Project G.L.A.D. Early Man/PrehistoricUpland Unified School District

Ellen Sperling, Ana Esquivel, Jane Droubay(Level 6)

Idea PagesI. Unit Theme

Identify the locations where early people were living during the later years of the last Ice Age.

Describe how early humans found food and shelter. Describe how early humans populated the major regions of the

world. Describe the ways in which these people adapted to a variety of

environments Describe what is known through archaeological studies of the

early development of humankind, including the development of tools.

II. Focus/Motivation Observation Charts Inquiry Chart (Prehistory/Early Man) Big Book Picture File Cards Archaelogist Awards Realia and Videos

III. Closure Process all charts Group presentation of team tasks Student made tools Student made big books Realia and Videos

IV. Concepts- 6th grade (California Standards)SOCIAL STUDIES STANDARDS Grade 6Chronological and Spatial Thinking: Grade 6-81. Students explain how major events are related to one another in time. 2. Students construct various time lines of key events, people, and periods of the historical era they are studying. 3. Students use a variety of maps and documents to identify physical and cultural features of neighborhoods, cities, states, and countries and to explain

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the historical migration of people, expansion and disintegration of empires, and the growth of economic systems.

Research, Evidence, and Point of View: Grade 6-8 1. Students frame questions that can be answered by historical study and research. 2. Students distinguish fact from opinion in historical narratives and stories. 3. Students distinguish relevant from irrelevant information, essential from incidental information, and verifiable from unverifiable information in historical narratives and stories. 4. Students assess the credibility of primary and secondary sources and draw sound conclusions from them.

5. Students detect the different historical points of view on historical events and determine the context in which the historical statements were made (the questions asked, sources used, author’s perspective).

Historical Interpretation: Grade 6-81. Students explain the central issues and problems from the past, placing people and events in a matrix of time and place. 2. Students understand and distinguish cause, effect, sequence, and correlation in historical events, including the long- and short-term causal relations. 3. Students explain the sources of historical continuity and how the combination of ideas and events explains the emergence of new patterns. 4. Students recognize the role of chance, oversight, and error in history. 5. Students recognize that interpretations of history are subject to change as new information is uncovered.

World History and Geography: Ancient Civilizations: Grade 66.1 Students describe what is known through archaeological studies of the early physical and cultural development of humankind from the Paleolithic era to the agricultural revolution:

1. Describe the hunter-gatherer societies, including the development of tools and the use of fire.

2. Identify the locations of human communities that populated the majorregions of the world and describe how humans adapted to a variety of environments.

3. Discuss the climatic changes and human modifications of the physical

environment that gave rise to the domestication of plants and animals and new sources of clothing and shelter.

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V. Vocabulary

o prehistory

o archaeology

o artifact

o fossil

o theory

o hominid

o Paleolithic era

o migrate

o humankind

o technology

o adapt

o environment

o extinct

o hunters

o gatherers

o hunters and gatherers

o consequence

o latitude

o longitude

o prime meridian

o AD

o BC

o theories

o australopithecines

o Homo erectus

o land bridge

o societies

o Abu Hereyra

o Monte Verde

o Clovis points

o Homo habilis

o population

o Neanderthal

o dwelling

o BCE

o CE

o increase

o decrease

o longitude

o latitude

o nomad

o society

o role

o culture

o prehistoric

VI. Content Standards for English-Language ArtsELA Standards: 6th grade READING (ELA Standards) - Grade 61.0 WORD ANALYSIS 1.1 Reads aloud from narrative and expository1.2 Identifies and interprets, figurative and multiple meanings1.3 Recognize and uses common foreign words used in English1.4 Use of context and syntax for meaning (softly vs. quietly)1.5 “Shades of meanings”2.0 READING COMPREHENSION 2.1 Structural features of popular media

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2.2 Compare/contrast organizational patterns2.3 Connect and clarify main idea to sources2.4 Use of outline, notes, etc. to clarify meaning2.6 Determine adequacy of author’s conclusion2.7 Support own assertions with citations3.0 LITERARY RESPONSE AND ANALYSIS 3.1 Identify major forms of fiction and characteristics3.2 Analyze influence of setting/character on plot3.3 Analyze influence of setting/character on plot3.4 Tone/meaning in poetry3.5 Identify 1st/3rd person narrative3.6 Identify and analyze themes3.7 Common literary devices: imagery/metaphor, etc.3.8 Critique plot and characterizationWRITING 1.0 STRATEGIES 1.1 Matches writing form to purpose1.2 Multi-paragraph composition

1.3 Use a variety of organizational patterns1.4 Uses electronic text for information1.5 Formats in word processing1.6 Revises and edits2.0 APPLICATION 2.1 Writes narrative2.2 Writes expository2.3 Write research reports2.4 Writes responses to literature2.5 Writes persuasive compositionWRITTEN AND ORAL CONVENTIONS 1.1 Uses simple to compound, complex sentence structure1.2 Identifies and uses indefinite pronoun present perfect, past perfect1.3 Correct punctuation1.4 Correct capitalization1.5 Spells frequently misspelled words (their, they’re)

ELD Standards: Grades 6-8Listening and SpeakingBeginning Levelo Begin to speak a few words or sentences by using some English

phonemes and rudimentary English grammatical form (e.g., single words or phrases)

o Ask and answer questions by using simple sentences or phraseso Demonstrate comprehension of oral presentations and instructions

through nonverbal responses (e.g., gestures, pointing, drawing)o Independently use common social greetings and simple repetitive

phrases.

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Early Intermediate Levelo Begin to be understood when speaking but may have some inconsistent

use of standard English grammatical forms and sounds (e.g., plurals, simple past tense, pronouns such as he or she)

o Ask and answer questions by using phrases or simple sentenceso Restate and execute multiple-step oral directionso Restate in simple sentences the main idea of oral presentations in subject

matter contento Orally communicate basic needs (e.g., “I need to borrow a pencil”.)o Prepare and deliver short oral presentations

Intermediate Levelo Respond to messages by asking simple questions or by briefly restating

the messageo Listen attentively to stories and information and identify important details

and concepts by using both verbal and nonverbal responses.

o Make oneself understood when speaking by using consistent standards English grammatical forms and sounds: however, some rules may not be followed (e.g., third person singular, male and female pronouns)

o Participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information.

o Identify the maid idea and some supporting details or oral presentations, familiar literature, and key concepts of subject-matter content.

o Prepare and deliver short presentations on ideas, premises or images obtained from various common sources.

