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Portfolio

Portfolio. Literature and Composition Unit Plan EDCI 6570 By: Emily Shaver. Philosophy of Teaching. I believe that an effective teacher should address and respect different learning styles and cultural backgrounds.

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Portfolio

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  1. Portfolio Literature and Composition Unit Plan EDCI 6570 By: Emily Shaver

  2. Philosophy of Teaching • I believe that an effective teacher should address and respect different learning styles and cultural backgrounds. • I believe a teacher should encourage cooperative learning within their classroom. • Cooperative learning has a strong and consistent track record in improving students relationships across race, gender, ability/disability lines, as well as raising student achievement (Grant & Sleeter, 2007). • “Building partnerships in the classroom help students find common ground and build a community with each other” (Grant & Sleeter, 2007). • If the teacher treats their students in a positive manner, the learning outcome will also take place in a positive manner.

  3. Reference • Grant, C.A., & Sleeter C.E. (2007). Doing multicultural education for achievement and equity.

  4. Overview • The Course: Georgia History • Age of Students: 12-13 (8th grade) • Class Period Time: 10:45 A.M.-12:00 P.M. • Class Period Length: 1 hr. 15 min. • Expected Length of Focused Study: 1 week

  5. Overall Goal of Lessons • What I Intend to do: From the lessons, I intend on teaching students about Westward Expansion in the United Sates and how this led to the Trail of Tears, the growth of the U.S., and the American Civil War. • What I hope to Accomplish in the way of Student Learning: My hopes are that students will be able to understand the Louisiana Purchase and the impact it had on Westward Expansion and the overall growth of the United States and that students will also be able to identify the impact of Westward Expansion on the Native Americangroup, which led to the Trail of Tears. • What Students Will be Able to do and Know After Having Studied This Unit: From this unit, students will be able to locate the Louisiana Territory that was part of the Louisiana Purchase, which doubled the size of the United States in 1803. Students will know how the United States expanded to what it is today from Westward Expansion and how this impacted the Native American culture. .

  6. GPS Standard • SS8H5: The student will explain significant factors that affected the development of Georgia as part of the growth of the United States between 1789 and 1840.

  7. Lesson Plan 1 & Instructional Strategies • Monday: Learning Objective: To interpret and understand Westward Expansion and how this led to the growth of the United States and Georgia. Students will understand how Westward Expansion led to the Civil War, because of how the states were divided into free and slave states. Intro (15 minutes): Access students schema of Native American Tribes that they have learned about in Georgia Studies this year. Ask students to think about what the term what Westward Expansion may mean? Body( 30 minutes): Play Manifest Destiny Educational Rap on YouTube (5 minutes) http://www.youtube.com/watch?v=Qrjg9ulR-xo Discuss content of the rap with students and concepts, such as Trail of Tears, Manifest Destiny and Louisiana Purchase. ( 25 minutes)

  8. Lesson Plan 1 Continued Conclusion (10 minutes): Recap what Westward Expansion and Manifest Destiny is. Recap how the imbalance of free and slave states led to the Civil War, due to Westward Expansion (which we will talk about the following week). Assessment (20 minutes): Have students create their own Manifest Destiny Rap, which demonstrates concepts they have learned from the lesson and video. Students will write this on a piece of paper and then share with the class. • GPS Standard: SS8H5: The student will explain significant factors that affected the development of Georgia as part of the growth of the United States between 1789 and 1840. • Instructional Strategies: Rap/ creative writing- Appealing to the classroom’s culture.

  9. Differentiation • Lyrics for Educational Rap will be printed out so students who are visual learners can follow along. Discuss and break down information in rap including words that may be difficult to comprehend, such as, assimilate. • Technology Integration: YouTube Manifest Destiny Educational Rap http://www.youtube.com/watch?v=Qrjg9ulR-xo • Multimodality: Auditory and visual.

