s_olson_lesson

Designer: S. Olson

Publication Date: November 3, 2004

Standards:

History: 5.2 Students trace the routes of early explorers and describe the early exploration of the Americas

Reading: 2 Students read for a variety of purpose: aesthetic response information and understanding, and critical analysis

and evaluation.

Writing: 4 The student organizes thoughts and information for writing drafts, analyzes, edits, and revises work as appropriate

for audience and purposes.

Speaking and Listening: 7 The student listens, understands, and speaks effectively using the appropriate conventions of

language to communicate ideas.

Key concepts (California Concepts Collection II/Vocabulary): Students will discuss similarities and differences about explorers

(motives, sponsor impact)

Learning Outcome/ “Big Idea”/ “Essential Learning” (Objective): Students will become an expert about an explorer and share

information with other students. Other students while working in groups will fill in matrix.

TCI Strategies: Social Studies Skill Builder, Writing for Understanding, Response Groups, and Interactive Notebook.

EL/Inclusion Strategies: Collaboration, TCI Strategies—graphically organize reading notes via skill builder.

Materials: History Alive text, graphic organizer (matrix for notes) – Interactive student notebook –

student handout 5A and 5B, flip chart, colored pencils, and glue.

Opportunities to Learn/Perform (Procedure):

I will be providing a graphic organizer (matrix) for the students. Students will give information about their

explorer - the rest of the class will take notes. The presenters will fill in the large wall matrix. The rest of the class will

fill in their matrix in the interactive notebook. I’ll be monitoring that students are filling in their matrix correctly.

Technology Component: Overhead of pages 65 – 66.

TCI Resources: History Alive Text, Interactive Student notebook

Other Resources: Internet, Scholastic books on explorers, USA Weekly

Assessment:

1. Take notes from presentations and write paragraph

2. Make flip chart -- to use with oral report.

Rubric to explain criteria:

(1-4) How well took notes

(1-4) How well put paragraph together

(1-4) How well put information together (summarized)

Reflection:

What did student samples reveal?

a) They were able to take notes using bullet

b) They were able to write a paragraph using their notes

c) Flip chart they were able to gather and summarize information for an oral report.

What do I need to model, change or adjust regarding criteria, assessment and opportunities to learn?

I need to continue to model taking notes and summarizing them.