Early Advanced Levelo Listen attentively to more complex stories and information on new topics

across content areas and identify the main points and supporting details.o Retell stories in greater detail by including the characters, setting and

plot.o Make oneself understood when speaking by using consistent Standard

English grammatical forms, sounds, intonations, pitch and modulation but may make random errors.

o Participate in and initiate more extended social conversations with peers and adults on unfamiliar topics by asking and answering questions and restating and soliciting information.

o Recognize appropriate ways of speaking that vary according to the purpose, audience and subject matter.

o Respond to messages by asking questions, challenging statements or offering examples that affirm the message.

o Use simple figurative language and idiomatic expressions (e.g., “heavy as a ton of bricks,” “soaking wet”) to communicate ideas to a variety of audiences.

o Prepare and deliver presentations that use various sources.

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Advanced Levelo Listen attentively to stories and information on topics; identify the main

points and supporting details. o Demonstrate an understanding of figurative language and idiomatic

expressions by responding to such expressions and using them appropriately.

o Negotiate and initiate social conversations by questioning, restating, soliciting information and paraphrasing the communication of others.

o Consistently use appropriate ways of speaking and writing that vary according to the purpose, audience and subject matter.

o Prepare and deliver presentations and reports in various content areas, including a purpose, point of view, introduction, coherent transitions and appropriate conclusions.

o Speak clearly and comprehensibly by using Standard English grammatical forms, sounds, intonation, pitch and modulation.

Word AnalysisBeginning Levelo Recognize and correctly pronounce most English phonemes while reading

aloud.o Recognize the most common English morphemes in phrases and simple

sentences.

Early Intermediate Levelo Produce most English phonemes comprehensibly while reading aloud

one’s own writing, simple sentences or simple texts. o Use common English morphemes in oral and silent reading.o Recognize obvious cognates in phrases, simple sentences, literature and

content area texts.

Intermediate Levelo Apply knowledge of common English morphemes in oral and silent reading

to derive meaning from literature and texts in content areas. o Identify cognates (e.g., agonía, agony) and false cognates (e.g., éxito,

exit) in literature and texts in content areas

Early Advanced Levelo Apply knowledge of word relationships, such as roots and affixes, to derive

meaning from literature and texts in content areas. o Distinguish between cognates and false cognates in literature and texts in

content areas.

Advanced Levelo Apply knowledge of word relationships, such as roots and affixes, to derive

meaning from literature and texts in content areas

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o Distinguish between cognates and false cognates to derive meaning from literature and texts in content areas.

Fluency and Systematic Vocabulary DevelopmentBeginning Levelo Read aloud simple words presented in literature and subject matter texts;

demonstrate comprehension by using one to two words or simple-sentence responses.

o Respond with appropriate short phrases or sentences in various social and academic settings(e.g., answer simple questions)

o Create a simple dictionary of wards frequently used by the student.o Retell stories by using phrases and sentenceso Produce simple vocabulary (single words or short phrases) to

communicate basic needs in social and academic settings (e.g., locations, greetings, classroom objects)

Early Intermediate Levelo Use knowledge of literature and content areas to understand unknown

words.o Read simple paragraphs and passages independently.o Demonstrate internalization of English grammar, usage and word choice

by recognizing and correcting some errors when speaking or reading aloud.

o Read aloud with appropriate pacing, intonation and expression one’s own writing of narrative and expository texts.

o Use standard dictionary to find the meaning of known vocabulary.

Intermediate Levelo Use a standard dictionary to determine meanings of unknown words.o Use knowledge of English morphemes, phonics, and syntax to decode

text.o Recognize simple idioms, analogies, figures of speech, (e.g., “take a fall”)

and metaphors in literature and texts in content areas. o Demonstrate internalization of English grammar, usage, and word choice

by recognizing and correcting errors when speaking or reading aloud.o Use decoding skills and knowledge of both academic and social

vocabulary to read independently.o Recognize that some words have multiple meanings.

Early Advanced Levelo Use knowledge of English morphemes, phonics and syntax to decode and

interpret the meaning of unfamiliar words. o Recognize that some words have multiple meanings and apply this

knowledge to read literature and texts in content areas. o Use a standard dictionary to determine the meaning of unknown words

(e.g., idioms and words with multiple meanings)

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o Use decoding skills land knowledge of academic and social vocabulary to achieve independent reading.

o Recognize idioms, analogies and metaphors used in literature and texts in content areas.

o Read aloud with appropriate pacing, intonation and expression increasingly complex narrative and expository texts.

Advanced Levelo Recognize that some words have multiple meanings and apply this

knowledge consistently in reading literature and texts in content areas. o Apply knowledge of academic and social vocabulary to achieve

independent reading.o Use common idioms and some analogies (e.g., “shine like a star”, “let the

cat out of the bag”) and metaphors.o Use a standard dictionary to determine the meaning of unknown words.

Reading ComprehensionBeginning Levelo Read simple text and orally respond to factual comprehension questions

by using key words or phrases.o Understand and follow simple multiple-step oral directions for classroom

or work related activities. o Orally identify, using key words or phrases, the main ideas and some

details of familiar texts.o Point out text features, such as the title, table of contents and chapter

headings.o Use pictures, lists, charts, and table found in information materials,

newspapers and magazines to identify the factual components of compare-and-contrast patterns.

o Orally identify examples of fact and opinion and cause and effect in simple texts.

Early Intermediate Levelo Read and orally respond to simple literary texts and texts in content areas

by using simple sentences to answer factual comprehension questions. o Identify and follow some multiple-step directions for using simple

mechanical devices and filling out basic forms.o Identify and orally explain categories of familiar informational materials by

using simple sentences. o Read text and orally identify the main ideas and details of informational

materials, literary text, and text in content areas by using simple sentences.

o Read and orally identify examples of fact and opinion and cause and effect in written texts by using simple sentences.

o Orally identify the factual components of simple informational materials by using key words or phrases.

