EDU 155/255 Social Studies and the Arts

Opportunity Task #1: Social Studies and Arts Lesson Plans

Goal:
Your task is to create two lesson plans that will be learning experiences in the
instructional unit you have been designing. These lessons should demonstrate your knowledge of
state-adopted content area curriculum in History/Social Science and the Visual and Performing
Arts.

Role:
You are a valued member of an elementary school faculty and the lead teacher for your
grade level.

Audience:
Your target audience is your colleagues that teach at this grade level.
Situation:
You have been asked to develop and demonstrate a model unit for social studies content
integrating the arts. These two lessons will be representative of the type of learning experiences
you have planned for students in this unit of study.

Product:
You will create a lesson that addresses History/Social Science and a second lesson that
addresses Visual and Performing Arts Content Standards of the California Department of
Education for your selected grade level. The lessons must include all elements of the Mount St.
Mary’s College Lesson Plan format.

Standards and Criteria for Success:

Your product must meet the following standards:
1. Two lesson plans that are effective and engaging.
● Students will know where they are going, why, and what is required of them.
(goals, reason for learning, performance requirements and evaluative criteria)
● Students will be hooked – engaged.
● Plan will provide adequate opportunities to explore/experience big ideas and
instruction to equip students with knowledge and skills required.
● Students will have sufficient opportunities to rethink, rehearse, revise and/or
refine their work based upon timely feedback.
● Students will have an opportunity to self-evaluate their work, reflect on their
learning and set future goals.
● Plan is tailored and flexible to address the interests and learning styles of all
students.
● Plan is organized and sequenced to maximize engagement and effectiveness.
2. You will teach one of these lessons in class
 Lesson Plan Format for
Specially Designed Academic Instruction in English (SDAIE)
with SIOP Elements

Grade/Class/Subject: Fifth/Expanding ELD students and native English speakers/Social Studies

Teacher: Ziana Bagot

Time/Duration of the lesson: One forty-five to sixty-minute lesson

English Language Proficiency of Students:

As an expanding English learner, the student should be able to write short compositions using

complete sentences (California Department of Education, 2014). Furthermore, he or she should

be able to justify his or her opinions using prior knowledge or proof from a textbook (California

Department of Education, 2014).

The instructional materials must provide comprehensible input to elucidate new content

vocabulary for the expanding English learner (California Department of Education, 2014).

Standards:
Standard 5.1 : “ Students describe the major pre-Columbian settlements, including…the

American Indians of the Pacific Northwest....” (California Department of Education, 2000, p. 16)

2. “Describe their varied customs and folklore traditions.” (California Department of

Education, 2000, p. 16)

Unit/Theme:

This lesson is a component of a unit that discusses the pre-colonial culture of Native Americans,

specifically belonging to the Shasta, Yurok, and Hupa tribes of northern California. Most

recently, students were informed of the sex-differentiated roles within the aforementioned tribes.

This class will serve as the first in a series of lessons pertaining to Shasta, Yurok, and Hupa

spiritual practices and beliefs. It will focus on another vital component of the three tribes’
culture: mythology and folktales. Following a series of activities and instruction associated with

religion, the culminating unit topic, basketry, will be presented. Subsequently, students will be

given the opportunity to apply their knowledge to a performance task, which will require them to

incorporate Hupa, Yurok, and Shasta designs into the creation of an abstract art piece on

simulated deer hide.

Lesson Topic:

How are differences between the Shasta, Yurok, and Hupa tribes made apparent through their

compositions?

Objectives:

Content: Fifth-grade students will distinguish folktales/myths from the Shasta, Yurok,

and Hupa tribes from each other.

Language: Fifth-grade students will write compositions that reflect elements of Shasta,

Yurok, and Hupa folktales/myths.

Assessment:

Student learning of both content and language objectives will be assessed through informal and

formal methods. The informal, formative assessment will serve as a check for comprehension

(Wiggins & McTighe, 2005) and will be presented in the form of teacher observations (Wiggins

& McTighe, 2005) of students as they read aloud to each other in pairs. Comprehension will be

determined through the presence of fluency (a.k.a. the ability to read with prosody, accuracy, and

little struggle). An additional informal, formative assessment, will be offered in the form of a

reflective “one-minute essay” (Wiggins & McTighe, 2005, p. 216), which students will be asked

to complete at the end of the lesson. The formal, summative assessment will be presented in the

form of a written response to an academic prompt, which students will turn in for a grade. When

grading the written response, the instructor will look for evidence that the student has knowledge
 pertaining to the distinguishing literary features of each of the three tribes under study. In

addition, the academic prompt will determine whether students possess the appropriate writing

skills necessary to complete the performance task (Wiggins & McTighe, 2005).

