SIOP LESSON PLAN - LESSON PLAN Building Background (personal/cultural, past learning, vocabulary) Link to personal, cultural experience: Students

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<ul><li><p>SIOP LESSON PLAN </p><p>Lesson Title: Native Americans the Inuit Tribe Course &amp; Teacher </p><p>4th grade Social Studies Jaclyn Davies </p><p>Materials: United States maps (one per small group) </p><p> Inuit tribe video: </p><p> index cards </p><p> crayons, colored pencils, and/or markers </p><p> Social Studies textbook (Chapter 1, pages 7 11) </p><p> notebook paper </p><p> Cloze activity (for Low-leveled learners) </p><p> Frayer Model template </p><p>Lesson Duration: One hour </p><p>Text: (if applicable) </p><p>Georgia 4th Grade Social Studies United States History to 1860 by Carole Marsh - Chapter 1 </p><p>EL STUDENTS/ LEVELS: use WIDA levels include number of ELs </p><p>Pablo (L3, S3, R3, W3) Jose (L4, S4, R4, W4) </p><p>FOCUS PHASE </p><p>Le</p><p>ss</p><p>on</p><p> De</p><p>liv</p><p>er</p><p>y (</p><p>Stu</p><p>den</p><p>t En</p><p>gage</p><p>men</p><p>t an</p><p>d P</p><p>acin</p><p>g) w</p><p>ith</p><p>Co</p><p>mp</p><p>re</p><p>he</p><p>ns</p><p>ibl</p><p>e I</p><p>np</p><p>ut</p><p> (ap</p><p>pro</p><p>pri</p><p>ate </p><p>spee</p><p>ch, c</p><p>onte</p><p>xt &amp;</p><p> vis</p><p>ual</p><p> clu</p><p>es, </p><p>clea</p><p>r ex</p><p>pla</p><p>nat</p><p>ion</p><p>s, a</p><p>nd </p><p> sca</p><p>ffo</p><p>ldin</p><p>g </p><p>Lesson Preparation: Content &amp; Language Objectives </p><p>Content Objectives/GPS </p><p>SS4H1. The student will describe how early Native American cultures developed in North America. a. Locate where Native Americans settled with emphasis on the Arctic (Inuit), Northwest (Kwakiutl), Plateau (Nez Perce), Southwest (Hopi), Plains (Pawnee), and Southeast (Seminole). b. Describe how Native Americans used their environment to obtain food, clothing, and shelter. </p><p>Language Objectives (Those that apply) </p><p>Listening (L4) Identify the important facts about the Inuit tribe from the video to your Shoulder Buddy. </p><p>Speaking (S3) Describe the location of the Inuit tribe and how it influenced their food, clothing, or shelter to a partner. </p><p>Reading </p><p>(R4) Using a map and information from the text, compare the environment of the Inuit tribe to the previous tribe that was taught (Kwakiutl). </p><p>Writing (W4) Write a complete paragraph that summarizes the Inuit tribes location, food, and shelter. </p><p></p></li><li><p>SIOP LESSON PLAN </p><p>Building Background (personal/cultural, past learning, vocabulary) </p><p>Link to personal, cultural experience: </p><p>Students will be placed in small groups and will be given a map of the United States. </p><p> Point to where you live (Georgia). What is the weather like </p><p>here in August? What about in December? </p><p>Now point to Maine. Based on location, what do you predict the weather is like in Maine during August? What about in </p><p>December? </p><p>Do you think the different areas require different clothing based on the weather? Why or why not? </p><p> Discussion will take place within the small groups first, and </p><p>then in a whole group setting. (5 minutes) </p><p>Bridge to Past Learning: </p><p>Think about our past unit on landforms. Using your map, can you point out any of the major landforms? </p><p> Examples may include: Pacific Ocean, Atlantic Ocean, Death Valley, Great Basin, Rocky Mountains, and the Great Plains. </p><p> Now think about the previous Native American tribe that we discussed: the Kwakiutl tribe. Can you point out where they are located? What landforms are near where that tribe was </p><p>located? </p><p>Today we are going to focus on the Inuit tribe, which is located in what is now Alaska. Can you find Alaska on your map? </p><p>What is the weather like there? How might you need to dress if you were to visit there? </p><p> (3 minutes) </p><p>3-5 Key Vocabulary : (Academic &amp; tier 2) Emphasize Key Vocabulary </p><p>Arctic igloo region temperature resisted </p><p>While reading the portions of Chapter 1 with the focus on the Inuit tribe, students will be placed with a designated Shoulder Buddy (partner). They will </p><p>be mixed in levels, where one partner is an average high learner, while the other is an average low learner. Using the key vocabulary