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.