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ED 345 Calvin College Lesson Planning Form

Teacher:

Ms. Gilliland

Date: 11/3/15

Subject/ Topic/ Theme: Project 1 (3 days)

I. Objectives
What is the main focus of this lesson?
Assign students to the project groups and research tribes
How does this lesson tie in to a unit plan? (If applicable.)
This part of the unit gets specific for the students they each get a tribe from a certain biome to research
on. It uses everything they learned about before and puts it into practice. They have to research clothes,
homes, food etc. for a certain tribe.
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
Take sufficient notes based on their specific category and tribe
Use resources (books and websites) to find appropriate research to take notes
CCSS.ELALITERACY.W.3.8
Recallinformationfromexperiencesorgatherinformationfromprintanddigitalsources;takebriefnotesonsourcesandsort
evidenceintoprovidedcategories.
CCSS.ELALITERACY.W.3.7
Conductshortresearchprojectsthatbuildknowledgeaboutatopic.
3 P4.2.2 Participate in projects to help or inform others.
II. Before you start
Prerequisite knowledge
and skills.
Assessment
(formative and
summative)

Everything we have learned so far basic Native American knowledge


The 5 tribes and biomes we learned about
Research papers
Research paragraphs

Universal Design for Learning Networks/Domains (see UDL Guidelines)


RECOGNITION
Multiple Means of Representation
Options for Perception
Organized note sheets
Explanations about research teacher
modeling
Options for Language/Symbols
Research books
Research websites
Options for Comprehension
Teacher modeling
Research books
Research websites
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?

STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction
iPads
group project deciding roles
Options for Expression
Notes
Deciding what they want to
research as a group
Options for Executive Function
Modeling students how to
research
rubrics
Native American books for every tribe and iPads
ELMO
Projector
Project rubric
Job worksheet
Note sheet
Website QR codes sheet

AFFECTIVE
Multiple Means of
Engagement
Options for recruiting interest
Deciding what they want to
research
iPads
various books
Options for Sustaining Effort &
Persistence
Responsible for their own notes
Options for Self Regulation
Responsible for their own notes

Do you need to set up


your classroom in any
special way for this
lesson? If so, describe it.
III. The Plan
Tim
Parts
e
5
Motivatio
n
(Opening/
Introducti
on/
Engageme
nt)

Developm
ent

The students will be with their groups at their designated areas


The back table needs to be cleared off for one group; the others will be at
the four desk groups

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
Day 1 Tell students that the next part of our Native American unit is going to be a
project! Tell them that this is going to take a long time and its going to be a lot of
fun. Tell students to flip to their biomes map in their Native American packet. Explain
that they will be divided into groups and that each group is going to get one of the
tribes on this map. They will be responsible for finding out lots of information on that
specific tribe. They will take notes, write a paragraph and make a poster that they
will then present to the class!

Day 1: Call out the groups and which tribe/biome they will be researching and send
them to places around the room. Tell them that this is their groups designated spot
for the rest of the project, so remember where they are! Pass out a Project Rubric to
each student and explain that this will come more in handy later. Briefly go over it.

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In order to learn more about our tribes, we will need to read and take notes. Explain
to students that it is important they all work hard on this; it is a group project.
Therefore, they will each have a specific job for researching. Pass out a job
worksheet to each student. Explain that these are the different jobs we need for the
project. You can discuss with your group and decide who is going to do what job and
you will be responsible for researching that information. Do what interests you! Tell
them to circle the one they want and that you will be going around to give them the
correct note taking paper that goes along with their job.
Give students about 5-10 minutes to pick jobs. As they do that, go around to the
groups and give them the note sheets that correspond to their jobs. Write down
what every student is doing on your own sheet of paper to keep track.

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Once all students have a job title, explain that now they know what they need to
research, they need to know how to research. Half of the group will be using books
to research and the other half will be using the iPads to look on websites. Then the
next day, they will switch. For today, we will all be using the books.
Open up a book on the Cherokee (because no groups are researching them) using
the ELMO and projector. Tell students that all the books we will be looking at, have a
glossary or table of contents. Open up to the 2nd page in the Cherokee book and
show students the glossary. Ask students what the glossary tells us (what
information is on which pages). Explain to students that we can use the glossary to
help us know exactly where to go in the book. Ask students questions about where
to find info. on homes and beliefs. Have students tell you the pages by looking at
the glossary.
Flip to the index of the Cherokee book. Tell students that this is a way more detailed
way to look for information. This will tell you exactly where words are written in the
book. You can look for words like homes, celebrations, food, and clothes. Ask
students questions about where to find information again, and have them tell you by
look at the index.

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Have all the students look at their note sheets. Tell them that they only need to
write on these papers when taking notes. But tell them that they dont need to write
in full sentences if they dont want. Its up to them. They can make a list. If they fill
up this sheet, tell them to ask you and you can give them another one. If they need
help finding something, they can also ask you. (I marked each book with a sticky
note that has the best pages to look at).

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Set the students to work. Tell them that they definitely shouldnt read the whole
book. Remember to use the glossary and index to help! Let the students work for
about 10-15 minutes.
Day 2: Tell the students we will be using the whole time to research today. Assign
half the group to iPads and half the group to books. Pass out a QR code sheet that
has codes to any of the sites related to their tribe. Tell them to use these when
researching on the iPads.

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Let the students work for 30 minutes. Go around helping students who have
questions and who need help finding information. Check on student work to make
sure they are on the right track and are finding the right information.
Day 3: Tell the students that this will be another day full of research. If they have
looked in every book for their tribe and all the websites and they think they have
enough information, they can start writing a paragraph. Explain to students that
these paragraphs need to be some of their best work! They are going to go on their
posters. We will talk more about paragraphs next time, but for now, they need to
pick their most important information and put it in the paragraph. Tell them the
paragraph needs to start with a good introduction, which they should know how to
do. Tell them that the introduction to tell us what their paragraph is going to be
about (either homes, natural resources, beliefs or clothes/crafts). The whole
paragraph needs to be at least 5 sentences long, but it would be better to have
even more!
Let the students work for 30 minutes. Go around helping students who have
questions and who need help finding information. Check on student work to make
sure they are on the right track and are finding the right information.
5

Day 1: Tell students that the research time is up for today but that tomorrow, well
have more time to research and be using the iPads. Send students back to their
seats. Have students put the books away.

5
Closure
5

Day 2: Tell students that the research time is up for today but that tomorrow, well
continue researching. Tell students that tomorrow will probably be our last day to
research. Have students put the iPads and books away.
Day 3: Give students encouragement on their hard work of researching, tell them
your proud of them! Explain that tomorrow well be writing paragraphs. Have
students put the iPads and books away.

Your reflection on the lesson including ideas for improvement for next time: