Green,+Derri-920

Derri Green 6th Grade Inclusion Teacher Final Project Lesson 1: Introduction to Totem Poles Lesson 2: Finding Reliable Websites Lesson 3: Search Strategies for Researching Totem Poles Lesson 4: Student Appropriate Websites Lesson 5: Introduction to a class blog Due to the high special education population in this year’s two 6th grade classes, the regular education teachers and I decided to homogeneously group the students according to their abilities. This unit is designed for the lower level 6th grade social studies/science group. The students reading abilities in this group vary from a 2.0 to beginning 4.5 reading level. This unit will be taught over the course of two weeks (maybe longer, depending on the students understanding of the material). Each class is an hour block. The rationale for choosing this topic is based on the cultural diversity of our students. All of our students‘parents were born in another country and most of the students themselves were born in another country. The study of totem poles as deep meaningful symbols will hopefully spark students thinking about their own culture and important symbols in their lives. My goal is to use the study of the totem pole as a tool for students to reflect on their own values and beliefs and take pride in using their ideas and thoughts about their own cultures to create personalized totem poles. We have found the students work best when there is a personal connection to their learning. Since most of the students are kinesthetic learners, we will be utilizing hands on activities and computer based learning to implement the learning goals. This unit focuses on the social studies content of culture while integrating reading, writing and technology. The culminating activity will be for the students to create (out of clay) a totem pole of their own. The totem pole must have at least 3 symbols that represent something meaningful to them. The symbols can be from the Native American culture, but it is personally meaningful to them, or it can be a symbol from their own culture. The students must also paint their totem poles and be able to express why they chose that specific color because color represented specific meaning in Native American culture. The students will also write a 5 paragraph paper. The first paragraph must explain in their own words basic facts about totem poles and also the importance of totem poles in the Native American culture. Paragraphs 2-4 the students must explain why those specific symbols are significant to them. The last paragraph must elaborate on why they chose that specific type of totem pole and why they colors are important. ***All students will be provided with the writing outline for reference. The special education student will also be given the sentence starter graphic organizer to assist in the 5 paragraph paper.*** **Rhode Island** **Grade Span Expectations for Social Studies** C&G 5 (5-6)– 1 Students demonstrate an understanding of the many ways Earth’s people are interconnected by identifying, describing, and explaining how people are socially, technologically, geographically, economically, or culturally connected to others HP 1 (5-6) –1 Students //act as historians,// using a variety of tools (e.g., artifacts and primary and secondary sources) by identifying appropriate sources (e.g., historical maps, diaries, photographs) to answer historical questions HP 3 (5-6) – 2 Students make personal connections in an historical context (e.g., source-to-source, source-to-self, source-to-world) by identifying the cultural influences that shape individuals and historical events HP 1 (5-6) –** 1** Students //act// as historians//,// using a variety of tools (e.g., artifacts and primary and secondary sources) by asking and answering historical questions, organizing information, and evaluating information in terms of relevance **__Rhode Island__** **__Grade Span Expectations for Writing, Reading and Oral Communication__** W–6–10  || Students use pre-writing, drafting, revising, editing, and critiquing to produce final drafts of written products. ==W–6–1  Students demonstrate command of the structures of sentences, paragraphs, and text by using the paragraph form: indenting, main idea, supporting details == W–6–6 In informational writing, students organize ideas/concepts by u sing transition words or phrases appropriate to organizational text structure = W –6– 8.2  In informational writing, students demonstrate use of a range of elaboration strategies by  including sufficient details or facts for appropriate depth of information: naming, describing, explaining, comparing, use of visual images  = W –6– 9 In independent writing, students demonstrate command of appropriate English conventions by… W – 6 – 9.1 Applying rules of standard English usage to correct grammatical errors = W­ –6– 9.2  Applying basic capitalization rules   = = W –6– 9.4  Using punctuation to clarify meaning   = ** In oral communication, students demonstrate interactive listening by ** … || OC–6–1.1 Following verbal instructions to perform specific tasks, to answer questions, or to solve problems OC–6–1.2 Summarizing, paraphrasing, questioning, or contributing to information presented || R–6–17 Demonstrates participation in a literate community by self-selecting reading materials aligned with reading ability R-6-13 Uses comprehension strategies (flexibly and as needed) before, during, and after reading literary and informational text Objectives 1. Students will identify the visual characteristics of totem poles using Google Image. 