*

Grade 10: Chelsea File, Molly Forrest,

Shelby Midboe and Sally Thompson

CSD 560

Spring Semester 2012

*

*

*Team teaching

*Collaboration

Grade 10

Shelby Midboe

*

*

*Present information, findings, and supporting

evidence clearly, concisely, and logically such that

listeners can follow the line of reasoning and the

organization, development, substance, and style

are appropriate to purpose, audience, and task.

*Make strategic use of digital media (e.g., textual,

graphical, audio, visual, and interactive elements)

in presentations to enhance understanding of

findings, reasoning, and evidence and to add

interest.

*

*LTG: Jenny will organize thoughts and ideas before oral presentations, so that information presented is concise and organized and developed for the appropriate audience.

*STO 1: Jenny will organize her ideas by placing 10 or more thoughts into a schematic map or planner before presenting

*STO 2: Jenny will identify the audience and required “speaking voice” for verbal presentations in 90% of opportunities.

*The Boarding School Period: American Indian

Perspectives

After reading the provided information on the

Boarding School Period in American Indian History,

students will divide into groups of three and create a

media presentation that documents perspectives from

three individuals involved in the decision to go to

Carlisle Indian School.

The three individuals should include a white man,

an American Indian adult (parent or tribal elder), and an

American Indian youth, who is being sent to or is already

at Carlisle Indian School. Perspectives should be

presented in the first person. Media should be a movie

or power point (or other approved media).

*STO 1: Jenny will organize her ideas by placing

10 or more thoughts into a schematic map or

planner before presenting information in 90%

of opportunities.

*Method: Jenny will pick the perspective she

will represent for her group and organize her

thoughts, first by creating a Mind Web/Map of

the ideas she has learned.

Moving to

Pennsylvania:

American

Indian Youth

Travel

Duty

to

Family Change

New

Place

EMOTION:

Scared Pennsylvania:

What does it look like?

Compliance Clothing

Unfamiliar

Traditions

Train

Supplies

Art

Culture

Pride

*

**STO 2: Jenny will identify the audience and required “speaking

voice” for verbal presentations in 90% of opportunities.

*Method: Jenny will consider the assignment guidelines and the perspective of her character to help her develop her voice.

Assignment Guidelines What this means Voice/Audience

First person I need to talk like I am

the person I’m

describing. I will use

“I” and “we” and

describe my thoughts

and feelings.

Voice: Serious, sad,

scared. Formal but

from a young

perspective.

Audience: Movie

watchers who want to

know more about how

individuals felt and

what they thought.

*

*Jenny can continue to organize her thoughts by moving

the Mind Map ideas into a more linear outline of items

to discuss in her assignment:

Speaking

Point:

Sub Topic: My character’s thoughts:

Emotion:

Scared

Removal

from Family

“I don’t want to leave my family. I

am young and am still learning from

my parents, grandparents, and

other elders.”

Unfamiliar

Traditions

“Although I have been taught many

traditions in the ways of my people,

my skills may not be of use away

from my family and my people. I

may not know how I am expected to

act around the white man, and in

his schools.”

Grade 10

Molly Forrest

*

*

1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grades 9-10 topics, texts, and issues, building on other’s ideas and expressing their own clearly and persuasively.

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful well-reasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternative views), clear goals and deadlines, and individual roles as needed.

c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion, and clarify, verify, or exchange ideas and conclusions.

d. Respond thoughtfully to diverse perspectives, with specific attention to culture, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

*

* LTG: Zane will actively participate in group discussions by: 1) responding to other’s statements or questions in order to relate the current discussion to a broader theme or larger ideas; 2) providing his own statements or questions in order to relate the current discussion to a broader theme or larger ideas; and 3) summarizing his point(s) of agreement or disagreement with other’s perspectives in a culturally sensitive manner.

* STO 1: In a small group discussion, Zane will respond to 1 question and pose 1 question, both relating the current discussion to a broader theme or larger ideas (as judged by the clinician or teacher) with fewer than 2 prompts from the clinician in 2 out of 5 opportunities.

