3AVideoLessonPlan


 * Lesson Plan __Justification__**
 * Pre-Assessment:** The fourth grade students in Mrs. Wilkins’ class are finishing their Social Studies unit; it has been observed that students need more practice researching from given texts and choosing relevant data to complete given tasks.


 * Purpose:** To conclude the social students unit, students will research a given explorer and share with the class. The following day students will participate in an in depth discussion relating to their research.


 * Objective:** Students will improve their researching skills by reading passages about their assigned explorer. Students will also be working in groups in the continuing efforts to promote a positive classroom community. The class will be learning information provided by their classmates about other influential explorers.


 * Assessment:** Students will be assessed based on their ability to work in groups, completion of their Explorer Matrix worksheet (social studies unit packet) and by their input during our discussion on perspectives (day 2).


 * MSC: Standard 5.0 History**
 * A. Individuals and Societies Change Over Time**
 * 1. a.** Explain how and why the Maryland colony was established, include political, and economic motives for coming to the new world.
 * Standard 6.0 Social Studies Skills and Processes**
 * A. Read to Learn and Construct Meaning about Social Studies**
 * 3. a.** Identify and use knowledge of organizational structures, such as chronological order, cause/effect, main ideas and details, descriptions, similarities/differences, and problem/solution to gain meaning.

- Social Studies Unit Packet (pg. 19-20) - Overhead projector - Pencil - Colored pencil(s) - Explorer Matrix overhead - Overhead pens - Explorer Matrix answer sheet
 * __Plan for Teaching__**
 * Materials:** - American in the Time of Columbus text

- Find child friendly definitions for: origin, native, interactions.
 * Preparation:** - pre-read sections about explorers


 * Technology:** The internet was used to find child friendly definitions (see Preparations) and to find Maryland State Curriculum connections.

**Ensure that Ava and students who do not return the picture/video release are not in view of the camera.**
 * Procedures: Note: This lesson will be videotaped.**
 * 1.** Students will return from recess and lunch.


 * 2.** Regroup and focus for the lesson.


 * 3.** Explain that the lesson will be videotaped but that only I will be watching so funny faces or acting out will be more disappointing than entertaining.


 * 4.** Make sure that students speak loud enough to pick up on the audio.


 * 5.** Call students to the rug to review the Columbus Matrix.


 * 6.** Review vocabulary words: Origin, Native and Interactions
 * Origin:**
 * Native:** a person, plant or animal that comes from a particular place. (TFK article)
 * Interactions:**


 * 7.** Introduce using a glossary. Explorers are listed by last name, [like a phone book] Go through, some are tricky- Sir Francis Drake : Verrazano, de Giovanni : Ponce de Leon, Juan.

a. -Go back to our desks. b. - Have paper passer pass ½ the books, I pass the other ½ c. - Take out packets (pg. 19 or 20) depending on your explorer d. - Begin finding information to fill in the information for **//your//** explorer. e. - Working together to read and make sure everyone understands the information f. When you have completed your packet page you are going to sit quietly and raise all of your hands to get my attention. I will come and check your papers and you will fill out the overhead. EVERYONE writes.
 * 8.** GIVE DIRECTIONS while STILL on carpet.


 * 9.** Circulate- check to make sure groups are working well together and answer any questions


 * 10.** When students are sitting quietly with all hands in the air – check to make sure their information is correct.


 * 11.** Give students overhead and pen – Reiterate that __ALL__ students must write something on the overhead. Check on Ashley’s group- tends to control-perfectionist.


 * 12.** Leave at least 15 minutes to share with the class. Each group about 3 minutes.


 * 13.** Each student copies the information from the group presenting. Check on Ann, Julie and Nathan.


 * 14.** Early finishers-work on ABC book.


 * Day 2- preparation: make posers for each explorer with the important information- stick on board to help discussion.**


 * 1.** Remind students of expectations for a videotaped lesson. (if good yesterday-praise and ask for the same)


 * 2.** Begin by calling tables based on the explorer they were the day before to the rug.


 * 3.** Review the rules of discussion and how 4th graders talk- I agree, I have a different idea, I would like to add to…


 * 4.** In 4th grade in a discussion situation we are going to try and discuss without raising our hands. **//__[good idea?]__//** We are NOT talking over each other and we are being respectful of each other’s ideas.

a. Do I have a volunteer who thinks they know what perspective means? {a way of thinking about a situation or topic} *Having trouble refer to Encounters- Columbus and the native boy…bad dream-story told from his point of view or perspective. b. How would this apply to our explorers and the research we did? {different reasons for exploration, different backgrounds, starting from different places} c. Did all of our explorers have the same perspective? {No, everyone was different, some may have been similar based on their motives, origin and interaction with natives} d. How would country of origin change an explorer’s perspective? {How far they had to travel, danger level} e. What about motive? {__BIG__ one- what they wanted sets perspective… affects how they treated the natives?}
 * 5.** We are going to be discussing the different perspectives of our 6 explorers.


 * 6.** Harness the lesson with the idea that each explorer had a different perspective based on all of the information gathered.


 * 7.** Important to consider other people’s perspective. The way you “see” a situation may not be how everyone else sees it.


 * 8.** Thank students for being good. Excuse to seats based on Explorer or Country of Origin.


 * Differentiation:** The needs of all the learners will be met by beginning our lesson with an example of Columbus’ Explorer information. Students who are more visual learners will have the reading to gather information. Also students who are not as strong in writing will be accommodated by the worksheet because very few things require a written response [circle, color in, shade in]. Students who have not returned their video release will be placed in a spot where the camera will not capture their face.


 * Adaptations:** “Lower-level” students will be in Explorer groups with students who may be higher due to the heterogeneous make-up of table groupings.


 * Extension for Early Finishers:** Students who finish that will be given the opportunity to work on their ABC books.


 * Multicultural Considerations:** Multicultural education will be incorporated by discussing different explorers from different areas of the world. Interactions with the natives will hopefully lead into a conversation about fair treatment of people and perspective.


 * Homework:** There will not be any homework assigned for this lesson.


 * Analyze:**

Day 1: 23 out of 25 students completed the assigned worksheet based on group research.

Day 2: It was clear that the vast majority of the group understood the importance of multicultural perspectives.


 * Reflection:**

Day 1: It was a horrible lesson. I was stressed and very rushed. I felt unprepared because the video camera required for the lesson did not work at first. I was off my game and felt out of sorts starting the lesson. Day 2: I was so pleased with how well the discussion went. My questions were prepared and led to in depth and enlightening class discussions. The comments were more interesting upon further analysis [see Video Analysis] for example, one student described Columbus as being more “scientific” and the Native Americans as “believing in spirits.”


 * Return To Rationale **