2. Students will identify and briefly discuss symbols of importance within their own cultures. = Totem Pole by Diane Hoyt-Goldsmith  = Markers Teacher created worksheet Large poster paper Computers As a whole class, the students will brainstorm a list of what they know about totem poles. The information will then be recorded on a chart paper and displayed in the room so students will have a visual reference throughout the unit. Information will be continuously added to the chart. (As a class, we will be creating a class KWL chart for totem poles.) = I will begin the lesson reading the book  Totem Pole by Diane Hoyt-Goldsmith  = to introduce the students to totem poles and. Upon reading the story, the students will discuss what new information they learned about totem poles. This new information will be added to our KWL chart under the “learned” section of the organizer. The students will go to the computer lab to utilize Google Image to access photographs of totem poles. The students will view many different totem poles and note their findings on a teacher created worksheet. **** List 5-8 physical characteristics that you noticed about totem poles. What do you think the images and animal symbols mean? Do you think the images are placed in a specific order from top to bottom? Explain your answer. List 3-5 questions you would like answered about totem poles.**** As students complete their worksheet, they will go back to the class (across the hall) to discuss with a partner their findings. The regular education teacher will facilitate discussions amongst the pairs, while I oversee the work in the computer lab. All students will share out their visual noticings about totem poles. These noticings will be charted and displayed so the students will have continual exposure to the new content vocabulary words throughout the unit. At this point, students will be encouraged to discuss symbols and images that represent something important within their own cultures. **Students will be told that for future lesson they will be utilizing the internet to obtain information regarding totem poles. Prior to doing this, they will need to learn how to determine if the material on the websites are reliable.*** The students will be informally assessed by the teachers to see if the students are understanding the new information and also to assess their ability to describe specific traits of totem poles. Students will be observed during the closure group activity to see how well they are participating and the appropriateness of the information they are offering. 1. Students will learn the following vocabulary words for evaluating a website; accuracy, authority, objectivity, currency and coverage. 2. Students will utilize a checklist for determining an appropriate website. 4. Students will be able to state five reasons why it is important to check the reliability of a website. LCD Projector and laptop for teacher led activity Computers with internet access Teacher created website evaluation checklist Students will be asked how they know if the information they get on the internet is reliable. We will discuss the repercussions if they were to use unreliable websites. I will then explain that there are criteria that they need to use when determining if a website is appropriate. I will introduce these new words as I go through the teacher created checklist, while utilizing a laptop with access to the internet and projector. I feel it is necessary to do this as a group instead of letting each individual student use a computer. For accuracy, I will first go to and the Dihydrogen Monoxide and the Institute for Historical Review websites. For objectivity, I will go to the Consumer Reports website. For Currency/Coverage, I will use USA Today and CNN. I will go through the checklist with the students. We will discuss the importance of checking the reliability of websites when conducting research. As pairs, the students will then go into the computer lab to choose a website to evaluate on their own. The website must be about totem poles. The students must write the address of the website on the checklist sheet and then pass it in to the teacher. We will come together as a group and discuss our findings regarding the evaluations of the various websites. Students will share out their observations. Each student will write a 5 -7 sentence paragraph stating why it is important to evaluate websites. It is expected that students use proper capitalization, punctuation and grammar. ·  The students will paired up in the computer lab with a partner who is ale to read the content of the website. ·  I will utilize the student’s IEP’s when grading the special education students’ paragraphs. ·  The teachers will monitor the special education students to ensure that they are understanding and applying the new vocabulary words. 1. Students will learn how to set the search criteria to a phrase to reduce the number of hits. 2. Students will be introduced to the concept of a Boolean search for example: and, or, not. 3. Students will attempt to search a specific topic using Boolean search strategies.. Computers with internet access Teacher created worksheet to organize search data I will ask the students to recall the 5 criteria for evaluating a website (from the previous lessons) and why it is important. I will ask the students which search engine they utilize when doing research. We will discuss what phrases they use when trying to find information. I will ask if they ever get frustrated when trying to research information.
