Social Studies Lesson PlanCooperative Learning
Kristie Noel
Lesson Subject: “Morning Girl” FacesGrade level: 5th
- Concept/Essential Questions
- Concept: The purpose is to work together cooperatively in pairs. The students will think about what life is like from another perspective and come up with solving a problem.
- Essential Questions: If you had no mirror, how would you figure out what you look like?
- Instructional Objective
- The students will understand how to work in pairs. They will see what life is like for “Morning Girl” and help come up with solutions to a problem. They will see her perspective of life before the Pilgrims came over to America. The students will discuss and work in pairs already chosen by me.
- Content standards
Standard:English 3-5 grade
1.2: The student will understand spoken English to participate in academic (formal) contexts. Students will be able to:
1. understand basic language related to classroom routines
2. understand main idea of academic content
2.2: The student will produce spoken English participate in academic (formal) contexts. Student will be able to:
1. respond to routine classroom questions.
2. participate in guided discussion
Standard: English 3-5 grade
III. Speaking and Listening
1. Participate in and follow agreed-upon rules for conversation and formal discussions in large and small groups.
4. Give oral presentations to various audiences for different purposesC. Provide Objectives to Students
- Required Differentiation/Modifications
- Exceptionalities:
Allow for extra time on graphing and help when needed
- Culture/Race
- Research and understand differences in cultures and race to make sure everyone understands together. Check for special circumstances such as reading or writing abilities.
- Language Diversity
Get help from ESL teachers if available
Show graphics and examples to help students
Show step-by-step instruction of what student will do
- Gender Differences
Show gender equally within groups (partners already formed from prior lesson)
- Social Class
Understand backgrounds of students. For example make sure students who don’t have use of computers regularly are getting help and understand what is being asked
- Learning Styles
Provide multiple ways for students to learn such as hands-on, reading through text and use of technology.
- Materials/Special Arrangements
- Get book
- Paper and pencils
- Art supplies-glue, scissors, construction paper, coloring items
- Set up groupsof 4 ahead of time
- Quiz
- Establish Set and Goals
“Today we are going to read “Morning Girl” by Michael Dorris. After we complete this book, you are going to imagine what it was like for Morning Girl to never know what she looked like. This was so important to her through the story because she felt that if she didn’t know what she looked like, she couldn’t really know who she was. How is she going to know herself and see herself? There were no mirrors, no glass, no cameras and no pencils! You and your group will figure out 3 ways she can see her face. After this, we will make each other’s faces using art supplies. When we have completed the faces, you and your partner will work together and complete a short quiz.”
- Establish Groups and Protocols
- Small Group Skills
Students will work together and share responsibilities. They will think up ways to help Morning Girl see her face. They will also work together to complete the quiz.
- Positive Interdependence
Each student will have a responsibility in the pairs. See Exit Directions below.
- Promotive Interaction
Students will work together and use listening and talking skills in their pairs. They will participate and work together to encourage teamwork.
- Individual and Group Accountability
Each student will assess the other member based on their participation. I will also assess the pairs by observing and conversing with the students to make sure they are all working and completing the task.
- Group Processing
After each pair has presented their ideas, classmates will raise their hands and ask any questions they have.
- Small Group Work
- Present Goals
“We are going to discuss the requirements of working with your partner. After this, you will start coming up with ideas of what Morning Girl can do to see her face. Once we have the class discussion on ideas, you will create each other’s faces using art supplies.”
- Present Information-Exit Directions below
- The students will listen to the requirements of how to work in a cooperative pairs. We will discuss ways to share the different materials and break them up among the pairs so one person is not completing the whole assignment.
- The students will listen to instructions of what will be done before starting the art projects.
- Assist Teamwork and Study
Watch the pairs interact and make sure everyone is working together and on track. If questions are being asked, I will have students work together to figure it out otherwise provide assistance if needed.
- Test on the Materials
The partners will take turns in class discussing their ideas of what Morning Girl can do. They will presentation each other’s faces and those will be hung up around the room.
- Closure Cue
Give students a warning of when they need to finish up before end of lesson. Allow for discussion of what students have learned about helping Morning Girl. Discuss how they would feel if they never saw their face before.
- Informal Assessment
Watch for non-verbal cues from students. Check for understanding during discussions. Ask and answer questions students have. Students will assess each other
- Formal Assessment
Review students’ ideas to help Morning Girl. Complete assessments. Grade quizzes, faces and small activity.
