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Cristina Speirs Dr. Sheehan EDU 509???? April 14, 2015??????????????????????????????????????????????????????????????? Grade: 4 Topic: Women’s Suffrage: Susan B. Anthony Content Area: Social Studies?Instructional ObjectivesAfter a brief class discussion on Susan B. Anthony and her sense of grit, students will compare and contrast firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided and wok collaboratively to answer the questions provided from two document analyses providing a 90% accuracy. STANDARDS AND INDICATORSNew York State Standards:?Key idea:?4.5 In Search of Freedom and a Call for Change: Different groups of people did not have equal rights and freedoms. People worked to bring about change. The struggle for rights and freedoms was one factor in the division of the United States that resulted in the Civil War.?Key Concept:4.5b Women had not always had the same rights as men in the United States and New York State. They sought to expand their rights and bring about change. IndicatorThis will be evident when students work collaboratively to form an opinion based on evidence about whether or not Susan B. Anthony had grit.Social Studies Practices: Gathering, Interpreting, and Using Evidence6. Create an understanding of the past by using primary and secondary sources. Alignment with NCSS Themes: Time, Continuity, and ChangeF. use knowledge of facts and concepts, drawn from history, along with elements of historical inquiry, to inform decision-making about and action taking on public issues. English Language Arts (CCLS): Reading Informational Text; Craft and Structure (RI.4.6)Students will compare and contrast firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. IndicatorThis will be evident when students read two-document based analyses about Susan B. Anthony and think about how they both either compare or contrast. English Language Arts Standard CCLS: Writing; Research to Build and Present Knowledge (W.4.9)Students will draw evidence from literary or informational texts to support analysis, reflection, and research. IndicatorThis will be evident when students read the two documents and answer the questions that go with it, using the text to refer back to.??MOTIVATION?The teacher will show a short YouTube video on women’s suffrage with the lyrics, so students can understand what it was like to be a woman during the time of Susan B. Anthony. The singer demonstrates grit by expressing how strong she is and how she can do anything, which shows students the true meaning of overcoming anything.?MATERIALSTwo document based analysesDocument question handoutsSmart Board PowerPointComputerExit ticket handoutHomework handout on flipped instruction??STRATEGIESGroup discussion on how they believed Susan B. Anthony showed grit, providing examples. Collaborative learning- working together to answer document based questions. Cooperative learning-how the students focused in on the lesson and participated. Direct instruction-Teacher showing them the YouTube clip and guiding them with instructions for their assignment.ADAPTATIONSThe student who is an English language learner will be placed in a group with proficient speakers who will support them during the lesson.The student with ADD will receive scribed notesThe hearing impaired student will be provided with a voice amplifierThe student with ADHD will help hand out papers and have a class schedule on his/her desk. ???DIFFERENTIATION OF INSTRUCTION?The teacher realizes that not all students learn the same way.?Visual learners will be stimulated by the key points being listed on the SMARTBOARDAuditory students will hear spoken-word in listen and retell activitySocial Interaction learners will be engaged by the social interaction of working in groupsKinesthetic learners will be engaged by the stand and deliver activity.Linguistic learners will be engaged in the writing activity???DEVELOPMENTAL PROCEDURESThe students will watch a song from YouTube that was already assigned to them for homework. (Did everyone complete the worksheet after watching the video?)As a class, students will go over and their homework answers and share opinions based on either the music video or assignment. (What did you think of the video?) (Please share your opinions and ask anything you had trouble understanding.)Students will then have a class discussion about Susan B. Anthony and her achievements. The students will then from an opinion on whether or not she had grit. (Based on what you have learned, does anyone believe Susan B. Anthony had a sense of grit? Why or why not?)The teacher will hand out two document analyses on Susan B. Anthony and have six questions attached to each document. Working collaboratively, the students will complete the questions from the reading and share their answers with the class. Students should spend at least five-ten minutes per document to get the full understanding. Any incorrect answers would be corrected by the teacher. (Does anyone need help with the directions? What do you notice about both documents?) The students will receive an exit ticket, in which they have to state three facts they have learned, two questions they may have, and a final opinion- they will get approximately three minutes to do this. (Does everyone understand what he or she needs to complete?) (Please hand in this worksheet when you are finished.)??ASSESSMENTThe teacher will informally assess the students, making sure they worked well in their groups and participated in the lesson. The teacher will double check the document based questions and make any corrections to them as feedback. The teacher will collect the exit tickets that were given at the end of the lesson. The teacher can get a sense of what the children learned and what he/she may still need to briefly review again.??INDEPENDENT PRACTICEFollowing the lesson, students will be given a homework assignment on flipped instruction. They will be handed out a worksheet with questions they need to answer after watching a schoolhouse rock video about Susan B. Anthony. These questions will be brought to class the next day and reviewed. ???FOLLOW-UP: DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT?Direct Teacher Intervention:? Students who did not easily meet the lesson objective will work with the teacher in small groups as he/she describes in depth what the task is and then follow the students through the questions. Rather than six questions, students can complete four and highlight important aspects in each document. ?Academic Enrichment: Students who easily met the lesson objective will write a short paragraph about whether or not they agreed with Susan B. Anthony’s choices. They would imagine themselves in her shoes and write what they would do differently or if they would stand up for what they believed in she did. ???????REFERENCESAnthony, Susan B. "The History Place - Great Speeches Collection: Susan B. Anthony Speech - Women's Right to Vote." The History Place - Great Speeches Collection: Susan B. Anthony Speech - Women's Right to Vote. N.p., n.d. Web. 08 Apr. 2015. <;."Helen Reddy - I Am Woman (Lyrics)." YouTube. YouTube, n.d. Web. 08 Apr. 2015. <, Grace S. "Arguments Against?Women's Suffrage." Arguments against Women's Suffrage. N.p., n.d. Web. 08 Apr. 2015. < ................
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