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Classroom Management Plan 12Trade Books:Gourse, L. (1996). Pocahontas: young peacemaker. New York: AladdinThis does not tell the Disney version of Pocahontas many students know today. Instead,it tells the real story of her life. It begins by talking about how she grew up, includingwhat really happened when she and her tribe first encounter the white explorers and JohnSmith. It goes on to tell of how she married John Rolf and went to England.Kamma, A. (1992). If you lived with the Sioux Indians. New York: ScholasticThis nonfiction book answers many questions that students have about the Sioux NativeAmerican Tribe. Child-Centered questions are used to break the story down intosections. The questions allow the students to engage with and learn from the text. Eachpage is easy to read and has colorful pictures, making the text very kid-friendly.Additionally, this book is great at telling what is different and similar about the Siouxtribe and the various other tribes.Kamma, A. (1999). If you lived with the Iroquois. New York: ScholasticThis nonfiction book answers many questions that students have about the IroquoisNative American Tribe. Child-Centered questions are used to break the story down intosections. The questions allow the students to engage with and learn from the text. Eachpage is easy to read and has colorful pictures, making the text very kid-friendly.Additionally, this book is great at telling what is different and similar about the Iroquoistribe and the various other tribes.Kamma, A. (1999). If you lived with the Hopi Indians. New York: ScholasticThis nonfiction book answers many questions that students have about the Hopi NativeAmerican Tribe. Child-Centered questions are used to break the story down intosections. The questions allow the students to engage with and learn from the text. Eachpage is easy to read and has colorful pictures, making the text very kid-friendly.Additionally, this book is great at telling what is different and similar about the Hopi tribeand the various other tribes.

Classroom Management Plan 13Kamma, A. (2002). If you lived with the Indians on the Northwest Coast. New York: ScholasticThis nonfiction book answers many questions that students have about the NativeAmerican who lived along the Northwest Coast. Questions are used to break the storydown into sections. For example, if students want to know what they would have eaten ifthey were children of one of these tribes they can turn to that page and their questionswill be quickly answered. Each page is easy to read and has colorful pictures, making thetext very kid-friendly. Additionally, this book is great at telling what is different andsimilar about the Native Americans living along the Northwest coast and the NativeAmericans living in other areas.Murdoch, D. (2005). North American Indian. New York: DK ChildrenThe Eyewitness North American Indian book is a nonfiction book that gives many detailsabout Native Americans who are and were located all over the United States. It not onlytells the students about the tribe but also shows real artifacts, paintings, and photos of thetribes. Additionally, it describes facts about the tribe in ways that are simple andenjoyable for the students to read. Lastly, the Native American tribes are broken intoregions making it easy for the students to locate information about specific tribes.Seymour, F. (1991). Sacagawea: American pathfinder. New York: AladdinThis story chronicles the childhood of Sacagawea and explains how she ended up beingwith Lewis and Clark on their famous exploration. It is full of historical facts but writtenin a way that is appealing for children with an engaging storyline and some pictures. Thestory is written in third person but allows readers to learn about Sacagawea as if theywere from her tribe instead of how many history books write about her when readingabout Lewis and Clark, where she just kind of shows up with her baby to help lead theway. This story also allows students to begin to understand what it would have felt liketo go from living with you own people to suddenly living with strangers.

Classroom Management Plan 14Stanley, G. and Henderson, M. (2001). Geronimo: young warrior. New York: AladdinThis biography is written in story form making it fun and interesting for students to read.While it contains some drawings, it is more words. The story begins by talking abouthow Geronimo grew up and transitions into talking about his life as a feared warrior. Atthe end of the story, it tells about his life after his Apache tribe finally gave up and livedon the reservation. This story, gives students a chance to understand how sometimes theNative American tribes did not want to move off of their lands but how they still had too,while sharing the details of one specific person’s, Geronimo, life.Stanley, G. and Henderson, M. (2005). Crazy Horse: young war chief. New York: AladdinThis is an biography written as a story, that tells readers about the life of Crazy Horse.The story begins when the white man is first coming to the land and touches on howconcerned the elders are because they know major changes are coming. The storyfollows this timeline, allowing reading to understand how the events in Crazy Horse’s lifeled him to becoming the War Chief he is known as today.Stevenson, A. (1996). Sitting Bull: Dakota boy. New York: AladdinThis story tells the tale of Sitting Bull. It allows students to understand that life of SittingBull as more than just a warrior. The story begins by telling students about his childhoodand that his name was Jumping Badger. Eventually, they learn from Sitting Bull’sperspective how he had an interesting relationship with white people. First, one freedhim but as an adult, he became a fearless, Sioux warrior.

Classroom Management Plan 15Bulletin BoardMy students will create my interactive bulletin board as part of the first lesson. The firstlesson, along with the entire unit is researched based. Therefore, each student will create three,information flaps and attach them to the bulletin board as a way to share their information withthe rest of the class. Each flap will consist of a “Did you know” question written on the front of ahave sheet of construction paper, with the information on the inside. For example, the frontwould say, “Did you know.” Then the students would lift the flap and it would give moreexplanation. By using this interactive bulletin board, students can share their informationwithout writing a paper or having to listen to the information being told to them.