words from the </p><p>lesson, students will be able to define the terms to one another. Using an index card and colored pencils or crayons, the students will be able to write down the key word and illustrate it. The finished products will be added to the classroom Word Wall as a reference for students to look at during the upcoming lessons. </p></li><li><p>SIOP LESSON PLAN </p><p>PRACTICE PHASE </p><p>Le</p><p>ss</p><p>on</p><p> De</p><p>liv</p><p>er</p><p>y (</p><p>Stu</p><p>den</p><p>t En</p><p>gage</p><p>men</p><p>t an</p><p>d P</p><p>acin</p><p>g) w</p><p>ith</p><p> Co</p><p>mp</p><p>re</p><p>he</p><p>ns</p><p>ibl</p><p>e I</p><p>np</p><p>ut</p><p> (ap</p><p>pro</p><p>pri</p><p>ate </p><p>spee</p><p>ch, c</p><p>on</p><p>text</p><p>&amp; v</p><p>isu</p><p>al c</p><p>lues</p><p>, cle</p><p>ar e</p><p>xpla</p><p>nat</p><p>ion</p><p>s, a</p><p>nd</p><p> sca</p><p>ffo</p><p>ldin</p><p>g </p><p>Strategies (Questioning, scaffolding) </p><p>Interaction (Pair/Group work) </p><p>Practice/Application (Hands-on authentic, integrated instruction) Include evidence of Higher order thinking here. </p><p>(TO) </p><p>Present the content and language objectives. Students will watch the video entitled, Inuit Tribe. Students will be encouraged to listen out for key points made about the Inuits clothing, shelter, and location. At the conclusion of the video, the students will be asked to identify at least 3 key points from the video to their Shoulder Buddy. </p><p>(10 minutes) </p><p>(WITH) As a whole group, students will read Chapter 1 in their Social Studies textbook, with the focus on the sections that discuss the Inuit tribe. While reading the text aloud, students will recall information from both the video and from the text to add to the classroom anchor chart on the Inuit tribe. Information will include facts about the location of the tribe, the shelter of the tribe, their clothing, and their sources of food. As the teacher adds this information to the anchor chart, the students will be copying this information within their own graphic organizer, which will be placed inside of their Science Interactive Notebook. The teacher will also begin discussions for this activity by prompting the students to answer how the environment of the Arctic Native Americans influenced their food, clothing, and shelter. Students will also be asked to compare and contrast the content of the Inuit tribe with the previous tribe that was discussed within the unit, the Kwakiutl tribe. Are their food sources similar or different? Can you point out each of their locations using your groups map? </p><p>(20 minutes) </p><p>(BY) Using the notes from the lesson and the classroom Word Wall, students will be asked to write one paragraph that describes the Inuit tribes location, food, clothing, and shelter. Lower leveled students will be given a separate Cloze Activity. This assignment will also be placed within their Science Interactive Notebooks in order to be used as a reference and study tool throughout the Native American Unit. </p><p>(15 minutes) </p><p>CLOSURE </p><p>L e s s o n D e l i v e r y ( S t u d e n t E n g a g e m e n t a n d P a c i n g ) w i t h C o m p r e h e n s i b l e I n p u t ( a p p r o p r i a t e s p e e c h , c o n t e x t &amp; v i s u a l c l u e s , c l e a r e x p l a n a t i o n s , a n d s c a f f o l d i n g </p><p> Review of Key With a partner, the students will choose one of the new </p><p></p></li><li><p>SIOP LESSON PLAN </p><p>Review/Assessment (Key vocabulary, regular feedback for students, checking for understanding throughout, review objectives to see if they were met) </p><p>Vocabulary vocabulary words about the Inuit tribe to complete a Frayer Model. This model will include the definition, characteristics, example(s), and an illustration. The students may use the classroom Word Wall as a reference, if needed. </p><p>Review of Key Content </p><p>The students will summarize the Inuit tribe to a different Shoulder Buddy. Students will also be asked to share one similarity and one difference between the Kwakiutl tribe and the Inuit tribe. </p><p>Assessment: ( if applicable here-may be included formatively in other areas) </p><p>The teacher will observe the above Shoulder Buddy discussions to evaluate each students knowledge of the content that was taught in the lesson. </p></li></ul>