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Intermediate Levelo Read literature and respond orally to it by answering in detailed sentences

factual comprehension questions. o Read text and use detailed sentences to explain orally the main ideas and

details of information text, literary text and text in content areas. o Identify and use detailed sentences to explain orally the differences

among some categories of informational materials. o Understand and orally identify the features and elements of informational

materials (e.g., magazines and books)

Early Advanced Levelo Identify and explain the main ideas and critical details of informational

materials, literary texts, and texts in content areas. o Identify and explain the differences between various categories of

informational materials (e.g., textbooks, newspapers, instructional materials)

o Analyze a variety of rhetorical styles found in consumer (e.g., warranties, contracts, manuals) and informational materials (e.g., magazines, newspapers, textbooks)

Advanced Levelo Identify and explain the main ideas and critical details of informational

materials, literary text and text in content areas.o Analyze a variety of rhetorical styles, found in consumer (e.g., warranties,

contracts) and informational materials (e.g., magazines, newspapers, textbooks and signs)

o Identify and analyze the differences between various categories of informational materials (textbooks, newspapers, instructional manuals and signs)

Literacy Response and AnalysisBeginning Levelo Respond orally in one or two words to factual comprehension questions

about simple literary texts.o Identify orally different characters and settings in simple literary texts by

using words or phrases.o Role-play a character from a familiar piece of literature by using words

and phrases.o Create pictures, lists, and charts and table to identify the sequence of

events in simple literary texts. o Recite simple poems

Early Intermediate Levelo Respond orally to factual comprehension questions about brief literary

texts by answering simple sentences. o

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o Read literary texts and orally identify the main events of the plot by using simple sentences.

o Read a selection and orally identify the speaker or narrator.o Identify the difference in points of view between first person and third

person by using simple sentences.o Distinguish orally the characteristics of different forms of fiction and

poetry by using simple sentences.o Describe orally in simple sentences a character in a brief literary text by

identifying the thoughts and actions of the character.

Intermediate Levelo Use expanded vocabulary and descriptive words in paraphrasing oral and

written responses to texts.o Read text and use detailed sentences to respond orally to factual

comprehension questions about three forms of brief prose (e.g., short story, novel, essay)

o Apply knowledge of language to analyze and derive meaning from literary texts and comprehend them.

Early Advanced Levelo Identify literary devices, such as narrative voice, symbolism, dialect and

irony.o Describe orally the major characteristics of several forms of poetry by

using detailed sentences.o Describe the author’s point of view in literary text by using detailed

sentences. o Compare and contrast a similar theme across several genres by using

detailed sentences.o Describe orally and in writing a similar theme or topic by using detailed

sentences. o Read a literary selection and orally explain the literary elements of plot,

setting and characters by using detailed sentences.o Describe the major characteristics of several forms of fiction and poetry:

short story, essay, novel, ballad, lyric and epic.

Advanced Levelo Analyze the setting (place, time customs) and its influence on the

meaning of and conflict in a literary text.o Identify and describe several literary elements and techniques in literary

tests (e.g., figurative language, imagery, and symbolism)o Compare and contrast a similar theme or topic across genres and explain

how the genre shapes the themes or topics.o Analyze recurring themes across literary works (e.g., good and evil, loyalty

and betrayal)o Compare and contrast the motivation and reactions of characters across a

variety of literary texts.o

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o Analyze the elements of a plot, including its development and the way conflicts are addressed and resolved.

WritingBeginning Levelo Organize and record information from selected literature and content

areas by displaying it on pictures, lists, charts and tables.o Create simple sentences or phrases with some assistance.o Write a brief narrative by using a few simple sentences that included the

setting and some details.o Use the writing process to write brief narratives and stories with a few

standard grammatical forms.o Write simple compositions, such as descriptions and comparison and

contrast, that have a main idea and some detail.

Early Intermediate Levelo Write simple sentences of brief responses to selected literature to show

factual understanding of the text.o Use common verbs, nouns and high-frequency modifiers in writing simple

sentences.o Create a draft of a paragraph by following an outline.o Write an increasing number of words and simple sentences appropriate

for language arts and other content area (e.g., math, science, history-social science)

o Write expository compositions, such as descriptions, comparison and contrast and problem and solution, that include a main idea and some details in simple sentences.

o Collect information from various sources (e.g., dictionary, library books, research materials) and take notes on a given topic.

o Proceed through the writing process to write short paragraphs that contain support in details about a given topic. There may be some inconsistent use of standard grammatical forms.

o Complete simple informational documents related to career development (e.g., bank forms and job applications)

Intermediate Levelo Narrate a sequence of events and communicate their significance to the

audience.o Write brief expository compositions (e.g., description, comparison and

contrast, cause and effect and problem and solution) that include a thesis and some points of support.

o Develop a clear purpose in a short essay by appropriately using the rhetorical devices of quotations and facts.

o Write responses to selected literature that exhibit understanding of the text, using detailed sentences and transitions.

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o Use more complex vocabulary and sentences appropriate for language arts and other content areas (e.g., math, science, history-social science)

o Write documents related to career development (e.g., business letter, job application)

o Use complex sentence tin writing brief fictional biographies and short stories that include a sequence of events and supporting details.

o Use basic strategies of note taking, outlining, and the writing process to structure drafts of simple essays, with consistent use of standard grammatical forms. (Some rules may not be followed)

o Investigate and research a topic in a content area and develop a brief essay or report that includes source citations.

Early Advanced Levelo Write in different genres (e.g., short stories and narratives) including

coherent plot development, characterization and setting.o Develop a clear thesis and support it by using analogies, quotations, and

facts appropriately

o Write responses to selected literature that develop interpretations, exhibit careful reading and cite specific parts of the text.

o Use appropriate language variations and genres in writing for language arts and other content areas.

o Write pieces related to career development (e.g., business letter, job application, letter of inquiry)

o Write persuasive expository composition that include a clear thesis, describe organized points of support, and address a counterargument.

o Write detailed fictional biographies or autobiographies.o Use strategies of note taking, outlining, and summarizing to structure

drafts of clear, coherent and focused essays with consistent use standard grammatical forms.

o Write an essay or report that balances information, has original ideas, and gives credit to sources in a bibliography. Use appropriate tone and voice for the purpose, audience, and subject manner.

