Image obtained from: phoenixaquua.blogspot.com
Unit Schedule and Due Dates:
Monday September 1st, Day 1
Point of View & Bias Introduction
Intro to weebly
Teach Insert Notes Strategy
Introduce note packet and word wall
WebQuest
(We will first introduce the ideas of bias and point of view and give examples. Next, we will give an introduction to our website on weebly and show students how to use the site and what the site includes. We will then teach the insert notes strategy that they will use and we will give them their note packet that they will be using throughout the course of the unit. Additionally, students will be introduced to the interactive online Word Wall that will be used throughout the unit. Time will be given at the end of each day to work on their packets and the word wall if any adjustments need to be made. Students will finish their ELA and Social Studies block by doing a WebQuest online. Teachers will give instruction on what a WebQuest is and how to navigate from site to site.)
Tuesday September 2nd, Day 2
Practice Point of View in history (video)
Columbus in textbook - reactions
Anticipation Guide
Read Rethinking Columbus
Group discussion after
(We will first introduce a YouTube video on differing point of view on a topic (such as the Cold War) in history. The students will discuss what they noticed in the videos and what they know about point of view. Then the students will read an excerpt from the textbook about Christopher Columbus and discuss their reactions to the portrayal of Christopher Columbus. Students will complete the anticipation guide from "Rethinking Columbus". As they read, students will fix any errors in their anticipation guide. Following this, the students will partake in a discussion which consists of comparing the portrayal of Christopher Columbus in each text and their work in the guide.)
Wednesday September 3rd, Day 3
Read Aloud "The True Story of the Three Little Pigs"
Introduce RAFT
Read Encounters in the New World (break into 2 groups for the 2 different letters)
Interactive Discussion from reading, relate back to point of view
Song from Rethinking Columbus
Point of view journal activity
(On day 3, we will complete the RAFT activity. For more details, please refer to lesson plan in the lessons section of the weebly. After completing the activity, students will read a song from "Rethinking Columbus". Following which we will analyze as a class, the lyrical content of the song. For added fun, a sing - a - long will be optional. After, students will to a point of view writing activity. In this activity students will journal from the point of view of a Native American or European settler from the time period we are currently discussing.)
Thursday September 4th, Day 4
Poetry
P. 28-30 Brainstorm themes together - find examples and support in poems
Find evidence in lyrics to support unit themes
Predicting Jamestown Interactions
Read letters (p. 115 of Encounters) and (p. 52) of First People
2 letters, one text page, divide between class + then groups of three to discuss.
( Day 4 will introduce students to content specific poetry and will task them with identifying themes in poetry and song lyrics. Students will read pages 28-30 of Rethinking Columbus, which contains poems that support the notion that Native Americans were treated unfairly in their interactions with Europeans. After reading these poems, students will work with partners in a "think, pair, share" activity in which the pairs will be asked to identify various themes and textual evidence to support the existence of those themes. After participating in the activity students will make predictions about Native American encounters with Jamestown settlers. Students will be broken into groups to read one of three texts: A letter from John Smith to the King of England, a letter from Powhatan to John Smith, and a chapter from First People concerning the interactions between Native Americans and the Jamestown settlement. Students will complete a Jigsaw discussion activity on the readings.)
Friday September 5th, Day 5
Introduce soundtrack project
tech teacher comes in
teacher-made example (on weebly)
writing expectations
Get into groups (4 people)
Brainstorm, 4 songs + pick best
(See lesson Plan)
Monday September 8th, Day 6
Guided, interactive POV activity (T-Chart) (Pairs, post-its, common themes + opposing opinions, direct quotes)
Work Day.
( Day 6 consists of an interactive point of view t-chart with Native Americans and European settlers. As a class, students will give examples of common themes, direct quotes, and examples of opposing opinions on post-its that will be placed the t-chart at the front of the classroom. The other half of Day 6 will be used as a "work-day" for students to complete their soundtrack project.)