* STO 2: After listening to classmates’ perspectives about a topic, Zane will summarize his point(s) of agreement or disagreement by providing at least one piece of evidence for why he agrees or disagrees while relating to the topic in a culturally sensitive manner (as judged by the clinician or teacher) with fewer than 3 prompts from the clinician in 2 out of 5 opportunities.

*

* The SLP will provide a short class instructional session entitled: “How to have a good discussion ”.

* The SLP and the class will read a short social studies passage (different from the passage the class will

read and discuss following the instructional session).

* The SLP will then teach the students how to find the main ideas of each paragraph and how to find

evidence or statements to support that main idea.

* The SLP will also give examples of questions or thoughts she might have associated with each paragraph

and show the class how she writes those thoughts and questions down as she reads.

* She will give examples of how something she read reminds her of some other information she previously

learned relating to the topic or how it makes her think of current issues related to the topic read. She

will write down that information to reinforce the idea of writing the important points down as one

reads.

* The SLP and classroom teacher will then model a discussion of the passage pointing out to the students

how they build off on another’s statements to carry the discussion into broader themes or larger ideas.

She will call attention to the questions asked by the teacher or by herself during the discussion to

highlight the importance of asking questions.

* NEXT…

**Achieving STO 1: Next, the students will read: A History and Foundation of

American Indian Education Policy: Chapter Four - Federal Boarding School Era. They will be instructed to read the text carefully to make sure they understand the main points of each paragraph and its supporting statements. They will be encouraged to take notes about the reading and to jot down their thoughts, feelings, and opinions as they read. They will also be instructed to think critically and to come up with some questions they may have about the facts, themes, ideas, issues presented in the text.

*Then the students will break up into groups of 4 students to discuss the acculturation of the Native Americans during the late 19th and into the 20th century. Students will be instructed to actively participate by building on what other students say in the discussion. They will be instructed to answer questions posed by other students to carry the discussion into broader themes or larger ideas and to ask questions related to the discussion to carry the discussion into broader themes or larger ideas.

*How the objective will be measured: The SLP and teacher will moderate the group discussions. The SLP will moderate Zane’s group and collect data on whether or not Zane responds to a question or poses a question relating the current discussion to a broader theme or larger ideas. The amount of prompting and support will be tracked.

*

* Achieving STO 2: After the discussion of the reading, students will then relate this event to other historical or current events correlating ideas of how the two events relate to one another.

(The development of an event will have be given as a homework assignment so that students will have had time to think about and research historical or current events.)

* In small groups, students will make a case for how they think their example relates to their interpretation of the reading on the boarding school era. Other students will then respond to that student’s example in a culturally sensitive way by providing points of agreement or disagreement. Students will take turns agreeing or disagreeing with the examples provided.

* For example, students will be encouraged to say things such as, “I agree with your example and think it is similar to what happened to the Native Americans because of X, Y, and Z” or they can say things such as, “I think your example differs greatly from what happened to the Native Americans because of X, Y, and Z”.

* If Zane does not provide his points of agreement or disagreement on his own, he will be asked to do so or given prompts by the SLP or teacher. If needed, the SLP or teacher can provide Zane with scaffolding to help him make a point of agreement or disagreement.

* How the objective will be measured: The SLP and teacher will again serve as moderators of the discussions. Data on Zane’s summarization of agreement or disagreement will be collected. The amount of prompting and support given by the SLP or teacher will be tracked.

Grade 10

Sally Thompson

*

*

3. Write narratives to develop real or imagined experiences or events using

effective technique, well-chosen details, and well-structured event sequences.

a. Engage and orient the reader by setting out a problem, situation, or

observation, establishing one or multiple point(s) of view, and introducing a

narrator and/or characters; create a smooth progression of experiences or events.

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and

multiple plot lines, to develop experiences, events, and/or characters.

c. Use a variety of techniques to sequence events so that they build on one

another to create a coherent whole.

d. Use precise words and phrases, telling details, and sensory language to convey a

vivid picture of the experiences, events, setting, and/or characters

e. Provide a conclusion that follows from and reflects on what is experienced,

observed, or resolved over the course of the narrative.

*

LTG: John will organize ideas and details before writing to

sequence events, as well as, use narrative techniques to create

grade appropriate narratives.