Advanced Levelo Write persuasive expository compositions that include a clear thesis,

describe organized points of support and address counterarguments.o Produce writing by using various elements of discourse (e.g., purpose,

speaker, audience, form) in narrative, expository, persuasive and or descriptive writing

o Use appropriate language variations and genres in writing for language arts and other content areas.

o Write pieces related to career development (e.g., business letter, job application, letter of inquiry, memorandum)

o Write responses to literature that develop interpretations, exhibit careful reading and cite specific parts of the text.

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o Develop a clear thesis and use rhetorical devices (e.g., analogies, quotations, facts, statistics and comparison) to support it.

o Use strategies of note taking, outlining, and summarizing to structure drafts of clear, coherent and focused essays by using standard grammatical forms.

o Write documents (e.g., fictional biographies, autobiographies, short stories and narratives) that include coherent plot development, characterization, setting and a variety of literary strategies (e.g., dialogue, suspense)

o Use various methods of investigation and research to develop an essay or report that balances information and original ideas, including a bibliography.

English Language ConventionsBeginning Levelo Edit one’s own work and correct the punctuation.o Identify basic vocabulary, mechanics, and sentence structures in a piece

of writing.o Revise one’s writing for proper use final punctuation, capitalization and

correct spelling.

Early Intermediate Levelo Edit writing for basic conventions (e.g., punctuation, capitalization and

spelling)o Revise writing, with teacher’s assistance, to clarify meaning and improve

the mechanics and organizationo Use clauses, phrases, and mechanics of writing with consistent variations

of grammatical forms.

Intermediate Levelo Revise writing for appropriate word choice and organization with variation

in grammatical forms and spelling.o Edit and correct basic grammatical structures and usage of the

conventions of writing.Early Advanced Levelo Create coherent paragraphs through effective transitionso Revise writing for appropriate word choice, organization, consistent point

o view and transitions with some variation in grammatical forms and spelling.

o Edit writing for grammatical structure sand the mechanics of writing.

Advanced Levelo Revise writing for appropriate word choice and organization, consistent

point of view and transitions, using approximately standard grammatical forms and spelling.

o Create coherent paragraphs through effective transitions and parallel constructions

Edit writing for the mechanics to approximate standard grammatical forms.

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VII. Math/Science Skills/Standards

SCIENCE STANDARDS: Grade 6Investigation and Experimentation 6. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept, addressing the content in the other three strands, students should develop their own questions and perform investigations.

MATHEMATICS STANDARDS: Grade 6Mathematical Reasoning1.0 Students make decisions about how to approach problems: 1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, identifying missing information, sequencing and prioritizing information and observing patterns. 1.3 Determine when and how to break a problem into simpler parts.

2.0 Students use strategies, skills, and concepts in finding solutions: 2.1 Use estimation to verify the reasonableness of calculated results.2.2 Apply strategies and results from simpler problems to more complex problems.

3.0 Students move beyond a particular problem by generalizing to other situations: 3.1 Evaluate the reasonableness of the solution in the context of the original situation.3.2 Note the method of deriving the solution and demonstrate a conceptual understanding of the derivation by solving similar problems. 3.3 Develop generalizations of the results obtained and apply them in other circumstances.

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VIII. Resources and MaterialsFICTIONo Maroo of the Winter Caves by Ann Turnbullo Anooka’s Answer by Majorie Cowleyo Mik's Mammoth by Roy Gerrardo Timespinners by Luli Grayo Boy of the Painted Cave by Justen Denzel

NON-FICTIONo Time Readers for Kids (Harcourt Press)

o The Secrets of Lascaux Cave o Discovering the Ice Man o Domesticated Plants and Animals

oFirst Painter by Kathryn Laskyo Ice Mummy by Mark Dubowski & Cathy East DubowskioPainters of the Caves by Patricia Laubero Stones and Bones: How Archaeologists Trace Human Origins by

Geography Department, Runestone Presso Early Humans by Eyewitness Bookso Early Humans by Roy A. Gallanto The Early Human World by Peter Robertshaw and Jill Rubalcabao The Human Dawn: The Path of Evolution by Time Life Bookso Hominids:A Look Back at our Ancestors by Helen Roney Sattler

HOUGHTON-MIFFLIN STORIESo Dinosaur Ghosts

BOOKS IN SPANISH

VIDEOSDiscovery of the Ice Man (Discovery Channel)

WEBSITES

o www.kidspast.com o www.brainpop.com (videos)

Project G.L.A.D.Early Man/Prehistory

Ellen Sperling, Ana Esquivel, Jane DroubayUpland Unified School District

Planning Pages

I. Focus and Motivation Daily Read Aloud Inquiry Charts Observation Charts Exploration Chart Big Book

II Input Timeline Pictorial Input World Map: with emphasis on Africa Narrative Input-Boy of the Painted Cave Expert Groups Picture File Cards CCD

III Guided Oral Practice Lecture with 10/2 Picture File Cards T-graph Process Grid CCD Where’s My Answer? (for practice test)

IV Reading/Writing Total Class

o Cooperative Strip Paragraph-transitions, conclusions Group Practice

o Team Taskso Team Writing Workshopo Shoulder to Shoulder Readingo Expert Groupso Clunkers and Links

Individual o Learning Logso Text and Youo Interactive Journalo Writer’s Workshopo Individual Tasks

Planning PagesPage 2

V. Extended Activities Make Big Book

Posters 20 Questions Jeopardy Ancient Man Tools

VI. Closure Process All Learning/Inquiry Early Man Test Student Generated Tests Where’s My Answer? Required Expository to Rubric Required Poetry Piece Personal Exploration

Project GLADEarly Man/Prehistory

Grade 6

Sample Daily Lesson

DAY 1FOCUS/MOTIVATION

• Set Standards – Archaeologist Awards• Cognitive Content Dictionary with Signal Word• Observation charts• Inquiry Chart• Big Book

INPUT• Graphic Organizer: World Map

- L1 groups – 10/2 lecture- Learning Log- ELD review/retell

• Chants/poemGUIDED ORAL PRACTICE

Chant/poem

INPUT• Pictorial

- Early Man: Australopithecine-

- 10/2 lecture with primary language groups- ELD Review- Learning Log

GUIDED ORAL PRACTICE Chant/poem Brainstorm /Mind map on cooperation T-graph - Cooperation Picture file cards

