Lesson Plan D .docx



Erika SpelmanFourth-Grade Library Native Americans UnitLesson Plan 4: Interpreting Images from the Past Context:The school is bilingual with English and American Sign Language (ASL). It serves Deaf children, children of Deaf adults (CODAs), and other children whose parents want them to learn ASL. According to the DOE website, the school has a high economic need index (a calculation based on percentages of students eligible for free lunch, those receiving certain kinds of public assistance, and those in temporary housing) of .82. Approximately 50 percent receive special education services, and around 10 percent are English Language Learners (ELLs). About 10 percent of students are Deaf. Many if not most students read below grade level, as is typical of Deaf children and CODAs. Instruction takes place in the library. There are two areas in the main library room. One area is set up with tables pushed together in a rectangle with a dry-erase board on one wall and an LCD TV on an adjacent wall. The LCD TV can be connected to an iPad or a laptop. The other area has four low hexagonal benches that can seat up to three students with room for regular chairs for teachers. The benches are usually arranged in a circle.There is a fixed schedule, and each class comes to the library once a week. Class sizes are small, with no more than two classes per grade after kindergarten. The classroom teacher remains in the library during library lessons. Students in the fourth grade are studying the history of New York; specifically Native Americans including the Iroquois. It is clear that teaching library literacies using this subject matter is preferred. Lessons take the form of a short introduction plus a mini-lesson and then guided practice followed by independent practice, concluding with regrouping as a class for sharing of findings and/or concluding thoughts. The class is the higher-achieving group of fourth-graders, yet most students still read below grade level. It is a small group (seven children). Standards:CCSS.ELA-LITERACY.RI.4.7Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.AASL 1.1.6Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.IFC Standard 1: Investigate. Selects and uses multiple appropriate print, nonprint, electronic and human sources (e.g., almanacs, indexes, specialized dictionaries and encyclopedias, and databases) to answer questions.Learning ObjectiveStudents will make observations and inferences about a historical image using the visual inquiry process of The New York Historical Society.Learning OutcomesStudents will interpret visual presentations of interactions between groups in colonial times in the seventeenth century and will annotate the images with their observations. Students will build on prior knowledge of interactions between colonists and Native Americans in the seventeenth century.Students will interpret what was occurring in the images they are looking at using the visual inquiry process from the New York Historical Society ().Vocabulary:ObserveIdentifyInterpretInferConflictCooperationAction Plan1. Environment/materials:Images of Europeans and Native Americans trading or engaging in war in the seventeenth century for each child copied and pasted into Microsoft Word documents, such as the ones found at: of each Word document on 8-1/2’’ x 11” paper 11” x 17” sheets of white paperGlue sticksPencilsLaptop computerLCD TV AdapterStudents will be seated on either side of the rectangle formed by tables in the area of the library that has a dry-erase board and LCD-TV on adjacent walls.Have Champlain’s drawing of his encounter with the Iroquois and the Huron pulled up on the LCD TV, which should be attached to a laptop. have all other image documents open in separate windows to be pulled up on the LCD TV screen at the end of the class.Glue the printouts of the images to the 11” x 17” sheets before classWrite the visual inquiry process of The New York Historical Society on the board:Visual InquiryPart 1 -- Observe- What elements and details do you see?Part 2 -- Identify and Interpret- What are the elements and details iin the image? What do you recognize? And what might they mean?Part 3 -- Infer- What does this image tell us about the past? What conclusions can we draw?2. Outline of lesson a. Introduction: 4 minutesDoes anyone remember what we wrote sentences about last week? What did we say “conflict” means?What about “cooperation”?What does “allied” mean?“Were you surprised at the different kinds of cooperation and conflict?”“Before we started these lessons, would you have thought conflict was mostly between Europeans and Indians/Native Americans, and that the Indian tribes cooperated with each other and the Europeans like French, Dutch, and English cooperated with each other?”b. Mini-lesson/Guided practice=: 4 minutes“What do you see happening in the picture on the screen?” Use the Visual Inquiry process from the New York Historical SocietyPart 1 - ObserveWhat elements and details do you see?Part 2 - Identify and interpretWhat are the elements and details in the image?What do you recognize?What might they mean?Part 3 - InferWhat does this image tell us about the past?What conclusions can we draw?In particular--what does this picture tell us about how Native Americans and Europeans were cooperating or in conflict with each other in colonial times?Talk with the class about what is going on in the picture. c. Differentiation: I will go over the vocabulary from the last lesson carefully for the student with the IEP. Because this lesson is visually oriented, it will be appropriate for visual learners. Students who are not able to write down their observations will be able to share them at the end. d. Independent Practice: 10 minutesGive each student a different image. Refer to the process chart on the board:Remember-- you are going to:ObserveIdentify and InterpretInferWrite your inferences on the paper surrounding the image. Use arrows if you like.e. Conclusion/Sharing/ReflectionSwitch among Microsoft Word windows on the laptop attached to the LCD-TV so that each student’s image comes up in turn. When a student’s image comes up, that student will talk about her or his inferences regarding the image. f. AssessmentStudents’ writing around the images and their sharing at the end of the class will show how well they are able to interpret the images using observations and inferences.I will evaluate each student’s work and give feedback based on the accompanying rubric.Visual InquiryEvaluation Rubric123Observations Zero to one observation is noted.Two observations are noted.Three or more observations are noted.InferencesZero to one inference is written in the margins of the image.At least one inference is written in the margins of the image and it is clear that the student has used the visual inquiry process.2 plus: The student has used a form of the word “infer” or “inference” in her or his inference.NeatnessWriting is difficult to decipher and student has written on the image itself.Student has written only in the margins or white spaces but writing is difficult to decipher.Student has written only in the margins or white spaces and writing is clear. ................
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