Lesson Plan: Cordillera and In.

Plains Project
Teacher Names Mr.Dunning Date Dec 2, 2022
Subject Area Social Studies Grade 5
Cordillera/Interior Plains
Topic Time 9:00-9:30
Project

GLO:
RESEARCH FOR DELIBERATIVE INQUIRY
COMMUNICATION
General and Specific SLO:
5.S.7 apply the research process:
Learning
-use a variety of technologies to organize and synthesize researched
Expectations information
- reflect on and describe the processes involved in completing a project
5.S.8 demonstrate skills of oral, written and visual literacy:
-create visual images for particular audiences and purposes
By the end of this lesson students will have created representations
Learning Objectives of the information researched on interior plains and Cordillera
regions including cities, indigenous people, sightings and outings,
and historical figures.

Assessment Conversations with students about they are going to represent all four
categories of research

Materials Laptop/ipad
What resources will you need? Poster paper

Introduction Reintroduce the project requirements

Time: 5ish minutes
-either a T-shirt design, poster, song lyrics, or newspaper article
-what ever form is chosen it must include an element for each category;
the city of performance, indigenous people or the region, Sightings and
outings, and historical figures.
-you must also include a written description of why you chose to include
each element/ how each element represents each category for the region.

Remind them that yesterday we should have chosen the region/city we are
performing, what form of assignment we are going to do, and explored
 how we might represent each category.

Today we are going to get to work on developing our projects.

Remind students that the expectation is that this is an individual

assignment so we are not visiting with our neighbors or get up and walking
to our friends desk to talk.

Allow students to get start, they do have access to laptops or ipads for
further research if required.

Body During the remaining time Mr. Morrison and I will go around helping
students out, answering questions and providing guidance.
Time: up to 9:30
The main points following will be about differentiation for some students
who may need it:

C: C has already been given a modified assignment, he is now going to take

photos from the internet that represent all four categories and then write
a sentence explaining what’s in the photo and how it relates to the
categories. C tends to have a lot of problems with spelling words, so he
may need help spelling them. He may also need help turning his thoughts
into sentences which I may help with by asking what part of this photo
represents a category, then help him turn his response into a sentence.

M: M has been given key words to guide her research. These were found
from the stuff she already had written down. She may need help thinking
about how she might include these as representations in her t-shirt or
poster. I may suggest ideas about how to incorporate these as
representations and help her figure out how to draw them. I may also help
her create her descriptions of how these represent each category. Perhaps
giving her point forms which can then be turned into sentences.

J: Based on conversations with J during the work period today he seemed

to be confused about what must be included on his t-shirt. He showed me
his ideas and only had one representation. I believe giving Julian a check
list of each category could be useful for both creating his representation
and description. (in fact it would probably be useful for all students to
create a checklist to ensure each category has been represented). I would
also like Julian to explain each representation as well so that I can provide
feedback on if it is really a good representation or if there is a strong way,
we could represent that idea. For example, today I asked him how you are
representing indigenous cultures and he said the t-shirt is brown like
moccasins. Using moccasins to represent indigenous culture is fantastic but
it would be stronger if we include a picture of a moccasin in the actual
design rather than just the color. I think having Julian sit in a more private
space could help and having him explain every part of his project could be
useful especially when combined with a checklist. Julian can create his own
ideas but just need guidance on organizing and explaining his ideas as well
as staying on task.

B: B is going to need guidance in the form of one step at a time. Telling B

what he needs to do next will be critical in his success. Burk struggles when
it comes to dealing with multi-step processes such as this project. This will
require frequent check ins with B as well as reminders for what he must do
next and keeping him on task. B should also explain his thinking as to make
sure he is representing in a reasonable way. HE also struggles with spelling
a lot so he may need assistance when it comes to creating his description.
Burk would also benefit greeting from a checklist.

L: L is very similar to Burk in that she struggles with multi-step tasks. Based
off conversations with her today she seemed confused about what her
next step should be and thus explaining each step on at a time could be
useful. She should also be guided through each step of the process and
explain her thinking out loud. She would also benefit greatly from a
checklist.

A: A missed most of today’s work session, so she is mostly likely going to

need a modified assignment. She also missed a lot of information taking
time due to leaving early to do reading or go home. She might need to only
do two criteria and we can help her decide based on what she does have
written. We may also need to help her develop ideas for representation
and guide her step by step.

M: M has missed a few days of work including today’s explanation of the

project. She will need a modified assignment such as only doing two
criteria like based around the concrete criteria and likely from the interior
plains region since she has missed the research on Cordillera. She will need
a lot of extra explanation of the project since she missed all the questions
that occurred today. Thus, she may need a bit of guidance on
understanding the criteria and requirements. She also will need help with
the description as she is still and English learner. This could be in the form
of helping her formulate her ideas into basic sentences and helping her
spell.

As previously stated in some of these differentiations, a checklist of each

criterion could be useful for all students to ensure that they have one
included an element of each criterion, and two, given a description of how
each element represents the criteria.