Christina Svenjak EDUG 858 Social studies: Native Americans Grade: 4th Type of classroom: 4th grade self-contained

special education classroom !here are "4 students# one classroom teacher# and $ paraprofessionals !he reading levels range from an % all the &a' to an ( Grade level is a ) !here is a Smart*oard# + computers# a dr'-erase ,oard# and + i-ads !here are multiple different disa,ilities &ithin the class# one student re.uires a &alker and the rest are either developmentall' dela'ed# a form of autism# or on the spectrum Purpose: /or students to e0plore the life of certain groups of 1ative %mericans that once lived in 1e& 2ork State in order to understand ho& &e stud' people long ago Objectives: Students &ill discuss the lifest'les of the 3ro.uois and %lgon.uians Students &ill use listening and speaking a,ilities to have discussions Students &ill utili4e a graphic organi4er to organi4e information Students &ill use note taking skills to gather information Standards: Social Studies Unit 1: Native Americans: First n!abitants of N"S Geograph'5 6ocation of the 3ro.uois7%lgon.uian territories of 1e& 2ork " "a# $ "d# $ "e# $ +a /irst 1ative 3nha,itants of 12S5 %lgon.uians# 3ro.uois " "a# " $a# 5 "d 8ole of climate# environment# animals# natural resources in the location and development of 1ative %merican cultures in 12S $ "a# $ "d# $ "e #$A %ey deas and &etails' (eadin): nformational Te*t CCSS E6%-6iterac' 83 4 " 8efer to details and e0amples in a te0t &hen e0plaining &hat the te0t sa's e0plicitl' and &hen dra&ing inferences from the te0t CCSS E6%-6iterac' 83 4 + Determine the main idea of a te0t and e0plain ho& it is supported ,' ke' details9 summari4e the te0t CCSS E6%-6iterac' 83 4 $ E0plain events# procedures# ideas# or concepts in a historical# scientific# or technical te0t# including &hat happened and &h'# ,ased on specific information in the te0t +raft and Structure' (eadin): nformational Te*t CCSS E6%-6iterac' 83 4 4 Determine the meaning of general academic and domainspecific &ords or phrases in a te0t relevant to a grade 4 topic or su,ject area

,ritin)' (esearc! to -uild and Present %no.led)e CCSS E6%-6iterac' : 4 8 8ecall relevant information from e0periences or gather relevant information from print and digital sources9 take notes and categori4e information# and provide a list of sources Spea/in) and $istenin)' Presentation of %no.led)e and deas CCSS E6%-6iterac' S6 4 4 8eport on a topic or te0t# tell a stor'# or recount an e0perience in an organi4ed manner# using appropriate facts and relevant# descriptive details to support main ideas or themes9 speak clearl' at an understanda,le pace 0ocabulary: 1. !radition- a &a' of life that has ,een follo&ed for a long time 2. :ig&am- a house made of a &ood frame covered &ith hides or &ooden reeds 3. Confederation- a government in &hich separate groups of people join together# ,ut local leaders still have po&er 4. (ai4e- a form of corn 5. 6onghouse- a long# narro& house that is home to man' families ntroduction1!oo/: !he teacher &ill sho& images of the 1ative %mericans that &as talked a,out in the previous lesson# focusing on the 3ro.uois group !he images &ill relate to their t'pes of houses# dress# food# traditions !he students &ill then have a conversation relating to ;3 noticed# 3 &onder ; Procedure1Activity: " Using the information o,tained from the introduction# the teacher &ill then put together a <:6 chart# starting &ith &hat the' kno& + Using the ;3 &onder; part of the revie&# the students &ill then start to share a,out &hat the' &ant to kno& a,out the 3ro.uois !he students &ill then get a Social Studies te0t ,ook and a piece of paper $ !he' &ill turn to page +8 &here the' can ,egin looking at some pictures %fter looking at some pictures# the' &ill continue to add to the &ant to kno& section 4 !he teacher &ill point out the voca,ular' &ords and emphasi4e the importance of listening for these &ords during the reading 5 !he teacher &ill instruct the students to take notes a,out an' .uestions that ma' have ,een ans&ered or an'thing else the' learned = !he teacher &ill start reading a,out the %lgon.uians# occasionall' letting strong readers read different sections as &ell >nce the section a,out the %lgon.uians are done# a small discussion can take place ? !he same &ill ,e done &ith the section on the 3ro.uois

+losure: !he class &ill get together and fill out the learned section of the <:6 chart ,ased on the notes the' took from the reading %s a class# &e &ill revie& if all of the .uestions &ere ans&ered and &hat &e can do if &e still have some .uestions to ans&er Assessment: !he assessment &ill ,e ,ased upon the students participation during the discussions and &hile filling out the <:6 chart !he' &ill also ,e assessed ,ased on their note-taking a,ilities during the reading &ifferentiation: Students &ho has difficult' &riting &ill ,e instructed to dra& pictures a,out &hat the' are tr'ing to accomplish# then &ill ,e asked to e0plain it /or visual learners# the lesson starts out &ith looking at pictures to activate prior kno&ledge /or ver,al students# the discussion &ill help the students talk more (esources: @oughton (ifflin @arcourt 12C Social Studies te0t,ook for fourth grade