Key Vocabulary: .Supernatural beings .Gods .Past .Central figure .Setting

.Chareya .Coyote .Loon woman .Folktale .Myth

Supplementary Materials:

.Sorting Cards

.Three documents that each contain a myth/folktale from the Shasta, Yurok, or Hupa tribe:
www.sacred-texts.com/nam/ca/hut/hut06.htm
www.indigenouspeople.net/yurok.htm
https://www.jstor.org/stable/536831

.Paper .Pens .Pencils

Technology in Support of Learning:

None

Anticipated Misunderstandings/Difficulties:

Students may find it difficult to differentiate the terminology and stories that correspond to

each tribe. Explicit clarification of the specific vocabulary pertaining to each tribe will occur

during the instructional phase. In addition, the tribal origins of each myth/folktale read in today’s

lesson will be written on each page of the corresponding text.

Element Rationale
Describe what will happen. Why did you choose to do it this way?
Introduce the Lesson: The objectives will be presented in the

The instructor will have the language and manner described in order to contribute

content objectives written on the board before to a safe environment by recognizing and
students enter the classroom. Upon their arrival, addressing the needs of students with

two students will be called upon to come up to the different modalities (Colmenares &

board and point to the words of the objectives as Schwenzfeier, 2018). According to

they read them aloud. Wiggins and McTighe, employing a

Subsequently, the instructor will ask students to personalized instructional method that

raise their hands if they have ever heard of “The adapts the “process and goal to style

Turtoise and the Hare” or any other traditional interest, [and] need” (2005, p. 197) is an

stories/legends found within Aesop’s Fables. After essential aspect of a quality design for

having students lower their hands, the teacher will learning. The written objectives should

inform students that the Native American tribes cater to pupils with visual learning

that they have recently been studying have similar modalities. The read aloud of the

traditional stories and legends, known as myths or objectives will address the learning

folktales, that they will be learning about today. requirements of students with auditory

The instructor will then pass out cards, each modalities. Finally, the two students who

containing a few sentences from the are called upon to point to and read the

myths/folktales that will be read in other portions objectives will have kinesthetic learning

of the lesson, and ask students to sort them on the modalities, which will be satisfied by the

basis of similarity. Pupils will perform the activity movement required to arrive at the board,

in groups of three or four. Before commencement point to the words, and return to their

of the sorting activity, the instructor will apprise seats.

students of a word wall, in the form of a large The discussion before the sorting

poster, which will list (Echevarría et al, 2014) and activity is meant to link the information

define concepts commonly encountered in Hupa, of the lesson to students’ lives.

Yurok, and Shasta mythology and folklore (e.g. The purpose of the sorting activity is

supernatural, chareya, loon woman) to engage students by providing a task

that is hands-on, personalized, and

contains a problem to be solved (Wiggins

& McTighe, 2005). The sorting activity

is personalized in the fact that there is

more than one way to sort the cards (e.g.

on the basis of language, theme, imagery

etc.) and thus solve the problem of

figuring out which are similar (Wiggins

& McTighe, 2005). The cards can also

serve as visual aids that will assist

students in accessing the content by

providing a way of organizing and

making sense of information.

Furthermore, the sorting activity serves

as way for the teacher to gauge “[w]here

…the learners are coming from” and

“[w]hat prior knowledge” students are

bringing (Wiggins & McTighe, 2005, p.

200).

The word wall will serve the purpose

of developing students’ background

 knowledge and academic vocabulary

(Echevarría et al, 2014).

The personal connection made through

the discussion and subsequent problem

solving in the sorting task will serve the

purpose of hooking and holding students

(Wiggins & McTighe, 2005).

Develop Understandings (Instruction): The instructor read aloud will serve the

The instructor will again draw students’ attention purpose of modeling fluent reading.

to the aforementioned word wall and clarify its Modeling is a type of procedural scaffold

terminology in relation to the Shasta, Yurok, or (Echevarría et al, 2014). Similarly ,the

Hupa tribes. Subsequently, the teacher will read manner in which the instructor speaks

aloud a myth pertaining to the Shasta tribe. The serves as a verbal scaffold (Echevarría et

instructor’s speech should be slow and filled with al, 2014) as well as a form of input for

pauses. The word wall poster will remain in a making speech comprehensible

prominent position for students to refer to as they (Rothenberg & Fisher, 2007).