STO 1: John will organize the details and sequences for his

narrative by using an organizational tool, such as, a word web or

timeline before writing following verbal cuing from the clinician

with 90% accuracy.

STO 2: John will accurately use narrative techniques such as

dialogue, pacing, description, reflection to develop experiences,

events and/or characters in 4 out of 5 opportunities.

*

The SLP will provide class with a short reading passage on the American Indian

Experience with Boarding Schools. The SLP will use this reading passage to form a

timeline and/or word web with the help of the class : “First, …” “Then, ….” to

demonstrate proper sequencing of events.

The SLP will also give examples of the main ideas to include in the

timeline/wordweb, as well as, details on the characters (General, Chief…), location

(Montana, Canada), and dates (1800’s)

The SLP will also give an example of a timeline/wordweb related to something

outside of the text to help increase student’s awareness of what to include when

sequencing a story.

The SLP and teacher will explain how a timeline/wordweb can help to organize a

story before you even begin writing.

*

The SLP ask students what it would be like if aliens came to Earth

and said they were going to take all of the kids away to another

planet for education. You would be forbidden to speak any

language from Earth and must learn the language the aliens speak

and also study only their history and culture.

Have students brainstorm responses/reactions to this scenario

through the creation of a organizational techniques such as word

webs, timelines, and checklists.

*

The SLP will demonstrate the use of narrative techniques, such as

descriptive words, dialogue, and how to introduce characters, to

the entire class.

Next the SLP will ask students to write a narrative essay about the

how they would react to this scenario. Students will be directed to

use narrative techniques such as dialogue, pacing, description, and

reflection to develop experiences, events, and/or characters.

Students will be situated in small groups. The SLP will work in

John’s small group and help guide his writing through suggestions of

narrative technique, such as “what would you say to an alien if….”

and “what characteristics does the alien have?”.

How the objectives will be measured:

The SLP will collect data on the formation and information John

includes on his timeline or word web and if it has been applied to

the sequencing of his writing. The number of ideas out of sequence

will be documented.

The SLP will monitor John’s use of narrative techniques in writing.

SLP will collect data on each technique used and modify instruction

(more or less) based on this data.

Grade 10

Chelsea File

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*

Reading Standards for Informational Text

*Key Ideas and Details

*2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

*

*Long-Term Goal: Rocco will summarize a

text, providing both the main idea(s) of

the text and supporting details.

*Short-Term Objective 1: Rocco will

identify the main idea(s) of a text.

*Short-Term Objective 2: Rocco will

identify five details or arguments to

support the main idea(s).

*

*Before reading, the SLP will lead the class in discussion of what a main idea and supporting details look like.

*Main idea: What is the main thing the author is trying to convey? After reading, what is the new idea readers should understand?

*Supporting details: What events happened that support the main idea? Who were the important people? How did the people involved feel?

*

*Short-Term Objective 1: Rocco will identify the main idea(s) of a text.

*What is the author trying to convey?

*Pre-reading: In small groups, students will skim the text for major headings and use the title to predict the text’s content. Do you already know something about this topic?

*Prediction: The text will tell us about the time when Native Americans went to boarding schools.

*

*Short-Term Objective 1: Rocco will identify the main idea(s) of a text.

*Reading: Students will read the selected portion of the text individually, then discuss in small groups. What is the main thing the author wants you to know?

*Main idea: Though boarding schools allowed Native American children to receive a formal education, they endured many hardships while attending school.

*

*Short-Term Objective 2: Rocco will identify five details or arguments to support the main idea(s).

*What is the evidence for the main idea?

*Small group discussion: Each student in the group is responsible for one paragraph or section. Identify the supporting evidence from that paragraph. How does it relate to the main idea?

*

*Short-Term Objective 2: Rocco will identify five details or arguments to support the main idea(s).

*Classroom discussion: On the board, groups will write their main idea and supporting evidence. Each group should choose a spokesperson to verbally explain how their evidence supports the main idea.

*

*To summarize the text:

*Students will summarize the text’s main ideas

and events by creating a comic strip (no more

than 8 panes).

* Because of the restricted size, students will have to

identify only the main idea and important evidence

for it.