- Evaluation of Lesson
Watch for any problems with understanding during research and worksheets. Help students who are having a hard time with research. Talk about what was found during research.
Collaborative Work Skills : Individual Assessment
Teacher Name: Kristie NoelStudent Name: ______
CATEGORY / 4 / 3 / 2 / 1
Contributions / Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. / Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! / Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. / Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.
Quality of Work / Provides work of the highest quality. / Provides high quality work. / Provides work that occasionally needs to be checked/redone by other group members to ensure quality. / Provides work that usually needs to be checked/redone by others to ensure quality.
Attitude / Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s). / Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s). / Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s). / Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s).
Working with Others / Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. / Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group. / Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. / Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.
Monitors Group Effectiveness / Routinely monitors the effectiveness of the group, and makes suggestions to make it more effective. / Routinely monitors the effectiveness of the group and works to make the group more effective. / Occasionally monitors the effectiveness of the group and works to make the group more effective. / Rarely monitors the effectiveness of the group and does not work to make it more effective.
Peer Assessment
Directions: Please give your group members points based on their participation!
5: Participated/contributed throughout the whole assignment (100%). Completed their assigned role.
4: Participated/contributed during the assignment (75%). Complete most of the assigned work.
3: Participated/contributed occasionally thought the assignment (50%). Did half of the work completed.
2: Participated/contributed very little (25%). Did some work but not enough.
1: Participated/contributed a few times (10%). Did not a lot work
0: Did not participate or contribute during the assignment at all (0%).
Group Name(s):Points:
______
______
Steps for your Group!!(Exit directions)
1.Get into assigned groups in the area the teacher has told you to meet
2.Team building- create a team name and interview each other: ask questions and get to know one another more
3.Each student will have a role but it is the groups’ responsibility to work together to create the faces. You need to contribute and participate in each activity!
4.Assign roles:
- Writer: one student will write down the ideas
- Speaker: the other student will share your groups ideas to the class
- Creator: each student will be a creator. Make someone’s face in the group using art supplies. Only one face can be created for one person so make sure everyone is getting their face created!
5.BE CREATIVE
Morning Girl Quiz
Author: Michael Dorris
1 point per question
1. Why does Morning Girl's family call her Morning Girl?
a. She likes to wake up early in the morning.
b. She was born in the morning.
c. She doesn't like to get up early.
d. She reminds them of the morning sun.
2. Why does Star Boy hide among the rocks?
a. After playing with his father's canoe, he thought the tide took it away.
b. He was playing hide and seek with Morning Girl.
c. He was playing a trick on his mother.
d. He was hiding from a wild animal.
3. What does father say to get Star Boy to come out from behind the rocks?
a. A canoe can be replaced, but nothing can replace a son.
b. He threatened to punish him if he didn't come out.
c. He told him dinner was ready.
d. It's time to go fishing.
4. How does Morning Girl discover what she looks like?
a. She looks into her father's eyes and sees her reflection.
b. She looks into a pool of water.
c. She looks into a mirror.
d. Her friend tells her what she looks like.
5. How does Star Boy survive the storm?
a. He hangs onto the special tree.
b. He hides among the rocks.
c. He stays in the hut.
d. He hides in a boat.
6. Why did Star Boy get mad at Red Feather and his father?
a. They teased him about eating so much.
b. They wouldn't let him hunt with them.
c. They made fun of his name.
d. They teased him about his hair.
7. How did the family feel when Star Boy wouldn't come back to the hut?
a. They missed him and they were worried about him.
b. They were glad he was gone.
c. They didn't even realize that he was gone.
d. They figured he would come back soon enough.
8. Why did Morning Girl think a conch shell would be a good gift for Star Boy?
a. His old collection of shells was washed away in the storm.
b. Shells were easy to find on the island.
c. Because Morning Girl liked them, she thought Star Boy would, too.
d. She thought it would be a good gift because he talked so much.
9. What did Christopher Columbus think of the people on the island?
a. They were poor and they would make good servants.
b. They were rich in spirit.
c. They were lucky to live on the island.
d. They were a smart group of people.
10. Did the island people's lives change at the end of the story?
a. Things changed a great deal, because many people came to their island.
b. They had to leave their island.
c. Things didn't change at all.
d. Things didn't change, because they were able to chase the new people away.
References:
Dorris, Michael. Morning Girl. May 1999.