  10. Lesson Plan 2 & Instructional Strategies • Tuesday: Learning Objective: To identify the states which included the Louisiana Territory, to understand concepts of the Louisiana Purchase, as well as the impact the Louisiana Purchase had on Westward Expansion. Introduction (15 minutes): Students will be asked to access their schema on Westward Expansion from the previous lesson. Through class discussion, students will understand how the Louisiana Purchase was bought from Napoleon Bonaparte, while Jefferson was president in order for Westward Expansion to take place. Students will be explained that Thomas Jefferson initiated the Louisiana Purchase but sent diplomats to handle the transaction. Body: (30 minutes) Students will view a PowerPoint lecture on the main concepts of the Louisiana Purchase, including a map of the states that included the Louisiana Territory. Students will be called upon to read slide and then discussion will occur. Students will shade in Louisiana Territory on a blank map provided.

  11. Lesson 2 Continued Conclusion (10 minutes): Recap on the impact the Louisiana Purchase had on Westward Expansion. Assessment (20 minutes): In groups of four, students will create a skit between the diplomats and Napoleon Bonaparte, regarding the Louisiana Purchase and how it took place. • GPS Standard:SS8H5: The student will explain significant factors that affected the development of Georgia as part of the growth of the United States between 1789 and 1840. • Instructional Strategies: Map/ following along with notes provided to PowerPoint. Skit provides opportunity for cooperative learning, creativity and real life experiences.

  12. Differentiation • Students will have PowerPoint lecture and be able to write additional notes. Group members will help each other/ have different roles in creating skit in order to reinforce material. • Technology Integration: Louisiana Purchase PowerPoint Presentation. • Multimodality:Auditory, kinesthetic/tactile and visual.

  13. Lesson Plan 3 & Instructional Strategies • Wednesday: Learning Objective: To learn about the Trail of Tears and how this affected the Indian tribes in Georgia. Intro: Students will access their schema about Native American tribes that they have talked about in Georgia Studies. There will be a class-led discussion on how the Dahlonega Gold Rush contributed to the “Great Intrusion” and forced removal of the Cherokee Indians in Georgia. The brutal travel westward was called the “Trail of Tears.” The Indian Removal Act was put into place while Andrew Jackson was president. Body: (30 minutes) Students will watch a video of the Trail of Tears on BrainPop. http://www.brainpop.com/socialstudies/ushistory/trailoftears/preview.weml In whole group, students will complete question activities on BrainPop after video is viewed.

  14. Lesson 3 Continued Conclusion (10 minutes): Recap on how the Dahlonega Gold Rush and Westward Expansion led to the Trail of Tears. Assessment (20 minutes): Students will write a tear drop letter as a Cherokee Indian in Georgia during the Trail of Tears. This letter will be addressed to a current family member of their choice and will explain in detail the struggles the Cherokees endured during the Trail of Tears. Information will also include where they were removed from and where they ended on the Trail of Tears. • GPS Standard: The student will explain significant factors that affected the development of Georgia as part of the growth of the United States between 1789 and 1840. • Instructional Strategies: learning through empathy with Tear-Drop Letter.

  15. Differentiation • Students will have handouts from BrainPop. This will be available for students so that material can be better understood and can be referred back. • Technology Integration: Students will watch a BrainPop video on Trail of Tears. http://www.brainpop.com/socialstudies/ushistory/trailoftears/preview.weml • Multimodality: Auditory and visual learning.

  16. Lesson Plan 4 & Instructional Strategies • Thursday: Learning Objective: To learn about the Trail of Tears and the causes of it. Introduction (15 minutes): Students will read an article on the Indian Problem on the Promothean Board. Body: (20 minutes) Students will complete an attribute map to the causes of the Trail of Tears. Conclusion (20 minutes): Recap the “Indian Problem” and the causes of the Trail of Tears.

  17. Lesson 4 Continued Assessment (20 minutes): Students will write a paragraph choosing one of the causes of the Trail of Tears and give justification from the text as to why this was a cause of the Trail of Tears. • GPS Standard: The student will explain significant factors that affected the development of Georgia as part of the growth of the United States between 1789 and 1840. • Instructional Strategies: Having students support their claim with evidence.

  18. Differentiation • Printout of article will be provided for students to help with different reading levels, so that they can go back and read the text. • Technology Integration: “Indian Problem” Article on Promethean Board. http://www.history.com/topics/trail-of-tears • Multimodality: Auditory and visual.

