lesson missions

							Cheryl Campbell-Sapp, TAH 4, year 1


               The Missions System and Native Americans
Grade 4TAH Focus Year __1___ www.sonoma.edu/TAH4/lessons.html

Lesson Overview:
       This lesson explores the relationship between Father Junipero Serra,
the founder of the California Mission System, and the Native Americans he
encountered during his quest to build the missions. This is a fourth grade
lesson.

Standards Addressed: Social Studies 4.2.3
     History/Social Science:
            Social Studies 4.2.3; Students describe the Spanish exploration
 and colonization of California, including the relationships among soldiers,
 missionaries, and Indians.
    Language Arts:
            Reading Comprehension 2.3; Make and confirm predictions
 about text by using prior knowledge and ideas presented in the text.
 Writing 1.2; Create multiple paragraph compositions. Writing 1.5; Quote
 or paraphrase information sources with appropriate citations. Writing 1.7;
 Use various reference materials as an aid in writing.

      English Language Learner (ELL) Strategies:
                     SIOP Skills Addressed:
 Preparation               Scaffolding               Grouping options
 _x_Adaptation of Content __Modeling                 _x_Whole class
 __Links to Background     _x_Guided practice        __Small groups
  __Links to Past Learning __Independent practice    _x_Partners
  _x_Strategies            __Comprehensible input    __Independent
 incorporated
 Integration of Process    Application               Assessment
 _x_ Reading               _x_Hands-on               _x_Individual
 _x_Writing                _x_Meaningful             __Group
 _x_Speaking               _x_Linked to objectives   _x_Written
 x_Listening               _x_Promotes Qu            __Oral

Engaging Scenario:
 Question Strategy: How do you think you might feel if someone came to
live next to you and told you that you needed to change how you live your
life? Use this question, combined with a Think-Pair-Share, and provide
students with a sentence frame to respond. Then, do a whip around to hear
students’ responses.
Cheryl Campbell-Sapp, TAH 4, year 1



Task Summary:

Jigsaw--Number off all the students, 1-4. Each number will be assigned a
particular part of the text to read and take notes on, along with the other
students who have the same number. Then, each group will discuss its
findings among members and share notes and ideas. Allow about 15
minutes for this part of the lesson.
Students then go back to their original groups and share what they learned.
Students will work in pairs to create a double bubble map, which compares
and contrasts Father Serra with Native Americans. From that, we will then
work whole-class to make a multi-flow map that lists the causes and the
effects of building the missions.
Finally, students will write a 5-paragraph essay about the founding of the
missions and the effects it had on the Native Americans of the time period.
Students will have 2 days to complete their papers. The students will be
assessed in 2 parts: first, the essay itself; second, they will have be given the
choice of reading their paper orally, presenting a skit as a group, or creating
a poster to demonstrate their knowledge of the relationship between Junipero
Serra and the Native Americans.

Resources/Materials Needed:

   A Social Studies Text for each student, large chart paper, poster board,
   Student Task Sheets (attached)
Cheryl Campbell-Sapp, TAH 4, year 1


                                        Student Task Sheet

1) Read your assigned piece of text with the other people who share your number. Find a place to sit
together so you can discuss your findings.

2) Choose the thinking map that you want to you to help you take notes.

3) As you read, record your notes on your map.

4) When everyone in your group is finished, discuss your reading and share your notes with one another.
Remember to use a level 1 voice.

5) When I signal you to do so, please return to your home group. Find a partner from your group.
Together, start making a double bubble map, comparing Father Serra and the Native Americans who he
encountered.

6) Be prepared to share what you’ve learned during Think-Pair-Share and whip around.




                                        Assessment Rubric

This is a 40-point assignment:


Essays will use a 20 point rubric for fourth grade Report of Information from Write from the beginning.

The other 20 points will be based on the students’ presentations.


18-20: Student provides detailed information about the relationship shared between Father Serra and the
Native Americans he ecountered.

16-17: Student omits one key element, but still provides a lot of detail.

14-15: Student leaves out 2 or more pieces of important information.

12-13: Student shows minimal effort and lack of preparation.

<12:   Student did not complete the assignment or completely missed the key elements of the presentation.