trumpfinal - Unit of Instruction: History of Michigan By...

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Unformatted text preview: Unit of Instruction: History of Michigan By Carla Trump SST 309-04 November 29, 2010 This is my unit of instruction about the history of Michigan. This unit includes three Grade Level Content Expectations from Michigan’s third grade Social Studies expectations, as well as one from the writing Grade Level Content Expectation and one from reading. These five GLCE’s are 3 – H3.0.4 , 3 – H3.0.5 , 3 – H3.0.6 , W.GN.03.03 , and R.CM.02.04. Together, these expectations teach a 3 rd grade unit about American Indians and settlers in early Michigan history. I chose to do this set of expectations in a particular order that achieves scaffolding. The first lesson (3 – H3.0.4) is an introduction to the unit. Students use their prior knowledge and start to learn about American Indians. They are read an engaging picture book and told to read from many sources to gain a bit of knowledge. The students then collaborate by writing facts on the board. This shows how much they knew to begin with and how much they are already learning. This introductory lesson should last about 3 or 4 days. The second lesson (3 – H3.0.5) starts with an engaging short video from the History Channel about how American Indians used every part of the buffalo. This leads into group work and the creation of a 3-fold Venn Diagram foldable. This is continued research and collaboration. The students work together and get their thoughts down on paper. This particular paper is a foldable which is far more interesting and helpful than simply writing notes down. This activity draws on knowledge that they learned during the previous lesson and during this lesson. This lesson should last about 3 days. The third lesson (3 – H3.0.6 ) begins with a political cartoon. This is a different kind of media than the students have previously gotten in the other lessons. This is engaging and thought-provoking. The lesson 2 includes more research and ends with a creation of a written assignment (RAFTS). Students can take all that they have learned up to this point and develop it into a creative writing assignment. This lesson should take about 4 days. The fourth lesson (W.GN.03.03) begins with a brainstorming session involving the entire class. The students then take the topic ideas and turn them into a paper. The paper is in the form of a 5-tab foldable. This scaffolds the knowledge of Social Studies content as well as the writing process. This lesson should take 4 or 5 days. This is a longer lesson because the assignments are getting progressively more involved and lengthy. This lesson includes a lot of time for researching and writing ideas into a formal format. The last lesson (R.CM.02.04) includes everything the students have learned from the previous four lessons....
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This note was uploaded on 05/31/2011 for the course SST 309 taught by Professor Susanlaninga during the Fall '10 term at Grand Valley State.

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trumpfinal - Unit of Instruction: History of Michigan By...

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