- Free exploration- Classify/categorize (list, group, label)- Exploration Report

Sample Daily Lesson PlanPage 2

READING/WRITING• Flexible group reading• Writer’s Workshop

- Mini lesson- Write- Author’s Chair

CLOSURE• Interactive Journal• Process Inquiry Chart• Home/School Connection

DAY 2FOCUS/MOTIVATION

• Cognitive Content Dictionary with Signal Word• Process Home/School Connection• Read aloud• Review with word cards

- World Map- Pictorial

• Chant – highlight, sketch, picture file cardsINPUT

• Pictorial Input Chart -review- 10/2 Lecture- Paraprofessional – L1 groups- Learning Log (sketch and write)- ELD Review

• Add to map of Africa/Europe if necessary

GUIDED ORAL PRACTICE• Chants/Poetry – highlight, add sketches and picture file cards

INPUT• Narrative • Read Aloud

READING/WRITING• Flexible Group Reading• Expert Group

- Team Tasks• Writer’s Workshop

- Mini Lesson- Write- Author’s Chair

Sample Daily Lesson PlanPage 3

CLOSURE• Interactive journal• Home/School Connection• Process Inquiry Chart

DAY 3FOCUS/MOTIVATION

• Cognitive Content Dictionary with Signal Word• Process Home/School Connection• Chants• Read aloud • Review Pictorial Input with word cards and picture file cards• Poetry/Chants – highlight• Review Narrative with word cards & conversation bubbles

GUIDED ORAL PRACTICE• Sentence Patterning Chart (Farmer-in-the-Dell)

- Reading- Trading Game- Flip Chant

READING/WRITING• Personal interaction • Learning Log • Expert Groups

- Team TasksGUIDED ORAL PRACTICE

• Mind Map• Process Grid

READING/WRITING• Coop strip paragraph – respond/revise/edit• Writer’s Workshop

- Mini Lesson- Write- Author’s Chair

CLOSURE• Interactive Journal• Home/School Connection• Read aloud• Process inquiry chart

Sample Daily Lesson PlanPage 4

DAY 4FOCUS/MOTIVATION

• Cognitive Content Dictionary with “stumper word”, student selected vocabulary• Share Home/School Connection• Re-read Big Book• Chant/Poem• Read aloud

GUIDED ORAL PRACTICE• Story Map with Narrative• Chant/Poem

READING/WRITING• Flexible reading groups

- Clunkers and Links with SQ3R (at or above)- ELD Group Frame - Story Retell (Narrative)

• Team Tasks- Team Evaluation – oral

• Model Strip Book• Writer’s Workshop• Memory Bank – Inventions and discoveries

CLOSURE• Home/School Connection• Interactive Journal• Process charts

DAY 5FOCUS/MOTIVATION

• Cognitive Content Dictionary with “stumper word”, student selected vocabulary• Process Home/School Connection• Video: The Ice Man• Chants/Poetry• Read aloud

GUIDED ORAL PRACTICE• L1 group discussion of “The Ice Man”• Chants/Poetry

Sample Daily Lesson PlanPage 5

READING/WRITING• Listen and Sketch • Flexible Group Reading with Coop Strip Paragraph (struggling

readers)- Team Tasks – written evaluations- Team presentations

• Focused Reading with Personal Cognitive Content Dictionary• Ear to ear reading poetry booklet• Writer’s Workshop• Found Poetry

CLOSURE• Team exploration with rubric • Personal exploration with rubric • Process Inquiry Chart• Evaluate week• Letter home

Big Book TextDid you know…Early Man

Page 1Did you know that artifacts and fossils provide information on how early humans might have lived and looked like?o In 1974, Donald Johanson discovered bones from a female

australopithecine that became known as “Lucy.” o This female was about 20 years old and about 4 feet tall when she

died.o This discovery showed that early australopithecines could walk on

two legs, leaving their hands free to hold things.I just thought you should know that artifacts and fossils provide information on how early humans might have lived and looked like.

Page 2Did you know that australopithecines lived in different kinds of surroundings?o Some australopithecines lived in the forests of Africa. They ate

mostly plants, especially fruit, and perhaps small animals.o Other australopithecines learned to live on the open grasslands of

Africa. They ate different plants and perhaps more meat than those living in the forests.

o They also moved over long distances in search of food. This diet and movement caused them to be different than other australopithecines. Their brain size increased, and they grew larger and stronger.

I just thought you should know that australopithecines lived in different kinds of surroundings.

Page 3Did you know that by 2.5 million years ago Homo habilis lived in Africa?o The Leakey family first discovered bones from the kind of hominid in

1960 in Olduvai Gorge. o Soon, scientists found more Homo habilis bones in other parts of

Easterm Africa. o Near Homo habilis bones, scientists have found simple tools,

making this hominid the first known toolmaker. o In fact, the name Homo habilis means “handy person.”o The appearance of the first chipped stone tools began what is

known as the Paleolithic era, or Old Stone Age. (This period began about 2.5 million years ago and ended about 10,000 years ago.)

I just thought you should know that by 2.5 million years ago Homo habilis lived in Africa.

Page 4Did you know that like australopithecines, Homo habilis walked upright?o However, it had a larger brain in a rounder skull, and its face and

jaw were smaller.

o Homo habilis chipped stones to make tools, which they used to chop, scrap and do other simple tasks.

o Homo habilis lived only in Africa, mainly in grassy areas near water sources and trees.

o They ate mostly plants and some meat. Experts believe that Homo habilis got meat by hunting or by eating pieces left behind by animals.

I just though that you should know that like australopithecines, Homo habilis walked upright.

Page 5Did you know that about 1.9 million years ago, another kind of hominid appeared in Africa?o Today it is known as Homo erectus, meaning “upright person.”o The first discoveries of Homo erectus were made near Lake

Turkana, in Kenya.o It was larger and stronger than earlier hominids.o It also had shorter arms and longer legs. Its brain was much larger

too.o Flexible hands allowed Homo erectus to make better tools, including

stone axes for chopping and digging up roots to eat.o Later, Homo erectus made spears from wood for hunting.I just though you should know that about 1.9 million years ago, another kind of hominid appeared in Africa.

