Independent Practice: Changing the Course

Name: Lauren Miles

Unit Overview

Objective

DAY #1
Students will be
able to use a
map, and
identify cardinal
directions

DAY #2
Students will be
able to see the
good things of life
in a difficult
situation such as
poverty and
identify the
authors purpose.
(theme)

DAY #3
Students will
comprehend the
importance of
working together in
a town
environment by
actively building,
financing, writing,
and using decisionmaking skills

DAY #4

DAY #5

Students will be able to

discover Phillis
Wheatleys journey as a
slave, identify obstacles
that Phillis Wheatley
had to overcome and
recognize the
importance of Phillis
Wheatleys

Students will use writing to demonstrate

their ability to identify
1. historical events that changed the
course of history (Phillis Wheatley,
Civil Rights Something Beautiful)
2. Ways they can make decisions to
change their course (mentality
something beautiful commitment
to helping community town lesson
physical directions map reading)

contribution.

Standard
s

NCSS: PPE ;IAS:

4.3.13

4RL 2.1; IAS:

3.3.4

NCSS: IGI ;IAS:

4.2.6

NCSS: IGI ;IAS: 4.1.7

Materials

Document
camera, maps,
grouping maps,
articles, NSEW
block letters

Board, sticky
note leaves to
identify beautiful
things, book
Something
Beautiful

cardboard, tape,
scissors, fake
money, calculators,
Decision maker
questions, journal
article sheets, task
sheets, hula hoop,
stop watch,
computers for
Journalism group.

(guided lesson)
Computers, Google
Trek website, (guided
lesson and closure)
notebook, paper,
(lesson presentation
and closure)
whiteboard, markers

Managem
ent

Groups
established
ahead of time.
Each group
presents their
info one at a
time.

Use deck of cards

to find partner.
Answers on
sticky note put
on board and
discussed by
teacher

Groups work on
task. At
appropriate time,
each group will
retrieve info for
2nd task from
another group.

Anticipat
ory Set

Color in places
students have
been on a map
of USA. Introduce
how to begin
reading a map.
Cardinal
directions
introduced.

What does
beautiful mean to
you? Discuss the
idea of beauty
show them my
home and my
neighborhood
and my
something
beautiful

Hula hoop game.

Students will play a
game that takes
everyones effort.
We will discuss
what would happen
if we didnt all
contribute, similar
to the way a town
functions.

Students will be in
small groups for
investigation.
Popsicle sticks will be
used to group
students in groups of
two and then in
groups of three.
Role Play - Go
through selling
process treating
students how slaves
were treated. Begin
conversation about
how they felt.

Purpose

Today we are going

to learn about how
to read maps so
that we can plan
trips, know which
direction we are
going, see the
world in
perspective. Today
we are also going
to take a look at
Indianas history
and locate where
these events took
place on a map

Today we are going

to read Something
Beautiful and we
are going to talk
about what the
theme of this book
may be. The main
character will see
some hard things
that exist in our
homes and
community and we
are going to search
for the theme in all
of her encounters.

Lesson
Presentat
ion

Go through
cardinal and then
intermediate
directions. Explain
how to read a map.
Give students a
map to find group.
In groups, students
will read about
people that have
impacted IN and
then locate where
they made their
mark in IN.

Read Something
Beautiful and
have students
identify three
beautiful things
from the story and
have them find the
theme or authors
purpose. Students
write answers on
leaf and put them
up front. Discuss as
a group.

Closure
or
Conclusio

Each group share

about their
article research

Read the authors

note about her own
something
beautiful.

Today we are going

to act as a town
and we are all
going to have
certain jobs and
certain tasks. We
are going to
explore different
aspects of what it
means to
participate in our
town like we had to
participate in this
game. We are
going to see the
importance we all
have in the
community and
how we must all
work together.
INPUT: Students
will be placed in
groups working on
accomplishing
their task. They will
need to work
together as a town
to complete all of
their tasks.
OUTPUT: students
will complete both
tasks by
collaborating with
others.

Debriefing about
their roles and
what they

Today we are going to

talk about slavery. We
are going to learn about
a woman who was
treated far worse than
what you just
experienced. However,
this woman overcame
many obstacles and
she proved to
thousands of people
that African Americans
were not slaves that
should be treated as
animals, but African
Americans were
intelligent human
beings.

The board will be

documented with
before and after
investigation of
Phillis Wheatley.
Students will identify
what they know, they
will do the google
trek and then
compare notes with
other classmates. At
the end we will come
together and fill in
what we now know.
After investigation,
we will go through
after of slavery and

NCSS: IGI ;IAS:

4.2.6, 4.3.13, 3.3.4,
4.1.7

DAY #6

NCSS: IGI ;IAS:

4.2.6, 4.3.13,
3.3.4, 4.1.7

Independent Practice: Changing the Course

n

and location.
Then give one
last direction and
have them tell
their elbow
buddy to see if
they have the
correct answer.

Challenge students
to go home and
find their own
something
beautiful. Change
their perspective of
their
home/neighborhoo
d and overall
community.

learned. Watch
kid president
about making
changing the
world.

Phillis Wheatley and

see what the
students now know
about Phillis
Wheatleys impact.
Students will close
with their feedback.

Formativ
e
Assessme
nt

Walking around
making sure
students are on
task. The maps
they present at
the end of the
lesson

Students will
respond during
group discussion
and while
working with a
partner.

Students will be
answering the 5
questions while
working. Their ideas
on the white board of
slavery and Phillis
Wheatley.

Adaptatio
ns

See Lesson Plan:

Remediation:
Bell work
Exneeds:
Separate two
students
ELL: visuals and
directions
Enrich: map of
home

Summati
ve
Assessme
nt
(as
needed)

Groups will fill

out two
questions at the
end about what
they learned.

See Lesson Plan:

Remediation: Bell
work
Exneeds:
Separate two
students
ELL: visuals and
directions
Enrich:
something
beautiful from
home
Their response
on their leaf to
the story and
their something
beautiful from
home.

Groups will be
filling out
questions at the
end about how
this system
affected them
and what they
learned
See Lesson Plan:
Remediation:
Bell work
Exneeds: specific
roles
ELL: visuals and
directions
Enrich: more
detailed work in
town - recorder

Unit test at the

end of unit

Paragraph of Phillis
Wheatleys obstacles
and how she
overcame change
they want to see.

See Lesson Plan:

Remediation: Bell
work
Exneeds: modified to
needs
ELL: visuals and
directions
Enrich: discuss
creating change as
well as Phillis
Wheatley

Name: Lauren Miles