Classroom Management Plan 16Field Trip: Guest SpeakerFor this unit I would like to have a Native American storyteller visit the classroom. InPeru, Indiana, there are people who embrace their Miami tribal cultures. After speaking from aone of these people, I know they enjoy coming to classrooms to share their customs withstudents. I believe that if I looked hard enough and talked to the right people, I could findsomeone to come in and share a story or two with my class.I have designed my unit with the guest speaker coming in the middle. By doing this, Ican ensure that my students have the prior knowledge required and will be able to get the mostout of the experience. My students will have already have finished one literature circle book,made Native American cuisine, and researched and constructed many projects prior to this event.Which I believe, will enable them to be prepared to ask questions and engage with the speaker.Another benefit of the guest speaker coming in the middle of the unit is that his/her visit willserve as a way to reengage and keep the students interested in the topic. My hope is that thestudents enjoy hearing the Native American stories because the next two lesson refer directly toit because I have them turning one story into a drama and telling another story to a youngerstudent.Having a speaking come to class would also be an affordable way to provide anopportunity to connect and experience something they would not normally. If a student’s familyhad not previously taken them to a museum, festival, or perhaps even a show at a reservation,they would have most likely never had this experience and would therefore be less likely toconnect with this social studies unit. By having a speaker visit the class, I can guarantee mystudents this opportunity and increase the likelihood of them enjoying and connecting with thisunit.

Classroom Management Plan 17TechnologyBecause this unit contains a great deal of student researcher, technology is a majorcomponent. Students will learn how to perform safe internet searchers in the first lesson and willpractice that skill in almost everyone after. Student will research recipes, games, housing,histories, stories, animals, etc. Along with using the internet, students will also use a variety ofcomputer programs. For example, students will be making a brochure, writing papers, makingcharts, and giving presentations. The programs that will be incorporated are PowerPoint, Excel,and Word. The teacher will teach students how to best use these programs meet the needs of thelessons.LiteratureStudents will encounter literature almost daily in the unit lessons. While each lesson maynot center around one specific book, they will be reading for each one. This unit is researchedbased and because of that, students will almost constantly be reading information online. Someof the things students will read online are recipes, Native American stories, and articles or sitesabout various topics relating to Native American history. Students will also participate inliterature circles throughout the unit. The expectation is that they read at least two of the novelsselected for this purpose. Lastly, there will be a selection of trade books available to the studentto read upon finishing a lesson early.

Classroom Management Plan 18Pre-Test:Directions:Complete the first two columns of the K-W-L Chart and put this in your social studiesfolder.YOU WILL NEED IT LATERWhat I Know:What I Want to Know:What I Learned:

Classroom Management Plan 19Post-Test:Directions: Complete the K-W-L Chart you started at the beginning of the unit.Then write two to four sentences to answer the following questions.1. Compare two Native American tribes from two different regions.2. Contrast two Native American tribes from two different regions.3. Compare two Native American tribes from the same region.4. Contrast two Native American tribes from the same region.

Classroom Management Plan 205. How did life for the Native Americans change with the arrival of theEuropeans?6. How did the Native Americans use music? Give some examples.7. How did the Native Americans use art? Give some examples.8. How did the Native Americans use storytelling? Give some examples.

Classroom Management Plan 21Lesson: Research: Lesson 1Length: 45 minutesAge or Grade Level Intended: Fifth Grade Academic Standard(s):Social Studies: 5.1.3 Way of Life Before and After the Arrival of Europeans to 1610. Identifyand compare historic Indian groups of the West, Southwest, Northwest, Arctic and sub-Arctic,Great Plains, and Eastern Woodlands regions at the beginning of European exploration in the latefifteenth and sixteenth centuries. (Core Standard)Example: Compare styles of housing, settlement patterns, sources of food and clothing,customs and oral traditions, political and economic organization, and types and uses oftechnology.English: 5.4.4 Research Process and Technology: Use organizational features of printed text,such as citations, endnotes, and bibliographic references, to locate relevant information.5.4.5 Use note-taking skills when completing research for writing Performance Objective(s):Given a computer and notes from lesson, students will work in groups to complete the notetaking guide while researching with 70% accuracy.Given the research guide, each student will make three “Did you know” flaps to hang on thebulletin board with each flap being 100% correct. Assessment:The teacher will collect and grade the note-taking guide and check the student’s “Did you know”flaps. Advance Preparation by Teacher:Schedule time in the computer lab Make copies of Directions and “Did you know” sheets. Procedure:Introduction/Motivation:Yesterday you completed a K-W-L chart about the Native Americans and all of you were curiousabout many things. Hopefully, you will begin to learn a few answers because we are going tostart a two and a half week intensive study of Native Americans prior to the arrival of Europeans.Over the course of the next couple of weeks, you will work with others to learn and share whatyou learn with your classmates. You will write, read, and create charts, build models, performskits, plays, and/or sing songs. You will be busy but you will learn a great deal and have awonderful time while learning. Today, we are going to learn about how to research and beginresearching.Step-by-Step Plan:a. Hand out directions.-Students will fill in the notes section of this page as we discuss how to research.b. Brainstorming: what we know:- Teacher will write answers on board as student’s call out ideas.- What is research and how do we do good research?