 * Unit: Stories of the Totem Pole **
 * Unit Summary **
 * __ Overall Unit Standards Addressed in Lessons __**
 * Lesson 1: Introduction to Totem Poles **
 * Materials **
 * Pre-Activities **
 * Lesson Activities **
 * Conclusion **
 * Accommodations **
 * There will be heterogeneous seating arraignments while in computer lab so special education students have someone to help them during the note taking portion of the lesson.
 * While charting any information, I will consistently use a green marker for new content vocabulary. I will place pictures above the words when applicable to help students learn the new vocabulary words.
 * I will limit the number of examples for special education students during the writing assignment.
 * Assessment **
 * Lesson 2: Finding Reliable Websites **
 * Objectives **
 * Materials **
 * Pre Activities **
 * Lesson Activities **
 * Conclusion **
 * Assessment **
 * Accommodations **
 * Lesson 3: Search Strategies for Researching Totem Poles **
 * Objectives **
 * Materials **
 * Pre Activities **

I will begin the lesson in the computer lab and ask the students to use Google search engine. I will tell them to search totem poles. I will ask them to tell me how many hits the search yielded. We will discuss the overwhelming amount of information that was found. I will then have them repeat the search but this time setting it as a phrase “totem pole”. I will have them compare the yielded results. I will then demonstrate the Boolean search strategies. I will have the students type in the listed search terms and then report out the number of hits. We will go through each search term as a group one by one. I will record the search term and number of hits on the white board in the computer room. Simple search term: totem poles • Search term using and: totem poles and history • Search term using or: totem poles or Native Americans • Search term using not: totem poles not poles
 * Lesson Activities **

The students will begin to search the topic of totem poles using the Boolean search strategies that were modeled. The students will also practice setting a search to a phrase. The students will write down the various phrases they typed and the number of hits it yielded. Students will come back as a group to discuss their results. Which phrases were/weren’t effective? The teachers will observe the students to see if that are able to successfully use the Boolean search strategies. The teacher will review the worksheet the students filled in with the phrases and number of hits. ·  The students will be paired up in the computer lab with a partner who is able to read the content of the website. ·  There will be a list of phrases readily available for students who are having difficulty coming up with ones independently. ·  One of the teachers will monitor the special education students to ensure that they are understanding and able to apply the new strategies. 1. Students will utilize various “student friendly” search engines to research totem poles. 2. Using students appropriate search engines, students will compare and contrast website information regarding the topic totem poles.
 * Conclusion **
 * Assessment **
 * Accommodations **
 * Lesson 4: Student Appropriate Websites **
 * Objectives **

Computers with internet access Teacher created worksheet for critiquing the search engines I will begin the lesson with a review of how to limit the number of hits for a search and why this is important. I will also reiterate the importance of evaluating websites for reliable information. I will then ask the students which search engine they use the most when trying to find information. I will ask if anyone knows of any other search engines that may be utilized. All answers will be recorded on chart paper. I will introduce the class to student geared websites to facilitate in their research on totem poles. As a class, we will look at [|www.factmonster.com] and discuss the pros and cons the site offers. The students will then be asked to do the same activity with a partner. The following websites will be utilized: [|www.ajkids.com] [|www.kidsclick.org] [|www.yahooligans.org] [|www.dibdabdoo.com] Working in pairs, the students will choose 2 websites and write what they liked and disliked about each site. Focus questions for worksheet -Was it easy to find what you were looking for? Was the information broken down into categories? Were there distractions on the page? Is it kid friendly? Was the material listed appropriate? What are 3 things you liked and disliked about the site? All questions need to be answered with an explanation. Not just yes or no answers. Students share outcomes with the rest of the class. We discuss the various pros and cons of the search engines. The students will complete their evaluation of student friendly websites with appropriate explanations to the questions. ·  The students will be paired up in the computer lab with a partner who is able to read the content of the website. ·  Focus questions were provided to help students with critiquing the websites. Open ended questions are provided for the students who are able to articulate their opinions. Objectives 3. Students will learn how to post links to websites on a class blog.
