community

Mastery

Extended reasoning through creating RAFT paragraph citing examples from the text to explain your reasoning

Create a slogan for women’s suffrage and right to vote.

Write sentences using 3 of the vocabulary words:

invention

engineer

right

vote

suffrage

slogan

equality

civil rights

Draw a picture of a skyscraper. Write a caption that tells why it changed the world.

Write 3-5 sentences on how Martin Luther King Jr and Gandhi are the same.

Pretend you are a news reporter. Write a short news story about one of our people who changed the community.

George Stephenson

William Jenney

Susan B. Anthony

Mahandas Gandhi

Martin Luther KIng Jr.

Draw pictures that represent 5 of the vocabulary words.

invention

engineer

right

vote

suffrage

slogan

equality

civil rights

Write a letter to Martin Luther King telling how his fight for civil rights has affected you today.

Create 5 questions based on our reading that you think may be on the quiz.

Write a poem about one of the people that brought change to the community.

George Stephenson

William Jenney

Susan B. Anthony

Mahandas Gandhi

Martin Luther KIng Jr.