Page 6Did you know that Homo erectus was the first-known hominid to master the use of fire?o Homo erectus learned to start fires. With fire, Homo erectus cooked

food, kept away wild animals, and stayed warm in colder places,o With a larger brain, homo erectus may have developed some

speech.o With speech, Homo erectus could live and travel farther in groups.o Members of these small groups hunted together, shared food, and

solved problems.I just though you should know that Homo erectus was the first-known hominid to master the use of fire.

Page 7Did you know that most experts believe that Homo sapiens appeared in tropical Africa by 200,000 years ago, which represents the beginning of human kind?o The physical development of Homo sapiens, or early modern

humans was superior to that of earlier hominids.o With fingers and hands like ours, early humans could handle things

with more skill. o Also, their bigger, rounder skulls held larger brains, giving them

greater intelligence.o In fact, the name Homo sapiens means “wise person.”I just though you should know that most experts believe that Homo sapiens appeared in tropical Africa by 200,000 years ago, which represents the beginning of human kind.

Page 8Did you know that using their greater intelligence, early humans advanced the development of tools with new technology?o They developed more complex tools for specific purposes. o They made tools from antler, bone, wood, and stone for cutting and

scraping.o They also crafted bone needles for sewing animal skins into

clothing.o Early humans designed weapons such as stone points attached to

wood spears as well as spear throwers. o They also used their greater intelligence in other ways, such as

improved communication.o They also went on to create jewelry, cave paintings, and sculptures,

and to form religious beliefs. I just though you should know that using their greater intelligence, early humans advanced the development of tools with new technology.

Pictorial: AustralopithecinesLocation/Dates o May have lived in Africao About 1 million years agoo Found by the Leakey family in 1974

o Donald Johnson Lucy

Adaptations o Ate mostly plants, small animalso Learned to live on open grasslandso Lived in forests

Physical Developmento About 4 feet tallo Could walk on two legso Hands free to hold thingso Brain size increased b/c of movemento Grew larger and stronger

Achievementso Moved longer distanceso Searched for food

Interesting Factso Hominid: species with human

like characteristicso Discoveries of them provide

strong evidence that human life began in Africa

o Donald Johnson named “Lucy” after a song

Narrative Input

Adapted from Boy of the Painted CaveBy Justen Denzel

Tao winced as he saw the worn face, the pinched cheekbones. He was worried, but he knew the old man would not want him to show concern. “The cave is ready,” Tao said. “But first you must eat and rest.” He took some dried meat and fish from his leather pouch and they sat with their backs against an old red oak and ate their meal. Tao wondered if Graybeard remembered his promise.

When they finished, they started across the valley. Graybeard stopped many times, poking around the streambeds and gravel banks with the shaft of his spear, searching. Then he found what he was looking for. He picked up a stick and dug out a handful of bright red earth.

“Here,” he said, as he poured it into empty leather sack. “This will make good red paint. Now we must find yellows and whites.”

“I have yellow clay,” said Tao. The old man did remember. “Good. We can dig up some limestone powder near the foot of the cliffs. That will mix well for the lighter colors.”

When they had all the red, white and yellow earth they needed, they went up to the top of the cliff, using the easy path that Graybeard had found. They reached the tunnel to the Hidden Cave and removed the cover of branches to let in the sunlight.

In the cave Graybeard sat on the ground and Tao squatted beside him. The old man poured some of the red earth into one of the saucer –shaped rocks that Tao had collected. Then, using a smooth, round stone, he began grinding it into a fine red paint. He poured a small amount of this into three other shallow stone dishes. In the first one he added a lump of yellow clay, in the second he sprinkled limestone powder and the third he added charcoal dust. Using a small, clean stick for each, he mixed them well, ending with three different colors: a bright orange, a salmon pink, and a dark brown.

Tao was amused. He sat quietly, watching. This too was magic, he thought. Graybeard spread out more saucers and began blending shades of yellows, browns, grays and blacks. Some he mixed with honey and some with the boiled fat and clotted blood from the boar.“Next we must make our brushes,” he said. He took a handful of twigs from his pouch and began mashing the ends with a stone until they were soft and ragged. He held one up in the shaft of the sunlight beaming through the cave entrance. He turned it around for Tao to

see. “These are small,” he said, “for painting eyes and fine lines of hair and fur.”

He made larger brushes by tying feathers and boar bristles around the ends of long sticks with strings of vegetable fiber.

When all the paints and brushes were made the old man go to his feet. “Now,” he said, “we are ready to paint.” Tao held out the shoulder blade of the horse, while Graybeard poured spots of the colored paints onto its broad white surface. He handed the boy one of the large brushes and pointed to Tao’s pictures of the rhinos, bison and mammoths.

The boy held his breath. He never had a brush in his hand before. “Which one will I paint?”

Graybeard smiled. “You are the image maker. Paint the one you like the best.” “The mountain that walks,” said Tao. Graybeard nodded. “Then begin.” Tao hesitated, glancing at the paints on the shoulder blade, uncertain. “You saw the mammoths,” said Graybeard. “What color were they?”“Reddish brown.”“Good,” said the old man. “Then mix a little black with red until you have the color you wish.” Tao dipped his brush into the spot of black, then mixed it with red. He lifted his hand and touched it to the drawing. It was still too light, so he dipped in another dab of black. Again his brush touched the drawing. He smiled. It was a deep reddish brown, the color he wanted. He continued to dip and touch.

Graybeard watched as Tao repeated the motion again and again. He reached out and stopped the boy’s hand. “You are not painting on an antler or a seashell,” he said. “You are painting on a wall. Do not dab. Swing the brush with your whole arm.” Graybeard took the brush and began sweeping it across the drawing, following the lines of the mammoth’s body. Tao saw the old man’s face brighten as he worked, laying on great swaths of color. He felt the excitement as the picture came alive. “Do not be afraid,” said Graybeard, his eyes glowing. “You can always go over what you do not like.” He gave the brush back to Tao and the boy tried again. This time he let his arm go free, swinging the brush across the wall. He mixed gray with yellow to fill in the light areas around the chest and stomach. He painted dark shadows on the shoulder and back to add shading. He saw his mammoth begin to breathe as he filled in the eye and the waving trunk.