Tuesday September 9th, Day 7
Present soundtrack projects
Introduce Walking the Choctaw Road - Historical
(Students will present their soundtrack projects to the class. After the presentations, students will be introduced to the historical fiction text, Walking the Choctaw Road. Students will read two excerpts from the text, "Friend of the Indian" and "Trail of Tears." Students will participate in literature circles to discuss the reading.
Wednesday September 10th, Day 8
Analyzing Maps
Video on Cannibalism at Jamestown Settlement
(As a class, students will create a T-Chart predicting the positive and negative effects of European settlement on forestation levels in the Americas. After making and discussing these predictions, students will view maps that portray the actual effects and will adjust their predictions on the class T-Chart on the Smart Board. Students will watch a video that depicts cannibalism of the early European settlers at Jamestown due to inadequate hunting and gathering skills. It depicts a view of European settlers that contradicts that of previous texts that the students have read. After the video, students will respond to the views through a brief writing prompt.)
Thursday September 11th, Day 9
Poster Project
(Using the completed guided notes packets, students will complete an engaging poster representing the information they found most important from the unit. This activity will be used to prepare them for the upcoming Socratic Seminar, as it will task them with consulting the variety of texts they have encountered thus far in the unit. Students will spend the latter half of the period brainstorming discussion questions for the Socratic Seminar; the brainstormed questions and the teacher's questions will be presented to the class, and the class will decide which questions will be used as the basis of the upcoming discussion.)
Friday September 12th, Day 10
Socratic Seminar
(Students will be complete a Socratic discussion concerning the questions that were decided on the day before [see rubric]. Groups will be constructed by dividing the Poster/Soundtrack project groups up so that members are dispersed into new groups of 4-5 members. After the seminar, students will complete a reflection writing task in which they will establish what content they found interesting, what questions they still had, what they wished they had talked about more, how their ideas on the topic have changed, and what content they would share with the public if given the opportunity. They will also assess their own contributions to the group soundtrack and poster projects.
Point of View & Bias Introduction
Intro to weebly
Teach Insert Notes Strategy
Introduce note packet and word wall
WebQuest
(We will first introduce the ideas of bias and point of view and give examples. Next, we will give an introduction to our website on weebly and show students how to use the site and what the site includes. We will then teach the insert notes strategy that they will use and we will give them their note packet that they will be using throughout the course of the unit. Additionally, students will be introduced to the interactive online Word Wall that will be used throughout the unit. Time will be given at the end of each day to work on their packets and the word wall if any adjustments need to be made. Students will finish their ELA and Social Studies block by doing a WebQuest online. Teachers will give instruction on what a WebQuest is and how to navigate from site to site.)
Tuesday September 2nd, Day 2
Practice Point of View in history (video)
Columbus in textbook - reactions
Anticipation Guide
Read Rethinking Columbus
Group discussion after
(We will first introduce a YouTube video on differing point of view on a topic (such as the Cold War) in history. The students will discuss what they noticed in the videos and what they know about point of view. Then the students will read an excerpt from the textbook about Christopher Columbus and discuss their reactions to the portrayal of Christopher Columbus. Students will complete the anticipation guide from "Rethinking Columbus". As they read, students will fix any errors in their anticipation guide. Following this, the students will partake in a discussion which consists of comparing the portrayal of Christopher Columbus in each text and their work in the guide.)
Wednesday September 3rd, Day 3
Read Aloud "The True Story of the Three Little Pigs"
Introduce RAFT
Read Encounters in the New World (break into 2 groups for the 2 different letters)
Interactive Discussion from reading, relate back to point of view
Song from Rethinking Columbus
Point of view journal activity
(On day 3, we will complete the RAFT activity. For more details, please refer to lesson plan in the lessons section of the weebly. After completing the activity, students will read a song from "Rethinking Columbus". Following which we will analyze as a class, the lyrical content of the song. For added fun, a sing - a - long will be optional. After, students will to a point of view writing activity. In this activity students will journal from the point of view of a Native American or European settler from the time period we are currently discussing.)
