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Dakota State University

College of Education

Subject: History

Grade: 4th

Date: April 1, 2016

School: Dream School

Lesson Topic(s): Compare/Contrast: Historical Times vs. Modern Times


Prior Lesson Reflection:
The last lesson, students worked on 4.H.2.5 Describe how wars affected South Dakotans from
the South Dakota State Standards (page 18). Students gained Background Information on South
Dakota wars, resources, famous people, cause/effect, politics, etc. that relates to South Dakotas
History, beginning in 1889.
Alignment & Rationale
Lesson Goal(s) & Objectives
Through adobe voice,
students will create a 2-5minute video (15 slides)
comparing and contrasting
historical times vs. modern
times of South Dakota.
Through B-K-W-L-Q, students
will list 5-10 elements for each
column to refresh on historical
events in South Dakota.
Through Alike but Different,
students will write 5-10
sentences (with work cite) in
each box of information that
was acquired through research.

Standards Alignment
4.H.3.1 Compare and contrast life today with life in
historical time periods.

4.RI.5 Describe the overall structure (e.g., chronology,


comparison, cause/ effect, problem/solution) of events, ideas,
concepts, or information in a text or part of a text.
4.RI.6 Compare and contrast a firsthand and secondhand
account of the same event or topic; describe the differences in
focus and the information provided.

I Can Statement
I can compare and contrast information in a text.
I can explain the similarities and differences between the two life times.

Materials Needed
-Laptops/iPads
-Worksheets: B-K-W-L-Q and Alike but Different form Tools for Teaching Content Literacy by
Janet Allen
-Pencils/Erasers
-Rubric
-Groups of 3; therefore, 8 groupsrefer to accommodations

Contextual Factors/Learner Characteristics


History class is 10:00 AM to 11:30 AM. During this period of the morning, students are engaged
and not rambunctious. There are 24 students: 13 boys and 11 girls. One of the boys was
diagnosed with ADHD and receives special education services. The classroom environment is
focused on a student centered, research and collaboration. Students are given objectives/I can
statements, worksheets, resources, and individual laptops/iPads. The teachers role is to keep
students on task, positive classroom collaboration, and using classroom time effectively.
The Lesson Plan
Introduction [5-10 Minutes]
Teacher, Good Morning Historians! Students, Good Morning!
Teacher, Today we will be comparing and contrasting life in South Dakota from the
Historical Times vs. Modern Times.
Teacher, You guys will be put into groups of 3. The groups are responsible for handing
the worksheets and project in--B-K-W-L-Q, Alike but Different and an Adobe Voice
Tech Tool Project. Make sure to refer back to the rubric.
Teacher, We will review your I can statements for this lesson: I can compare and
contrast information in a text. And I can explain similarities and differences between the
two life times.
*Assign Groups and hand out rubrics and worksheets. *
Content Delivery [65-70 Minutes]
Groups will get together and create a plan of attack. Students will designate a team
writer, team manager and team gather. The team writer is in charge of writing and
handing in each worksheet. (each group will have 1 worksheet per activity) The team
manager is in charge of keeping the group on task. The team gather is in charge of
collecting and putting away materials.
Groups will begin the B-K-W-L-Q: Through B-K-W-L-Q, students will list 5-10
elements for each column to refresh on historical events in South Dakota. Groups will use
laptops/iPads to research.
Next Groups will begin the Alike but Different worksheet: Through Alike but Different,
students will write 5-10 sentences (with work cited) in each box of information that was
acquired through research. Groups will use laptops/iPads to research.
Finally, Groups will begin the Adobe Voice Tech Tool Project: Through adobe voice,
students will create a 2-5-minute video (15 slides) comparing and contrasting historical
times vs. modern times of South Dakota.
If students finish early, they will watch their adobe voice with the teacher and after the
teacher gives the group the ok for the project, the group members will have a study hall.

Conclusion [15 Minutes]


Teacher, 1, 2, Historians go; 3, 4, Historians found; 5, 6, Historians discover.
Teacher, The team writer, please hand in the worksheets; team manager, please share
your adobe voice with the teacher (sharee-mail); team gather, please return all
materials. Once your job is done, please sit in your desk.
Teacher, What are a few interesting similarities and/or differences your group found?
Students are to raise their hand. The teacher will write the information the students say
onto the board.
Teacher, Thank you Historians for your work over the comparison and contrast of
historical times vs. modern times in South Dakota.
Accommodations
Getting Attention: 1, 2, Historians go; 3, 4, Historians found; 5, 6, Historians discover.
Advanced: 3 students-placed in a group with an average learner.
Struggling: 1 student-placed in a group with an average learner.
Average: 20 students-placed in a mixture of learning level groups.
Resources
http://doe.sd.gov/contentstandards/documents/SDSocialS.pdf
http://doe.sd.gov/octe/documents/ELA_DT_4a.pdf
https://www.stenhouse.com/content/tools-teaching-content-literacy
http://www.history.com/topics/us-states/south-dakota
https://standout.adobe.com/voice/