are listening to the story. The read aloud will also serve the

After the read aloud, the instructor will pair purpose of equipping students with a

students, based on mixed-ability, and have them cognitive learning strategy for

each read a pre-selected story from the Yurok or clarification (Echevarría et al, 2014) that
Hupa tribe. All student partners will receive the they will need to utilize when reading

same two myths or folktales. As the student with a aloud autonomously.

weaker level of fluency reads, his or her partner The clarification of the word wall

will provide assistance with word identification. terminology will aid students in

As students are reading, the instructor will visit accomplishing the content objective by

each group and observe its progress. identifying words that are unique to

Shasta, Yurok, or Hupa mythology and

folklore. The subsequent read aloud will

assist students in achieving the language

objective by alerting them to language

and themes that are present in Shasta,

Yurok, and Hupa literature, which they

may include in their own writing.

The pre-determination of pairings is

based upon previous research

demonstrating that “mixed-ability groups

promote achievement gains for low- and

medium- ability students” and “high-

ability students are not disadvantaged by

working with lower-ability peers.”

(Gillies, 2007 ,p. 125) Therefore,

students who have exhibited above-

average academic performance can assist

 their lower performing peers, without

having their own learning impeded.

The instructor’s observation will serve

as an informal evaluation of

comprehension (Wiggins & McTighe,

2005), as described in the assessment

portion of the lesson plan.

Practice/Application: The practice/application activity meets

Students will be required to individually generate a some of the requirements of the first

response to the following academic prompt: facet of understanding, explanation, in

the fact that it is personalized (i.e.

Write a narrative that is reflective of the Shasta, students can choose what to write or

Yurok, and/or Hupa myths/folktales that were read illustrate and; thus, how they

and discussed in class. Your narrative may include demonstrate their understanding of tribal

illustrations; however, they are not mandatory. mythology/folklore) (Wiggins &

McTighe, 2005). Furthermore, the

Prior to commencing their compositions, students writing task is reflective of the explain

will be provided with an analytic rubric of criteria. facet of understanding in that it requires

critical thinking, which is an inherent

component of an academic prompt

(Wiggins & McTighe, 2005). Lastly, in

order to accurately complete the

assignment, the student must

demonstrate a “coherent grasp of…[the]

subject” (Wiggins & McTighe, 2005, p.

163) of tribal mythology and folklore,

which is another element of the explain

facet of understanding (Wiggins &

McTighe, 2005).

The writing activity also addresses with

components of the third facet of

understanding: apply due to the fact that

it requires students to creatively and

effectively apply their knowledge of

tribal mythology and folklore (Wiggins

& McTighe, 2005).

As described by the T of the

WHERETO strategy of planning for

learning, the choices that are being

offered in the academic prompt allow

students to personalize and tailor their

work, which will all be graded against

 the same criteria (Wiggins & McTighe

2005).

The traits selected for the academic

prompt’s analytic rubric, which is

displayed at the end of this lesson plan,

were influenced by those used in the

Northwest Regional Educational

Laboratory’s writing assessment tool. In

addition, the criteria for the task’s rubric

were based upon key story criterion that

were identified by Wiggins and McTighe

in the first paragraph of p. 173.

Wrap-up: The content and language objectives

The instructor will call two students, different will be read in the described manner in

from those of the lesson introduction, to re-read order to support the needs of students

the language and content objectives, which have with different learning modalities, as

remained on the board throughout class, while described in the rationale of the lesson’s

pointing to them. introduction. The instructor will

Subsequently, the students will be required to purposely call upon two kinesthetic

complete a “one-minute essay…in which [they] students, who have not previously read

summarize the two or three main points [of the and pointed to the objectives, in order to

lesson] and the questions that still remain for give as many students with this type of
them” (Wiggins & McTighe, 2005, p. 216). modality the opportunity to learn in the

manner with which they are the most

comfortable.

The “one-minute essay” (Wiggins &

McTighe, 2005, p. 216) is a self-

assessment that is offered as a way for

students to appraise their work and

development. The self-assessment

component is meant to address the final

E in Wiggins and McTighe’s

WHERETO strategy.

Extension: With knowledge of the characteristics of

The lesson on Hupa, Yurok, and Shasta Hupa, Shasta, and Yurok mythology and

mythology/folklore can be extended to a future folklore prior to European contact,

class that addresses the second component of the students will be able to discern which

fifth-grade standard 5.3: “Describe the cooperation elements/themes were added as a result

that existed between the colonists and of their interactions with the colonizers.