  19. Lesson Plan 5 and Instructional Strategies • Friday Learning Objective: To learn about the Trail of Tears and the Native American tribes that endured this trail. Introduction (15 minutes): Students will recap what they have learned all week about the Trail of Tears. Students will be prompted to answer questions about the Trail of Tears, why and how it occurred due to Westward Expansion. Students will watch a video on Trail of Tears from the History Channel. http://www.history.com/topics/trail-of-ears/videos#jackson-cherokees-tariffs-and-nullification

  20. Lesson 5 Continued • Body: (30 minutes) Students will be divided into groups, approximately five students to each group. Depending on the length of the book students will either read the book or read a chapter from it- which will be assigned in order to get a specific theme from the book. So each student is engaged, students will take turns reading a page of the book. The books discuss Native Americans in different lights so that students understand who went on the Trail of Tears. These books discuss Native Americans from the early tribes before British rule, different tales and songs Natives wrote about, The Trail of Tears and a removal of tribes even after the Trail of Tears, known as the Red River War. • Conclusion (10 minutes): Have students discuss what they learned at their literature stations. • Assessment (20 minutes): Students will answer questions or write about the book based on the worksheet provided.

  21. Lesson 5 Continued • GPS Standard: The student will explain significant factors that affected the development of Georgia as part of the growth of the United States between 1789 and 1840. • Instructional Strategies: Cooperative learning and critical thinking skills.

  22. Differentiation • Differentiation for Students with Exceptionalities: Students will read and discuss books together to help one another. • Technology Integration: Video on Native Americans from History Channel will be watched as an introduction to literature stations. http://www.history.com/topics/trail-of-tears/videos#jackson-cherokees-tariffs-and-nullification • Multimodality: Auditory and visual.

  23. Pedagogical Grammar • Scholastic (2012). Maggie’s Earth Adventures- Clean Up Your Grammar • Grammar games can be found for different learning levels. One grammar game includes putting nouns and verbs in the correct trash bin to clean up the beach from litter and making the water clean. There are two levels. Level one is easier noun and verbs and level 2 has words that are more difficult. • http://teacher.scholastic.com/activities/adventure/

  24. Pedagogical Grammar • Lieberman, Greg. (2012). Grammar Ninja • Grammar Ninja is a fun game for students to play as they develop understanding of the parts of speech. Grammar Ninja has three levels for students to work through. As long as students answer questions correctly, they continue through the game, but if they answer incorrectly, then the words explode. • http://www.kwarp.com/portfolio/grammarninja.html

  25. Pedagogical Grammar • Byrne, Richard. (2009). Free Technology for Teachers. http://www.freetech4teachers.com/2009/08/ten-grammar-games-and-lesson-resources.html • Family Education Network (2000). Teacher Vision - Popular Grammar Printables, Grades 6-8. http://www.teachervision.fen.com/grammar/printable/55257.html • GrammarBase (2012). Instant Grammar Checker. http://www.grammarbase.com • BrainPop (1999-2012). Grammar http://www.brainpop.com/english/grammar/adjectives/preview.weml

  26. Pedagogical Grammar • Grammar Guerillas (2000-2012). The Plural Girls. http://www.funbrain.com/plurals/index.html • Turvey, A. (2000). Teaching Grammar: working with student teachers 2. Changing English: Studies In Reading & Culture, 7(2), 139-152. doi:10.1080/13586840050137919. • This article discusses student teachers’ responses as they try to develop their own sense of understanding on how to teach grammar. A consensus is found similar to one we have discussed in class, which is that grammar is there to enhance reading and improve writing.

  27. Pedagogical Grammar • Harcourt School Publishers – Grammar Practice Park.( No date found) . http://www.harcourtschool.com/menus/preview/harcourt_language/grammar_park.html • Gagnon, Melissa (1999-2012). The Best Practices for Teaching Middle School Grammar. http://www.ehow.com/info_7851413_education-teaching-middle-school-grammar.html • This article explains how the best-practice of teaching grammar is utilizing real-life situations and including activities that allow students to build on background knowledge and actively apply their knowledge. One great way this can be achieved is through active learning, through the use of discussing grammar though conversation, skits and plays.

