Quarter: Unit:
Week___of___
Day__ / Objective(s): Students will be able to explain why DuSable was important to the settlement of Chicago by drawing a picture of his trading post and writing why the trading post was important. / Materials/Resources:
DuSable reading passage
Pencil
Crayons
CCSS Standards: RL.3.
1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers
“I DO IT” / Input & Modeling
How will you…
* model lesson objectives (content-language-metacognitive) clearly & repeat it to your students? (think/write/search-aloud)
* convey the purpose of the lesson?
* assess students’ prior knowledge?
* connect to prior learning?
* build on background knowledge?
* identify both academic & content vocabulary so students can access new material?
* allow for student interaction?
* visually represent the concept? (i.e. images, gestures) / “I am not sure if you all noticed, but I have put up a timeline in our classroom that we are going to build all year in Social Studies as we learn about Chicago. Who can tell me what we learned last week in Social Studies, and what is our first event on our timeline?”
· I will take student responses; they should respond with information about the Potawatomi being the first people in Chicago.
“What did we learn about the Potawatomi? Take a minute to talk to your neighbor, then I will call on students to give me ideas?”
· Students respond with things such as they were Native Americans who lived in wigwams, hunted, and lived on open land.
“I would like you to pull out your word study notebooks so we can add a few new vocabulary words. Please add these words to the same page that have the social studies words from last week.”
“The first word is settlers. Who can tell what a settler is?
· I will take a response or two. “Yes, a settler is person who moves to a new place and builds a home, usually a place with few people.”
“The next word is trader. Who can tell me what a trader is?
· I will take a response or two. “Yes, a trader is a person who trades, or makes a deal.”
“Today, we are going to learn about the next settler that came to Chicago after the Native Americans. His name is Jean Baptiste Pointe du Sable and this is a picture of him. Has anyone ever heard of him before? Where?”
“Please put your word study books away and take out a pencil.”
“WE DO IT” / Guided Instruction
How will you…
* know that each student thought through and formulated a response to (specify question)?
* provide corrective feedback to students?
* differentiate additional modeling for students (think/write/ search- aloud)?
* address the metacognitive element?
* provide multiple explanations for new concepts?
* provide multiple representations of new concepts?
* prepare students to ask probing/clarifying questions?
* allow students a variety of methods and modalities in which to respond?
* assist students in processing information? / I will read Chicago Legacy: DuSable’s Choices and Changes as the students follow along at their desks.
Stop at ‘DuSable chose a good location for the trading post. He built it at the river near the lake.’
“Why do you think that was a good location?” [Take student response]
“Let’s keep reading to see if they tell us.”
Stop at ‘He traded tools to them for furs.’
“How did the Potowatomi have furs? What did we learn about them that would tell us they would have furs” [Take student response]
Stop at ‘…very important place in Chicago.’
“Why was this business such an important place in Chicago?”
Yes, “Not all people were hunters and farmers, so they did not have all of the supplies they needed to live. DuSable’s business allowed them all to get what they needed to survive.”
“YOU DO IT TOGETHER” / Collaborative Learning
How will you…
* assess student progress/understanding?
* hold individuals accountable for the group work?
* provide students with hands-on experiences and practice?
* determine grouping (pairs, groups) for this activity?
* use scaffolds to help struggling students understand the lesson?
* support ELs (what scaffolds are in place)?
* support Sp.Ed. students (what scaffolds are in place)?
* support students to use self-regulatory strategies?
* provide opportunities for students to practice self-correction?
* Ask questions that assist students in self-correcting their relative strengths and weaknesses in regard to the given task ? / “What we are going to do now is we are going to draw a picture showing what Chicago might have looked like when DuSable started his business. What do you think the trading post looked like? Include in your drawing what people traded and label your picture. Then write about your picture. Tell why the trading post was important.”
What is one thing that we can include in our drawing?
· Yes, we could include food, furniture, furs, native Americans, settlers, Dusable, etc.
“What could we do if we are unsure of what to draw or write?”
· Yes, go back in the text and reread the passage. \
“YOU DO IT ALONE” / Independent Practice
How will you…
* intervene with students who are not ready to move on?
* extend the lesson for those who are ready to move on?
* support students in connecting concepts to future lessons and in exploring real-life applications?
* encourage students to generate evidence of self-regulatory strategies?
* provide opportunities for students to self-assess?
* endorse independent learning or more in-depth study of content by students? / The students will independently work on their drawings while I walk around and check that students are on task and are understanding the directions.
“CLOSURE of LESSON” whole group reflection
* assess at the close of the lesson to determine who has mastered content and who needs further assistance?
* bring the class together to reflect on the day’s learning and prepare for tomorrow’s learning? / “Who would like to share their picture or their ideas of why the trading post was important?”
“I will be collecting these and looking to see if your drawings are correct, if your pictures are labeled, and if you wrote your ideas of why the trading post was important.”
Tomorrow, we will be reviewing what DuSable did and why he is important in Chicago history, and we will be putting him and his accomplishments on our timeline.
assessment
What will you ask? When will you ask during the lesson? What will kids say or do to demonstrate understanding of the objective?
Formative:
I will assess their individual student work. I will be looking for 2 things that the settlers traded and that they are labeled. Then, I will be looking to see if their explanation of why the trading post is important.
· Students will have drawn furniture, food, or fur. They will have written that the business was important to the people in the area needed his business to get the supplies they needed to survive.
Adapted from Garden Grove Unified School District, Office of Secondary Education
Department of 7-12 Instructional Services