When the painting was finished, Graybeard cracked open the duck eggs. He separated the yolks and set them aside. He poured the whites

into a clean cockleshell, stirred them a stick and handed the shell to Tao.

The boy was puzzled. “What is this for?” “Spread it over your painting and you will see.”With a feather brush Tao washed the egg white over the picture. This time the mammoth came alive with bright new colors. He stared at in surprise. This had been done by his own hand. He smiled. Never had he felt so happy.

Super Archaeologist Awards

Australopithecineso Walked uprighto Estimated to live about 4.5 million

years ago

Homo Habiliso Walked uprighto Said to have a larger brain than

australopithecineo Smaller face/jawo Made toolso Handy person = Homo habiliso Lived about 2.5 million years ago

Homo Erectuso Larger, stronger than other

hominidso Shorter arms, longer legso Made spears, more toolso Mastered making fireo Lived about 1.9 million years ago

Homo sapienso Lived about 200,000 years agoo Called the modern human

Prehistoric Poetry Booklet

Name :__________________________

Yes Ma’am

Is this an australopithecine? Yes Ma’am!Is this an australopithecine? Yes Ma’am!How do you know? Hands held thingsHow do you know? Walked on two legsGive me some examples… Moved long distancesGive me some examples… Ate mostly plants

Is this homo habilis? Yes Ma’am!Is this homo habilis? Yes Ma’am!How do you know? “handy person”How do you know? Larger brainGive me some examples… First known toolmakerGive me some examples… Did simple tasks

Is this homo erectus? Yes Ma’am!Is this homo erectus? Yes Ma’am!How do you know? Shorter armsHow do you know? Longer legsGive me some examples… Flexible handsGive me some examples… Mastered the use of fire

Is this homo sapien? Yes Ma’am!Is this homo sapien? Yes Ma’am!How do you know? “wise person”How do you know? Fingers like oursGive me some examples… Better communicationGive me some examples… Traveled long distances

Is this a Neanderthal? Yes Ma’am!Is this a Neanderthal? Yes Ma’am!How do you know? 5 to 6 feet tall

How do you know? Slightly larger brainsGive me some examples… Made and used tools Give me some examples… Adapted to the environmentsDid you tell me true? Yes Ma’am!Is this chant through? Yes MA’AM!

-E. Sperling 5/19/09

Here, There

Hominids here, hominids there,Hominids, hominids everywhere!

Strong hominids migrating,Determined hominids hunting,Clever hominids making tools, and witty hominids creating fires.

Hominids in Africa Hominids in Olduvai GorgeHominids near Lake TurkanoAnd hominids in Asia and Europe.

Hominids here, hominids there,Hominids, hominids everywhere!

-E. Sperling 5/19/09

I Know an Early Human

I know an early human,an ancient early human,an ancient early human, known in prehistory as an australopithecine.

The earliest early hominidwas discovered in 1974.She was as “Lucy”and was only about four feet tall

The fossils of australopithecineswere found in Africa.These discoveries provide strong evidence that human life began there.

-E.Sperling 5/19/09

Early Human Cadence

We don’t know what we’ve been toldThe Paleolithic era is really oldIt started with the finding of the first stone chipped toolHomo habilis was no fool!

Sound off-earlySound off-humansSound off -1, 2, 3, 4 Paleolithic Era!

It was also known as the Old Stone AgeMaking tools was all the rageHomo erectus mastered the use of fireStaying warm, and protecting their hearts desire

Sound off-earlySound off-hominidsSound off-1, 2, 3, 4Old Stone Age!

Archaeologists study the pastFound fossils in Africa’s grassEarly humans migrated to Europe and Asia tooDuring the Ice Age moving to where it’s warm was the thing to do

Sound off-earlySound off-humansSound off-1, 2, 3, 4Survival!

Homo sapiens appeared in Africa about 200,000 years agoWith bigger skulls and brains-they had much more to knowThey made tools from antlers and woodDesigned weapons to hunt what they could

Sound off-earlySound off-modernSound off- 1, 2, 3, 4Early modern humans!

-E. Sperling 5/19/09

Archaeologist BUGALOO!

I’m an archaeologist and I’m here to sayI excavate sites everydaySometimes I dig a plotSometimes I record a lotBut when I find a fossil, I’ll examine what I’ve got

Excavating, shoveling, labeling too,Doing the archaeologist BUGALOO!

I clean and label everything I findThen I send it to the lab for scientific research this timeWhen the artifacts are just too oldRadio carbon dating can give the story to be told (for fossils 40,000 years or younger)

Estimating, measuring, testing too,Doing the archaeologist BUGALOO!

I work at sites all over the worldFinding fossils to help educate boys and girlsThe earliest human fossils were foundBy the Leakey family in Africa’s ground

Discovering, studying, examining too,Doing the archaeologist BUGALOO!

-E. Sperling 5/19/09

Name: _____________________________________

Home School Connection #1

Talk to your parents about the Paleolithic Era. Tell them about what started the Paleolithic era.

Parent signature: _______________________________________________________

------------------------------------------------------------------------------------------------------------

Nombre: __________________________

Conexión entre Hogar y Escuela #1

Discute con sus padres el Paleolithic era. Diles lo que empezo el Paleolithic era.

Firma de padres: _______________________________________________________

Name:__________________________________

Home-School Connection #2

Tell your parents the story of Boy of the Painted Cave. Sketch or write what your favorite part was. How did it relate to what we are learning about in Social Studies?

Parent signature: ______________________________________________________ ---------------------------------------------------------------------------------------------------------------------

Nombre: __________________________

Conexión entre Hogar y Escuela #2

Discute con sus padres el cuento Boy of the Painted Cave. Dibuje algo de su parte favorito.

Firma de padres: _______________________________________________________

Name: ________________________________________

Home-School Connection #3Tell your family about the Leakey family. What was their famous discovery? Sketch or write what you told them.

Parent signature: _______________________________________________________---------------------------------------------------------------------------------------------------------------------

Nombre: __________________________

Conexión entre Hogar y Escuela #3Dile a sus padres de la familia Leakey. Que era su discubramiento famosa? Dibuja o escribe loe que les dijiste.