Indians…(e.g., …cultural interchanges)” Similarly, students should be able to read

(California Department of Education, 2000, p. 17). post-contact European literature and

identify which elements reflect a Native

American influence from the

aforementioned tribes.
Differentiating Instruction for EL focus student: The purpose of the writing model is to

The expanding English learner will be provide the expanding English learner

challenged in creating the somewhat lengthy with a framework in which he or she may

narrative that is required of the assessment structure his or her ideas (Rothenberg &

practice/application activity. Therefore, the Fisher, 2007).

instructor will provide the student with a writing The chart of signal words will help the

model and a chart of signal words that he or she student in his or her construction of

should use in the construction of his or her complex sentences (Rothenberg &

composition. The writing model will take the Fisher, 2007). Furthermore, it will help

following form: the English learner understand which

This is the story about… [He or she] was a being words to utilize in his or her writing

who lived…[character’s name] believed…+ 2 when alerting the reader to certain types

sentences. of information. (Rothenberg & Fisher,

One day…All of a sudden…[character’s name] 2007).

felt…So,…+ 2 sentences.

After the event…[character’s name] learned…+

3 sentences.

The chart of signal words will take the following

form:

Process Function Signal Words

“Sequencing .“Relate steps “While

events” in a process Before

(Rothenberg . Express time Now

& Fisher, relationships After

2007, p. 153) …” Finally

. Give/follow For the

multi-step past…”

directions” (Rothenberg

(Rothenberg & Fisher,

& Fisher, 2007, p. 153)

2007 p, 153)

“Describing . “Describe “Usually

things” attributes Often

(Rothenberg . Tell or write Occasionally”

& Fisher, about (Rothenberg

2007, p. 153) something” & Fisher,

Providing comprehensible input through
(Rothenberg 2007, p. 153)
repeated and distinct exposures to key
& Fisher,
words will help to decrease the
2007, p. 153)
challenging language demands
“Describing . “Following “To the left,
(Rothenberg & Fisher, 2007) of the
location” or giving right of
myths and folktales that the student is
(Rothenberg directions… Between
required to read, listen to and
& Fisher, . “Directing In front of
comprehend.
2007, p. 153) someone to In back of

find In the middle

something” of
 (Rothenberg Below”

& Fisher, (Rothenberg

2007, p. 153) & Fisher,

2007, p. 153)

Additionally, the EL focus student may require

comprehensible input in order to achieve his or her

goal of understanding new content vocabulary

(California Department of Education, 2014).

Comprehensible input will be provided in the form

of multiple exposures to new words related to the

relevant mythology and folklore (Echevarría et al,

2014), at different times. In addition to offering

opportunities to review the word wall during the

instruction and introduction portions of the lesson,

the teacher will preview key terms with the

English learner prior to the lesson via one-on-one

instruction.

Differentiating Instruction for a focus student with The latter student will read each story

Special Needs: first in order to provide a model of fluent

 The dyslexic special needs student requires reading. The discussion following the

assistance in reading the text, due to his or her reading of each story will help with the

tendency to scramble, omit, insert, or move letters special needs’ student’s reading

and words (Jensen, 2010). Furthermore, the comprehension.

student’s strives to improve his or her accuracy in

identifying words and letters (Jensen, 2010).

During the paired reading portion of instruction,

the special needs student will be paired with a

stronger, more fluent reader. The latter student will

read each story first. Subsequently, the dyslexic

student will read the same story. After each tale,

the two students will discuss what they previously

read (Jensen, 2010).

Students who already “get it” and need to be The additional writing requirement for

challenged in different ways will be asked to students who already “get it” will

incorporate other elements of Shasta, Yurok, and challenge them to recall and apply their

Hupa culture that were discussed in previous understanding of previous material to a

lessons of the unit (e.g. sex-differentiated roles). new situation. The application of prior

knowledge will encourage the

development of higher-level thinking

skills.
 Beginning Developing Accomplished Exemplary Score
1 2 3 4

Engagement The story Although the Overall, the The story is able
neither hooks story initially story is able to to “hook and hold
nor holds the hooks the “hook and hold [the reader’s]
reader’s interest reader’s interest [the reader’s] interest through a
due to an through a interest through [highly] effective
ineffective somewhat a [generally] combination of
combination of effective effective plot and
plot and introduction of combination of character.
character. the plot and plot and (Wiggins &
character, it character. McTighe, 2005,
struggles to hold (Wiggins & p. 173)
the attention of McTighe, 2005,
the reader. p. 173)

