EDRD 6150 Mini-Lesson Form

Your Name: Caroline Caputo

Standard: SS8H1
a. Describe the characteristics of American Indians living in Georgia at the time of
European contact; to include culture, food, weapons/tools, and shelter.

Mini-Lesson Objective: Students will analyze and describe cultural characteristics

of Native Americans living in Georgia at the time of European contact.

Speci c Literacy Strategy (Name and describe the speci c literacy strategy.)

Text Structure Strategy - This strategy aims to assist students in recognizing

various types of text structures used by authors in informational texts,
accomplished through the utilization of graphic organizers. The graphic
organizers used are from Strategy 17 in our textbook on pages 137-139.

Hook/Introduction: The teacher will begin by explaining the importance of

knowing the types of text structures used in informational text in order to gain
better understanding of the material. The teacher will then explain the ve types
and how to identify each type through cues and signal words. The graphic
organizers for each text structure type is shown and described.

Step By Step Modeling (Include any text or examples you use):

https://www.georgiaencyclopedia.org/articles/history-archaeology/indian-projectile-
points/

An article is presented to the class as an example and explains the text structure
of the reading. The teacher then shows the class how to preview the reading and
locate signal words to identify the text structure and use it to understanding the
material within the article. The article will then be read aloud as it is displayed on
the board. The graphic organizer will then be presented on the board and the
teacher completes it showing the students how to select signi cant information
from the text and organize it on the graphic organizer.
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https://www.georgiaencyclopedia.org/articles/history-archaeology/creek-indians/

Students will then pair with a peer to read an article together. Students will scan
the text before reading to identify the text structure and explain their evidence.
Students will take turns reading the text aloud while the other listens and follows
along. They will then use the article to complete the appropriate graphic
organizer.

The class will then come together to discuss which text structure type they
believed to be used in the article and why, as well as what information the
decided to include in the graphic organizer. It will be emphasized how knowing
the text structure made it easier to understand the information in the text. This is
due to knowing beforehand how the material is being presented to the reader
which allows the reader to make connections and identify important details more
effectively.

Closing: As an exit ticket, the teacher will present the following passage on the
board and ask students to determine which text structure is being used and list
their evidence on an exit slip to turn in on their way out.

Excerpt from https://www.readworks.org/article/Cherokee-in-the-United-States/

ddc4e550-7ec4-488c-aade-87e9b38eb19f#!articleTab:content/: “The Cherokee originally
lived in what we now know as the southeastern United States. This includes
modern-day Georgia, North Carolina, South Carolina, and Tennessee. They lived
by farming, hunting, and gathering on the land. In the 1700s, they rst started to
interact with the Europeans. The Cherokee traded deerskins with the Europeans,
and the two groups generally had a good relationship with each other. However,
as more European settlers began to move onto land the Cherokee needed for
hunting or gathering, the Europeans and the Cherokee came into con ict. This
led to many battles, and the Cherokee lost a lot of land to the Europeans. After
the American Revolution, the Cherokee lost even more of their land as the
Americans began to build new settlements in Cherokee territory.

Over the next few decades, the Cherokee people started to change. As they spent
more time with the Americans, they started to adopt some parts of American
culture and technology. For example, Cherokee tribes used to grow their food on
communal farms. This means that the entire tribe shared the same land, farming
it together and sharing the crops among themselves. The Americans encouraged
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them to switch to growing their food on individual farmsteads. This practice is
similar to what we think of as farming today. Each farmer owns a piece of land,
and grows his or her own crops on it. They also raised pigs and cattle on the land
instead of hunting deer.”

Review (1-2 sentence overview of the strategy and how it works):

Students should be reminded of the de nitions of various text structures, how to

identify them, and the importance of recognizing them when engaging with
readings. Recognizing text structures aids readers in comprehending how
authors present information and improves their overall comprehension.

Insights and/or re ections on the process: It is important to explain the process

of identifying text structure slowly with extended clari cation in the model
activity for students to have a detailed example of how to complete the task
independently.
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