Thursday September 4th, Day 4
Poetry
P. 28-30 Brainstorm themes together - find examples and support in poems
Find evidence in lyrics to support unit themes
Predicting Jamestown Interactions
Read letters (p. 115 of Encounters) and (p. 52) of First People
2 letters, one text page, divide between class + then groups of three to discuss.
( Day 4 will introduce students to content specific poetry and will task them with identifying themes in poetry and song lyrics. Students will read pages 28-30 of Rethinking Columbus, which contains poems that support the notion that Native Americans were treated unfairly in their interactions with Europeans. After reading these poems, students will work with partners in a "think, pair, share" activity in which the pairs will be asked to identify various themes and textual evidence to support the existence of those themes. After participating in the activity students will make predictions about Native American encounters with Jamestown settlers. Students will be broken into groups to read one of three texts: A letter from John Smith to the King of England, a letter from Powhatan to John Smith, and a chapter from First People concerning the interactions between Native Americans and the Jamestown settlement. Students will complete a Jigsaw discussion activity on the readings.)
Friday September 5th, Day 5
Introduce soundtrack project
tech teacher comes in
teacher-made example (on weebly)
writing expectations
Get into groups (4 people)
Brainstorm, 4 songs + pick best
(See lesson Plan)
Monday September 8th, Day 6
Guided, interactive POV activity (T-Chart) (Pairs, post-its, common themes + opposing opinions, direct quotes)
Work Day.
( Day 6 consists of an interactive point of view t-chart with Native Americans and European settlers. As a class, students will give examples of common themes, direct quotes, and examples of opposing opinions on post-its that will be placed the t-chart at the front of the classroom. The other half of Day 6 will be used as a "work-day" for students to complete their soundtrack project.)
Tuesday September 9th, Day 7
Present soundtrack projects
Introduce Walking the Choctaw Road - Historical
(Students will present their soundtrack projects to the class. After the presentations, students will be introduced to the historical fiction text, Walking the Choctaw Road. Students will read two excerpts from the text, "Friend of the Indian" and "Trail of Tears." Students will participate in literature circles to discuss the reading.
Wednesday September 10th, Day 8
Analyzing Maps
Video on Cannibalism at Jamestown Settlement
(As a class, students will create a T-Chart predicting the positive and negative effects of European settlement on forestation levels in the Americas. After making and discussing these predictions, students will view maps that portray the actual effects and will adjust their predictions on the class T-Chart on the Smart Board. Students will watch a video that depicts cannibalism of the early European settlers at Jamestown due to inadequate hunting and gathering skills. It depicts a view of European settlers that contradicts that of previous texts that the students have read. After the video, students will respond to the views through a brief writing prompt.)
Thursday September 11th, Day 9
Poster Project
(Using the completed guided notes packets, students will complete an engaging poster representing the information they found most important from the unit. This activity will be used to prepare them for the upcoming Socratic Seminar, as it will task them with consulting the variety of texts they have encountered thus far in the unit. Students will spend the latter half of the period brainstorming discussion questions for the Socratic Seminar; the brainstormed questions and the teacher's questions will be presented to the class, and the class will decide which questions will be used as the basis of the upcoming discussion.)
Friday September 12th, Day 10
Socratic Seminar
(Students will be complete a Socratic discussion concerning the questions that were decided on the day before [see rubric]. Groups will be constructed by dividing the Poster/Soundtrack project groups up so that members are dispersed into new groups of 4-5 members. After the seminar, students will complete a reflection writing task in which they will establish what content they found interesting, what questions they still had, what they wished they had talked about more, how their ideas on the topic have changed, and what content they would share with the public if given the opportunity. They will also assess their own contributions to the group soundtrack and poster projects.