Classroom Management Plan 22(Blooms: Knowledge, Garner: Linguistic, Interpersonal)c. Work with someone next to your to define research. Students will write the definition on theirdirection page. Teacher will call on students to share.(Blooms: Synthesis, Garner: Interpersonal, Spatial)d. Complete the charts: All of this will be discussion based learning and after a student suggestsan answer, I will ask him/her to explain why.-What to do when researching:-Call for students to come up with ideas.-Should include: write down sources, use specific searches, search with purpose,use proper search techniques(discuss these), etc.-What not to do when researching-Call for students to come up with ideas.-Should include: Do not click on everything, If you do end up someplace whereyou should not be immediately close the screen, Do not do things you do notunderstand, etc.- General research tips.-Discuss with students:-How to perform good searches-Always write down where you found the information-Use suggested sites, I put them down for a reason.(Blooms: Application, Garner: Linguistic, Interpersonal, Logical)c. Divide into groups & Pick Topic-Everyone will participate equally in groups-I reserve the right to change the groups at anytime.-Topic selection: Write list of regions on the board and have groups choose what theywould like to research. If two groups want the same one they can battle with RockPaper-Scissors and the loser will pick another region.-Have students fill in the directions portion: Group members’ names & region(Garner: Interpersonal)d. Quick Research for Topic (25 minutes)-Do research to complete the Note-Taking guide.-Follow the tips for research and do good research.-Teacher will circulate the room making sure everyone is on task and able to find theneeded informatione. Flap completion-After completing your research, students show the teacher the 2nd note-taking guide.-Once the teacher signs off, students will begin making three flaps each and hangingthem on the interactive bulletin board.-During extra time, students may look at the bulletin board to learn about the other NativeAmerican tribal regions.(Blooms: Synthesis Garner: Interpersonal, Spatial)Closure:-Explain one thing you learned while doing research today?

Classroom Management Plan 23(Blooms: Comprehension)-Tomorrow when we will continue learning about the Native Americans and will beginour lit circles for this unit. However, you will need to remember today lesson, because while youwill not be doing research as part of lit circles you will be doing it in almost every other lessonthroughout this unit. Adaptations/Enrichment:Student who has difficulties staying organized: I will provide multiple checkpoints forstudents to use while working.Student with ADHD: I will allow this student extra breaks if he/she works well and stayson task.Student who is a natural leader: Allow this student to take point and lead the group butencourage this student to also take a step back and allow others a chance to lead.Student who is generally gifted and talented: Push this student to make the informationrelevant when making the “Did you know” flaps. I will ask all students to do this, butwith this student I will push him/her a little bit more. Self-Reflection:Questions:-Are the students excited for the projects/activities to come?-Are there enough groups to have each region selected?-Did the students choose their groups responsibly?-What problems do I already see arising?-Did the students understand how to research enough throughout this lesson orwill I need to remind them how to do it later?

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Classroom Management Plan 27Unit Lesson #2 (Reading)Academic Standard(s): S.S – 5.1.3 Way of Life Before and After the Arrival of Europeans to1610. Language Arts Standards aligns with job.Discussion Director: 5.7.1: Comprehension: Ask questions that seek information notalready discussed.5.3.2: Analysis of Grade-Level-Appropriate Literary Text: Identify themain problem/conflict of the plot and explain how it is resolved.Word Finder: 5.1.1: Students use their knowledge of word parts and word relationships,as well as context to determine the meaning of specialized vocabulary and tounderstand the precise meaning of grade-level-appropriate words.Connector: 5.2.4 Draw inferences, conclusions, or generalizations about text and supportthem with textual evidence and prior knowledge.Correspondent: 5.5.2: Write response to literature that:Demonstrate an understanding of literacy work.Support statements with evidence from text.Develop interpretations that exhibit careful reading and understanding.Illustrator: 5.5.2: Write response to literature that:Demonstrate an understanding of literacy work.Support statements with evidence from text.Develop interpretations that exhibit careful reading and understanding.Performance Objectives:Given student-selected books, students will read a set amount of pages and complete a handoutaccording to their assigned job.Advanced Preparation by Teacher:Collect 5 to 6 copies of each book:- Daughter of Suqua by Diane Johnston Hamm- Eagle Song by Joseph Bruchac- Guest by Michael Dorris- Morning Girl by Michael Dorris- Longwalker’s Journey: A Novel of the Choctaw Trail of Tears by Beatrice O. HarrellMake copies of each of the job handouts each day.- The six handouts for jobs I will be using can be found here.Lesson Plan:- Teacher will explain the reason for literature circles, jobs, and lay out books for studentselection (teaching)- Students will select t

Dec 08, 2010 · States history in fifth grade, but that knowledge is built upon in eight grade and then again in eleventh grade. This means that without a firm foundation of history knowledge in fifth grade