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ARTIFACT
#1
Lesson plan: This lesson is designed for a mainstream classroom with all levels of English Language
Learners and Native English Speakers. A prior lesson has been taught on the Eastern
Woodland Indian clothing and shelter adaptations and vocabulary has been introduced in 2 previous lessons.
Weekly Objectives |
Topic: Woodland Indians: Adapting to their Climate
SOL Number: VS.2E
LEP 1.2C, 1.4C, 1.4F, 1.6B
Essential Questions: What are some of the characteristics of Virginia’s climate?
What are some ways Virginia’s American Indians adapted to the climate and interacted with their environment to
meet their basic needs?
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Daily Lesson Objective |
The student will describe how American
Indians adapted to the climate and their environment to secure food.
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Daily Language Objectives |
Vocabulary: climate, adaptation, seasons, summer, spring, winter, fall
Language Structures:
Use prior knowledge to interpret
pictures.
Read and explain own readings and
drawings.
Produce simple sentences on the
topic.
Respond to factual questions about
text
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How will I activate prior knowledge? |
Activating prior knowledge:
1. Think about what you do
when it is cold outside? How about when it’s really hot?
Warm-up activity: Students
will examine 4 photos of Indians adapting to their climate and explain in a group to decide which photo goes with the correct
season. |
Instructional Delivery
Model everything students are supposed
to do.
Am I using reading/writing/ listening/speaking? |
How will I teach this concept?
- Review vocabulary and read information posted in their interactive notebook.
- Students will work together to identify the main idea by putting a square around the words and put a cloud around
any unfamiliar words.
- Role-play the different adaptations to the seasons.
- Go back and create illustrations and write about what they read
in their interactive notebook.
- Word Sort with pictures and words.
Homework: Draw a picture and summarize each of the four seasons and how they adapted to their environment.
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Differentiate Instruction:
How will I diversify instruction
to meet the needs of all my students? |
Advanced learners: Will be required to write in paragraph form to explain why they only hunted birds and animals in the winter.
New learners: Illustrate and use vocabulary words. |
Closure/Assessment |
How will I close the lesson? The lesson will be closed by checking word sorts and allowing them time to glue it
to construction paper for classroom display. Pair students to explain word sorts
and then ask a few students to share with the whole class.
How will I assess
the lesson? Through the word sort and interactive notebook.
Homework: 4 block adaptation worksheet. |
Materials?
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Interactive notebooks, adapting
to climate paragraph, pictures, word sort for each student or pair of students, highlighters, colored pencils |
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ARTIFACT
#2
My Yearly Plan
to Implement
Virginia Standards
of Learning
SEPT |
OCT |
NOV
End Q1-9th |
DEC |
JAN
End Q2-25th |
FEB |
MARCH
End Q3-30th |
APRIL |
MAY |
JUNE
End Q4-22th |
----Making |
Connections
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Visualizing
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& Inferring
----------à |
Nonfiction- |
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Synthesizing |
Info.------ |
---------à |
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Biographies:
-Fredrick Douglass,
-Harry Houdini,
-Rachel Carson |
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Memoir Picture Books |
Hatchet |
Brian’s
Song? |
Pink + Say,
A Starving Time, |
Other Jamestown diary books |
A Strong Right Arm |
Nonfiction Picture Books |
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Memoir |
Adventure/
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(Realistic Fiction)-à |
Historical
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Fiction
------------à |
Nonfiction
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Picture Books
-------------à |
Poetry------ |
--------à |
Compile Yearly Booklets |
50 States
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VA Regions |
Jamestown |
Before the Rev. War |
Revolutionary
War |
Civil War |
Reconstruction |
Civil Rights + VA Govt. |
SOL Review
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Floats |
Power Points |
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Dress Up |
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Games |
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Dodec. |
LOC Video Project |
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Nutrition |
Family Life |
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