McCraney Lesson Plan:
Title: Native American Culture: Telling a story through art
Technologies integrated: Computer, E-readers, Projector, Recorders
Teacher: Mrs. McCraney
Grade/Content area: 2nd grade English / Social Studies / Art
Total # of students in class: 18 (12 girls, 6 boys)
Special needs: 2 students have SLD (reading comprehension), 2 with ADHD
Our school is an A-rated school in an Upper Middle class district/neighborhood
Lesson Overview:
This unit lesson plan fits the 2nd grade curriculum for social studies and art history. It will teach each student about the practice of telling a story through the use of Native American totem poles and paintings, including the how, why, when & where of these practices. Students will be required to read in a group setting "Totem Tale: A Tall Story From Alaska" and "The Legend of The Indian Paintbrush", worksheets, class activities and computer research. The last 45 minutes of the lesson each day will be reserved for the students to work in small groups to create a group totem pole and painting on a poster through research. On the 3rd and final day of the unit lesson, students will be required to write a one and half page paper about something interesting from their life, then create a personal 3 dimensional totem pole or painting to reflect that story. The unit lesson plan will take three days to complete with each lesson lasting approximately 120 minutes each.
Materials:
Totem Tale: A tall Story From Alaska (hardcover & E-reader books)
Legend of The Legend of the Indian Paintbrush (hardcover & E-reader books)
Common Core Literacy activity pack: The Legend of the Indian Paintbrush
Common Core Literacy activity pack: The Legend of the Indian Paintbrush
worksheets
poster board
scissors
glue
double sided tape
crayons
markers
paint
paint smocks
paint brushes
computer (internet)
Mini white boards
Mini white boards
recorders
projector
printer/ink
computer paper
construction paper (different colors)
paper towel or Reynolds wrap rolls (empty)
recycled small boxes or shoeboxes (for totem's)
Common Core State Standard: Corestandards.org
CCSS Social Studies standards for grades K-5, are integrated into the CCSS reading standards.
Reading Literature CCSS.ELA-Literacy. RL 2.1 & 2.7
- Students will have the ability to ask and answer questions such as, who, what, when, where, why and how to demonstrate understanding of key details in the stories we read.
- Students will use the information they gain through the story illustrations and text (whether digital or in print) to demonstrate understanding of characters, plots and / or settings.
Reading Foundation Skills CCSS.ELA-Literacy. RF2.4, 2.4A, 2.4B, 2.4C
- Students will read with sufficient accuracy and fluency to support comprehension.
- Students will read at grade level with purpose and understanding.
- Students will read orally with accuracy, appropriate rate of speed and expression on successful readings.
- Students will use context to confirm or self correct word recognition and understanding, re-reading as necessary.
Writing CCSS. ELA-Literacy. W.2.3, W.2.6
- Students will show ability to write narratives in which events can be re-counted (whether the events are elaborate or short sequence) including details that describe actions and emotion (feelings) while using temporal words to signal event order and provide an "end" to show closure.
- Students with guidance from adults will use a variety of digital tools to produce and publish their writing assignments, including group peer collaboration.
Unit Objective:
- Students will discuss the who, what, when, why, where and how's of totem poles and tribal paintings through classroom discussions & games with 80 % accuracy
- Students will recall & compose an event within their lives in a two page essay that will accompany their totem pole or painting with 85 % accuracy
- Students will successfully review unit vocabulary and pass a test with 75% accuracy.
- Students will reproduce personal totems or paintings representing themselves with 90% accuracy
Assessments:
Pre-assessments: Students will first be given a KWL sheet to fill out before the unit lesson begins. This will give me (their teacher) an idea of what the students already know, want to know and learn about the unit topic.
Formative assessments: Students will be given a variety of activity pages based upon the stories we will read on the topic of Totem Poles and tribal paintings (CCSS approved). In addition, students will be required to actively participate in classroom discussions that include but are not limited to; Idea spinner, pass the ball, individual response white boards/SMARTboards. Entrance cards, Exit cards, individual response boards and 3-2-1 summarize and pass the ball will all be used within my classroom, daily. It is my goal to ensure all my students are on the same page within the unit lesson and I feel that through these daily assessments, I will be able to gage who and to what degree some students are ahead, on target or falling behind within the lesson and then rectifying the situation. In addition to the above listed formative assessment activities, I will allow my students to pick and choose how they want to do an assignment in the Think-tac-toe activity. With so many students and so many different learning style and Multiple Intelligences to work around, I feel that this activity will encourage my students to take responsibility for their own assignments and succeed on their own terms.