 * Materials **
 * Pre Activities **
 * Lesson Activities **
 * Conclusion **
 * Assessment **
 * Accommodations **
 * Lesson 5: Introduction to a class blog **
 * 1) Students will be introduced to the concept of a classroom blog.
 * 2) Students will be introduced to the concept of posting on the class blog.

LCD Projector and laptop for teacher led activity Computers with internet access Teacher created blank semantic map I will pass out the blank semantic maps and ask the student to write the word “journal” in the circle. I will then have them come up with various reasons why someone would chose to journal. We will come back as a class to discuss the different reasons. I will then introduce the word blog and see if students are familiar with it. I will introduce the concept of “blogging” and then show the students how to post their final assignments to the class blog using a LCD Projector and laptop. Upon completion of their research and construction of their totem pole, students will post their 5 paragraph writing assignment to the class blog. The students will also take a picture of the totem pole they created and post it along side their writing assignment. They will also add 2 favorite links regarding totem poles. Students will read and comment on each others personally created totem poles via the blog. The students will upload all assignments to the classroom blog by the predetermined due date. ·  All students will be given the writing assignment outline. ·  Special education students will be provided with the paragraph graphic organizer. ·  Special education students will be able to sign up for individualized support for uploading material to the blog. Outl ** ine for Writing Assignment ** ***Remember each paragraph needs to have __at least__ 5 sentences with proper punctuation.*** ** Paragraph #1 Introduction to totem poles ** How are they made? Why are they important to the Native Americans? Do the symbols have meaning? What are the four types of totem poles? What do totem poles tell about a family? Were two totem poles ever the same? Describe one of the symbols you chose for your totem pole. What is the meaning of the symbol either in your culture or in the Native American culture? Why it is important to you? Describe one of the symbols you chose for your totem pole. What is the meaning of the symbol either in your culture or in the Native American culture? Why it is important to you? Describe one of the symbols you chose for your totem pole. What is the meaning of the symbol either in your culture or in the Native American culture? Why it is important to you? What significance do the colors have on your totem pole? What type of totem pole did you choose and why? Name_______________________________________ Date_____________________ Totem poles are _____________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ The first symbol on my totem pole I chose was the_________________because__ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ The second symbol I was___________________because______________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ The last symbol I was____________________because_____________­­­_______ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________  The colors on my totem pole represent___________________________________ ________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________  ||  4 ||  3 ||  2 ||  1 || Ideas || Skillfully supports ideas with relevant information || Adequedately supports ideas with clear and relevant information || Insufficient, unclear and/or irrelevant information || Little or no supporting information || Word and Language Choice || Words/phrases powerfully convey the message. || Correct, adequate words/phrases powerfully convey the message. || More precise and accurate words are needed to create a clear message. || Limited vocabulary; words may be used inappropriately. || Sentence Fluency || Purposeful and innovative sentence structure to enhance intended effect. Skillful use of transitions within and across paragraph. || Purposeful use of sentence structure to enhance intended effect. Transitions connect ideas within and across paragraph. || Some understanding of sentence structure. Limited use of appropriate transitions. || Little or no sense of sentence structure. Lacks transition. || Conventions || All spelling is correct. Punctuation, grammar and capitalizations are all accurate. || Spelling is generally correct. Most punctuation and grammar are accurate. || Some spelling is correct. Some punctuation and grammar are accurate. || Spelling errors are frequent. Punctuation is missing or incorrect. Capitalization is random. Errors in grammar are frequent and affect meaning. ||
 * Materials **
 * Pre Activities **
 * Lesson Activities **
 * Closure **
 * A ssessment **
 * Accommodations **
 * Paragraph #2 **
 * Paragraph #3 **
 * Paragraph #4 **
 * Paragraph #5 **
 * Rubric for 5 Paragraph Paper **