Professional Documents
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TC Name: Kelsie Meyer Unit date range: 11/14 - 11/18 Supervisor: Cory Mathieu
Grade/level: 5th Grade SS Language: English School and CT: Andersen; Lindsay Brooks
Instructional Context
What do I know about my students and their communities that will inform this unit or lesson? (prior academic learning, everyday experiences, interests, cultural backgrounds)
Students have spent the past two months researching different aspects of indigenous resistance such as the Dakota Access Pipeline, Boarding Schools, Treaty Rights, and the Dakota
Memorial Ride. Students are also preparing to do mask and shadow puppet performances related to these different types of resistance. Many of the students in this classroom community
are latino/a and have native american heritage and therefore will see that much of these stories of resistance relate heavily to ones experienced by their families or ancestors. I know that my
students are very interested in drawing and prefer that to writing a paper, so I am going to take that into consideration as I plan the subsequent parts of the activities and the types of
assessment that I provide.
How does this lesson connect with and build on the previous lesson(s)?
Now that students have been exposed to many different types of indigenous resistance, the gear is switching from different stories of indigneous resistance to their stories of resistance. The
goal is to apply all of the different types of feelings, emotions, reactions that they have learned about in the past two months, to their own lives. Not necessarily on such a grand level, but by
simply making a personal connection to the content.
Students will use sequential language to describe the steps in creating their masks, utilizing
the vocabulary mask, paper mache, construction paper, strips, characters, decorate, etc.
Stage 2 Assessment Evidence
(include how assessments will be differentiated to meet specific needs (IEPs, etc.) if necessary)
Summative performance task(s): Other formative assessments:
- Analysis of different types of personal resistance (ex. Ilhan Omar and Julie from HOTB's
father)
Google Draw or Docs published writing sample - Graphic Organizer for writing personal narratives (option to draw first for specific students on
This Google Draw will come from their graphic organizer as a frame of reference. The outcome of this Google Draw IEP)
is furthermore one piece of work to go into a published book that the students are working on throughout the school
year. - Word bank/transition word/sentence frame sheet for lower EL's to help generate ideas.
- Ability to launch activity in small or large group depending on class atmopshere and number
of adults in the room.
Lesson Plan Template - SLE
Lesson # of total #
2 of 3 Lesson Date: 11/16/2015
lessons:
Stage 3 - Learning Plan
Materials needed (including technology and related applications):
document camera
story of my mask graphic organizer
vocabulary and transition word sheet
pictures of students in their masks
Students will use the simple past tense to describe an example of resistance they have experienced in their own lives, using the vocabulary "story of resistance, overcome, impact, and narrative."
WIDA Standard 2: The Language of Language Arts
What didnt work and for Some students were able to finish earlier than others, and in that moment, I didn't have anything additionally planned, so they had the opportunity to do some silent reading
whom? Why? for the last few minutes of class.