Summative assessments: Testing should always begin during the unit lesson not be a surprise at the end of the unit. By testing throughout the unit, the teacher is able to zone in on problems as they occur as opposed to the student failing at the end of the unit without having any idea there were problems in the first place. The summative assessments that will occur in my classroom will be the final piece to the puzzle in regard to my unit lessons. By the time they take the "end of unit test", students will have been closely observed and assessed daily up to that point in time. The summative tests that will be given are: State standardized tests (FCAT for our district) and end of unit assessment activities. An example of this would be to place children into small groups to work together on an art project or musical performance. For this unit, students will be required to think of an event in their lives, write a two page essay about it (in chronological order), then create a personal totem pole that represents that event or compose a painting that represents that event. In addition, I would require the students to work individually on a short report based on our unit topic. Students will be given a range of choices from writing a hand written report, using the computer to write the paper, voice written technology and oral-taped report papers.
Unit Goal:
Day 1
Objective: Students will discuss the who, what, when, why, where and how's of totem poles and tribal
paintings through classroom discussions & games with 80 % accuracy
Activity: Students will fill out their KWL forms, showing what they already know on the topic.
Students will take turns reading "Totem Tale: A Tall Story From Alaska" aloud.
Students will participate in class discussion (pass the ball, idea spinner, four corners etc.)
Students will complete online educational games based on this unit lesson
Assessments: Observation & daily grades
Technology: Students will have the ability to use E-readers, computer & or Internet
Homework: Students will be given a ten vocabulary words to take home to study, they can choose
what type of homework assignment to complete through "Think-Tac-Toe". Assignments
can range from basic definition look-up, to crossword puzzle, definition-word match, etc.
Day 2
Objective: Students will successfully review unit vocabulary and pass a test with 75% accuracy.
Students will recall & compose an event within their lives in a two page essay that will
accompany their totem pole or painting with 85 % accuracy
Activity: Students will review their homework results in a class discussion.
Students will take turns reading "The Legend of the Indian Paintbrush" aloud.
Students will work on some CCSS standardized activity pages based on topic of book.
Students will participate in a group activity (Jigsaw).
Students will work on their two page essay about an event in their life.
Assessments: Students will have the ability to use E-readers, mini white boards/
Technology: Students will have the ability to use E-readers, SMARTboards, computer & voice
typing software.
Homework: Students will finish their two-page essays (whether they are still writing them or need to
type them. Students will be required to study vocabulary words for test.
Day 3
Objective: At the conclusion of this lesson, Students will reproduce personal totems or paintings
representing themselves with 90% accuracy
Activity: Students will create their totem poles or event paintings
Assessments: Students will be given a test that will encompass key story facts and vocabulary (3 part
test to include: word/definition match, multiple choice and fill in blank sentences)
Students will create their personal totem poles or event paintings that will represent an
event in their lives. (approximately 90 minutes) In addition, students will turn their
essays in to be graded.
Technology: None
TPACK http://www.tpack.org/
Pedagogy & Content Knowledge (PCK): Students will have a strong understanding of the why, what, when, where and how's of Totem poles and Native American Indian paint art. They will understand the meaning behind certain aspects of this artwork and by the end of the unit, be able to translate an event from their life into artwork via a personal totem pole or painting similar to the ones they will of read about in this unit. The students will have a strong grasp on certain vocabulary words from this unit and will successfully work in groups to achieve a lesson goal.
Technology & Content Knowledge (TCK): Students of all learning styles, multiple intelligences and disabilities will have access to technology within my class and this unit. for the students who learn better audibly or have comprehension difficulties, they will have access to E-readers. Students will also have access to SMARTboards, computer voice activated typing software. The unit lesson is not essentially driven by technology but is enhanced by technology, making learning within my classroom a positive learning environment.
Technology & Pedagogy Knowledge (TPK): Technology fits my pedagogy by allowing my classroom to be expanded beyond the four walls that contain it physically. Through technology, my students will be able to work on class assignments outside my class. Students will have the ability to key into their personal learning styles and / or working with their personal multiple intelligences through these technology adaptions. The students who have been identified as SLD, ADHD and ELL will have available to them special tools and / or devices that help the student to take the KWL. ADHD students require more then just technology assistance, they require a program that works towards their strengths and weaknesses. For instance, children with ADHD are usually easily distracted, fidgety, excessive talkers, leaves seat frequently and for the most part, lack attention to detail among many other symptoms. Therefore, I would try to bring into the classroom certain tools and accommodations that would allow those students to harness their restless energy while being required to not be disruptive to the class. Such items might include, stress balls and wiggle seats. Incorporating movement into the assessment and lessons will also accommodate these children.