Firma de padres: _______________________________________________________

Name: __________________________________

Home-School Connection #4Discuss the different types of hominids that you have learned about. Which one do you find the most interesting. Sketch or write what you told them.

Parent signature: _______________________________________________________---------------------------------------------------------------------------------------------------------------------

Nombre: __________________________

Conexión entre Hogar y Escuela #4Discute con tus papas los tipos diferentes de hominids de que tu aprendriste. Cual encontraste mas interestante? Dibuje o escribe lo que tu les dijiste.

Firma de padres: _______________________________________________________

Expert GroupsEXPERT GROUP #1: Homo Habilis

By 2.5 million years ago, Homo habilis (HOH-moh HAB-uh-luhs) lived in Africa. The Leakey family first discovered bones from this kind of hominid in 1960 in Olduvai Gorge. Soon scientists found more Homo habilis bones in other parts of eastern Africa.

Like australopithecines, Homo habilis walked upright. However, it had a larger brain in a rounder skull, and its face and jaw were smaller.

Near homo habilis bones, scientists have found simple stone tools, making this hominid the first known toolmaker. In fact, the name Homo habilis means “handy person.” Homo habilis chipped stones to make tools, which they used to chop, scrape, and do other simple tasks.

The appearance of the first chipped stone tools began what is known as the Paleolithic (pay-lee-uh-LIH-thik) era, or Old Stone Age. This period began about 2.5 million years ago and ended about 10,000 years ago.

Homo habilis lived only in Africa, mainly in grassy areas near water sources and trees. Homo habilis ate mostly plants and some meat. Experts believe that Homo habilis got meat by hunting or by eating pieces left behind by animals.

EXPERT GROUP #2: Homo ErectusAbout 1.9 million years ago a kind of hominid appeared in Africa.

Today, is is known as Homo erectus (HOH-nih-ih-REK-tuhs), meaning “upright person.” The first discoveries of Homo erectus were made near Lake Turkana, in Kenya.

Homo erectus was larger and stronger than earlier hominids. It also had shorter arms and longer legs. Its brain was much larger too. Flexible hands allowed Homo erectus to make better tools, including stone axes for chopping and for digging up roots to eat. Later, Homo erectus made spears from wood for hunting.

Homo erectus is the first-known hominid to master the use of fire. Perhaps earlier hominids used fires caused by lightning or volcanoes. Yet, Homo erectus learned to start fires. With fire, Homo erectus cooked food, kept away wild animals, and stayed warm in colder places. Archaeologists have found the remains of fire by Homo erectus at several sites. Figuring out the age of the fire is difficult.

Earlier hominids communicated with hand and arm movements and simple sounds. With a larger brain, Homo erectus may have developed some speech. With speech, Homo erectus could live and work better and travel farther in groups. Members of these small groups hunted together, shared food, and solved problems.

EXPERT GROUPS #3: NeanderthalsThe first Homo sapiens are believed to have been the

Neanderthals. Neanderthal people first appeared on the Earth around 200,000 years ago, in Africa. They migrated from Africa to the rest of the world around 100,000 years ago.

Neanderthals were around five to six feet in height. They had thick sturdy bones, and muscular shoulders, legs, arms, and necks. The Neanderthals also had a large brain. In fact, their brain was slightly larger than that of modern humans.

Like earlier hominids, Neanderthals made and used tools. However, the tools produced by the Neanderthals were much more advanced than those used by their predecessors. Neanderthals learned to create specialized cutting, and scrapping tools by chipping away at the edge of a rock. They learned to combine different types of stone into a single tool, and they discovered how to use a wide variety of soft and hard stones for specialized tasks.

The Neanderthal lived throughout a widely divergent climate and habitat. These peoples adapted quickly to new environments as they migrated. Some lived in caves, while others built shelters out of branches and animal skins. Still others dug pits and covered them with branches, animal skins, and leaves.

Because the Neanderthal spread throughout Africa, Asia, and Europe, their cultures were as different as the places they inhabited.

Archeological finds have given historians a small glance into some of their beliefs and ways of life.

There is strong evidence that the Neanderthal had a belief in the afterlife. Burial plots have been found where the dead were covered with flowers, and buried with food, and with the tools they would need in the next life. There is also evidence that Neanderthal cared for their sick and injured. Fossil remains show serious injuries, such as broken legs, which had healed completely. It is even possible that Neanderthal used medicines.

EXPERT GROUP #4: Homo SapienLike earlier hominids, Homo sapiens, or early modern humans,

probably first lived in Africa. Most experts believed that Homo sapiens had appeared in tropical Africa by 200,000 years ago, which represents the beginning of human kind. Homo sapiens and Homo erectus probably lived side by side until Homo erectus died out.

The physical development of early humans was superior to that of earlier hominids. With fingers and hands like ours, early humans could handle things with more skill. Also, their bigger, rounder skulls held larger brains giving them greater intelligence. In fact, the name Homo sapiens means “wise person.”

Using their greater intelligence, early humans advanced the development of tools with new technology, or ways to make and do things. They developed more complex tools for specific purposes. They made tools from antler, bone, wood, and stone for cutting and scraping. They also crafted bone needles for sewing animal skins into clothing. Early humans designed weapons such as stone points attached to wood spears as well as spear throwers.

Early humans also used their greater intelligence in other ways. About 50,000 years ago, the development of language began to speed up, which greatly improved communication. Better communication allowed early humans to plan and organize better as well as to more easily share new ideas and new knowledge. Early humans went on to create jewelry, cave paintings, and sculptures to form religious beliefs. They began to change their lives in ways never before possible or imagined.

Africa

Asia

Europe

Indonesia

Australia

South America

North America

Atlantic Ocean

Pacific Ocean

Pacific Ocean

Indian Ocean

Artic Ocean

Equator

Lines of Latitude

Lines of Longitude

GRAPHIC ORGANIZER: WORLD MAP

Mind MapLocation Adaptations

Physical Development

Achievements

Interesting facts

Date found: ____________________

Process Grid

Process Grid: Early Man

Date Found Location Adaptations Physical Development Achievements Interesting facts

Australopithecine

Homo Habilis

Homo Erectus

Neanderthal

Homo Sapien