Craftsmanshi The writer uses The writer uses The writer uses “The writer
p ineffective somewhat generally shows a good
conventions effective effective grasp of standard
that make conventions to conventions…t writing
readability enhance o enhance conventions…an
difficult. There readability, with readability, d uses [highly
are a plethora of occasional with minor effective]
errors (i.e. 7 or errors (i.e. 5-6). errors (i.e. 3-4). conventions… to
more). “The words “The words enhance
“The words readability.
[sometimes] [frequently]
Errors tend to be
[rarely] convey
convey the convey the
so few that just
the intended intended intended minor touch-ups
would get this
meaning in a message in a message in a
piece read to
precise, precise, precise,
publish”
interesting, and interesting, and interesting, and (Wiggins &
McTighe, 2005,
natural way. natural way. natural way.
p. 174).
The words are [However], [t]he The words are
“The words
[neither] words are powerful”
[consistently]
powerful…[nor [neither] (Wiggins &
convey the
] engaging” powerful…[nor] McTighe, 2005,
intended message
(Wiggins & engaging” p. 174) ;
in a precise,
McTighe, 2005, (Wiggins & however, they
interesting, and
p. 174). McTighe, 2005, may not be
natural way. The
p. 174). engaging, or
words are
vice versa.
powerful and

engaging”

(Wiggins &

McTighe, 2005,

p. 174).
Character The writer does The writer The writer The writer
development not explain the introduces the introduces the explains the
central central central central
character’s character’s character’s character’s
beliefs and beliefs and beliefs and beliefs and
environment or environment; environment; environment in
its relation to however, he or however, he or great depth.
tribal she fails to she fails to Furthermore, on
mythology and develop or develop or the basis of the
folklore. further elaborate further aforementioned
upon them. The elaborate upon details, it is
character them. It is evident that the
embodies evident that the character
inaccurate traits character embodies
of the tribal embodies completely
mythology and generally accurate traits of
folklore accurate traits the tribal
discussed in of the tribal mythology and
class. mythology and folklore
folklore discussed in
discussed in class.
class.

Organization The story lacks Although the “The “The

predictable and central idea or organization organization
systematic theme is enhances and enhances and
organization. apparent showcases the showcases the
As a result, the through avenues central idea or central idea or
central idea or such as theme” theme. The order
 theme is repetition or (Wiggins & of information is
difficult to explicit McTighe, 2005, compelling and
discern and the statement, the p. 174). moves the reader
reader struggles order in which Although the through the text”
to move information is order in which (Wiggins &
through the presented is the information McTighe, 2005,
text. incoherent and is presented is p. 174).
impedes the logical, it could
reader from be more
moving through compelling
the text. through the use
of imagery or
other literary
devices.

Ideas The paper is The paper lacks “The paper is “The paper is
unclear and clarity and [generally] [exceptionally]
unfocused. focus. Although clear and clear and
There is a relevant focused. It focused. It holds
dearth of details/anecdote holds the the reader’s
relevant details/ s are used, it is reader’s attention.
anecdotes and it difficult for the attention. Relevant
is difficult for reader to sustain Relevant anecdotes and
the reader to his or her anecdotes and details enrich the
sustain his or attention on the details enrich central theme”
her attention on composition. the central (Wiggins &
the theme” McTighe, 2005,
composition. (Wiggins & p. 174).
McTighe, 2005,
p. 174).
 References

California Department of Education. (1998). History-Social science content standards for

California public schools. Sacramento, CA: CDE Press.

Colmenares, E., & Schwenzfeier, D. (2018, April 5). Introduction to Stage 3: Learning Plan

Creating Meaningful Learning Experiences. Lecture presented at Social Studies and the

Arts: Elementary Curriculum in Mount Saint Mary’s University, Los Angeles.

Echevarriá , J., Vogt, M., & Short, D. (2014). Making content comprehensible for elementary

English learners: the SIOP model (2nd ed.). Boston, MA: Pearson.

English Learner Support Division, California Department of Education. (2014). California

English Language Development Standards Kindergarten Through Grade 12. Retrieved

from https://www.cde.ca.gov/sp/el/er/documents/eldstndspublication14.pdf

Gillies, R. M. (2007). Cooperative learning: Integrating theory and practice. Los Angeles: Sage

Publications.

Jensen, E. (2010). Different brains, different learners: how to reach the hard to reach (2nd ed.).

Thousand Oaks, CA: Corwin Press.

Rothenberg, C., & Fisher, D. (2007). Teaching English language learners: A differentiated

approach. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.

Wiggins, G. P., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA:

Association for Supervision and Curriculum Development.