  28. Pedagogical Grammar • In my own classroom, I plan to teach grammar in a non-intimidating way. I will encourage activities which involve active learning, and utilize interactive workshops that encourage students to do meaningful and in-depth language study through all three aspects of learning about English – literature, language, and composition. • Students will hopefully view grammar as a fun, natural and interactive subject. Most middle school students love to socialize with their peers, so utilizing active learning through skits, plays and literacy circles to promote language and composition can be an excellent way to get students to use grammar in a fun way without realizing it. • Grammar should be used to enhance writing, so that it is better understood.

  29. Multimodal Text Set • BrainPop(1999-2012). Trail of Tears. http://www.brainpop.com/socialstudies/ushistory/trailoftears/preview.weml • PBS Interactive Timeline during Westward Expansion Era (1995-2006). http://www.pbs.org/kera/usmexicanwar/timeline_flash.html • History Channel. (1996-2012). Trail of Tears. http://www.history.com/topics/trail-of-tears • Fort Smith National Historical Site. (2012). http://www.nps.gov/fosm/historyculture/storiestrailoftears.htm • Official Muscogee Creek Nation Website. http://www.muscogeenationmuseum.org/index.php/about-the-museum

  30. Multimodal Text Set • House, H. (2003). Enduring Wisdom. • Abook about Native American songs and wise sayings recorded by white missionaries, historians and many other anthropologists because Native Americans had no written language until long after Whites were established in America. These oral traditions are a part of the Native culture and shows the reader how Natives thought about the world, including their thoughts about plants and animals being sacred. a. Lexile learning level: 4th-8th grade b. What this text adds to the theme of the topic: For students to understand the Native American culture. c. How I see this text being used in the theme or topic: Since students are studying the Trail of Tears they should know who was forced on this brutal journey.

  31. Multimodal Text Set • Steptoe, J. (1987). The Story of a Jumping Mouse. • This book tells the story of the Native American legend of a Jumping Mouse who goes on a mission to go to the unknown land. He faces many obstacles but gets to the unknown land with the help of other animals he meets along the way, including the magical frog, who turns him into a “Jumping Mouse.” The mouse succeeds to the far-off land because he helps the animals he meets along the way too. The mouse becomes an eagle that will live in the far-off land forever. This story can be related to the Pilgrims coming from England to an unknown land where they needed help from the Indians, or it can also be related to the Indians coming to the United States in pre-historic times from Asia through crossing the Bering Strait. a. Lexile learning level: 4th-8th grade b. What this text adds to the theme of the topic: For students to see a traditional aspect of the Native American culture. c. How I see this text being used in the theme or topic: Since students are studying the Trail of Tears they should know who was forced on this forced, brutal journey.

  32. Multimodal Text Set • Dunn, J.M., (2006). The Relocation of the North American Indian • This book discusses the relocation of the North American Indian, including the Louisiana Purchase and The Trail of Tears. a. Lexile learning level: 7th-8th grade. b. What this text adds to the theme of the topic: Students can read chapter 4 of this book to learn about forced removal in the East, known as the Trail of Tears. c. How I see this text being used in the theme or topic: I see this book reinforcing the material being taught about Indian Removal and the Trail of Tears.

  33. Multimodal Text Set • Sita, L. (1997). Indians of the Great Plains: Traditions, History, Legends and Life • This book gives insight into the Native Americans culture and traditions of the Great Plains and discusses Pre-Historic Native tribes. The book also discusses the Native Americans in the Plains which is where the Native Americans ended in the Trail of Tears. a. Lexile learning level: 7th-8th grade b. What this text adds to the theme of the topic: I see this text adding information to how the Indians who were forced to move Westward lived. I also believe students should understand that there were already tribes in the West when the Native tribes in the East were forced to move West. c. How I see this text being used in the theme or topic: Accesses students schema of Pre-Historic Native tribes to build upon further knowledgeof Native Americans.

  34. Multimodal Text Set • Ashabranner, B. (1996). A Strange and Distant Shore: Indians of the Great Plains in Exile. • This book discusses a removal of Native tribes after the Trail of Tears, known as the Red River War. a. Lexile learning level: 8th grade b. What this text adds to the theme of the topic: This adds to the lesson because students should understand that Natives were continued to be forced out of their land even after the Trail of Tears. c. How I see this text being used in the theme or topic: I see this text being used in the unit to add more information about the Native Americans removal from their land.

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