Christine Yorba MiT June 2, 2016

This curriculum unit serves as a gateway for students to look at multiple perspectives concerning

the Makah Nation and whaling. Students will engage in an argumentative process and explore multiple

perspectives to come to a conceptual understanding of Tribal Sovereignty.

COVER PAGE FOR UNIT AS A WHOLE:

TITLE: Whose whale is it?

GRADE LEVEL: 5th

CONTENT AREAS: Social studies

KEY WORDS:

Sustainability Rights of sovereign nations

Makah

Whaling

DESIGNED BY: Christine Yorba

BRIEF SUMMARY OF UNIT (including curricular context and unit goals):

In this fifth grade problem-based unit, students will learn about the history of the Makah Nation and their tradition of whaling. Students will analyze the land and water rights of the Makah as they read about and discuss internal and external challenges facing the tribe. By studying the Makah whaling conflict, students will come to understand the importance of the rights of the Makah Tribe with respect to retaining and restoring traditional land and water uses. Students will determine and defend their stake holder position, either that of the Makah Tribal Council or the Federal Government. They will present their positions through creating an end of unit project.

Stage 1- Identify Desired Results

STANDARDS: 

Sustainability: Standard 1: Ecological, Social, and Economic SystemsStudents develop knowledge of the interconnections and interdependency of ecological, social, and economic systems. They demonstrate understanding of how the health of these systems determines the sustainability of natural and human communities at local, regional, national, and global levels.

Science: 5-ESS3-1Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

Social Studies: Component 3.1: Understands the physical characteristics, cultural characteristics, and location of places, regions, and spatial patterns on the Earth’s surface.EALR 4: HISTORY The student understands and applies knowledge ofhistorical thinking, chronology, eras, turning points, major ideas, individuals, andthemes of local, Washington State, tribal, United States, and world history inorder to evaluate how history shapes the present and futureComponent 4.3: Understands that there are multiple perspectives and interpretations of historical events4.3.2 Analyzes the multiple causes of change and conflict in U.S. history.Component 5.1: Uses critical reasoning skills to analyze and evaluate positions.5.3.1 Engages others in discussions that attempt to clarify and address multiple viewpoints on public issues based on key ideals.Math: M.MD Represent and interpret data.2. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally5.G Graph points on the coordinate plane to solve real-world and mathematical problems

Reading: R.I.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, orconcepts in a historical, scientific, or technical text based on specific information in the textR.I.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.R.I.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

Writing: W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.Art: W.5.3 Write narratives to develop real or imagined experiences or events using effective technique,descriptive details, and clear event sequencesArt: Component 3.2: Uses the arts to communicate for a specific purpose.EALR 4: The student makes connections within and across the arts (dance, music, theatre, and visual arts) to other disciplines, life, cultures, and work.

ESSENTIAL QUESTION(S):

How has the whale influenced the cultural, spiritual, political, and economic lives of the Makah Tribe?

Why didn't the Makah hunt the gray whale for 70 years?

What were the reasons for the protest against the Makah's first whale hunt in 70 years?

How and why do the Makah say that whale hunts renew their culture?

Whose perspective do you agree with most, the Makah or the federal government? Why?

Why do the Makah think continuing whaling is essential to the survival of their culture?

What are the environmentalists' main objections to the Makah's continuation of whaling?

DESIRED UNDERSTANDINGS:

Students will understand the history of the Makah Nation and its cultural, political, economic, and spiritual reliance upon whaling.

Students will understand the importance of viewing historical events from multiple perspectives.

Students will understand the water and human rights of the Makah Nation and their importance in protecting their lands and traditions.

Students will understand accepted characteristics that qualify something as sovereign.

KEY KNOWLEDGES: Students will know: Students will know why the 1855 Treaty of Neah Bay promised to secure for the Makah the right

to engage in whaling, Students will know how to critically analyze the reasons that the Makah Nation wished to restore

its traditional whaling practice.

KEY SKILLS: Students will be able to do: Students will take a stand about whether or not the Makah should be allowed to continue their

traditional whaling practices. Students will argue for the stake holder position they agree with and why. Students will create an end project that captures the perspective of the position they agree with. Students will develop communication skills

Stage 2- Determine Acceptable Evidence

WHAT EVIDENCE WILL SHOW THAT STUDENTS UNDERSTANDPerformance tasks include:

Writing from the perspective of chose stake holder in either the form of a letter, poem, persuasive essay, or speech

Creating a performance piece or multimedia piece that reflects the beliefs of your stake holder Participating in a mock trial, presenting their argumentation of their stake holder position

What other evidence needs to be collected in light of Stage 1 Desired Results? Student reading journal Students’ ability to analyze data Students’ ability to support their argument with evidence Students’ ability to integrate information from multiple perspectives to come up with a persuasive

argument Exit tickets

Student Self-Assessment and Reflection (WA State Student Based Evidence of student voice. See edTPA)

Exit Ticket:

What was our learning target today? ______________________________________________________________________________________________________________________________________________

What is one fact you learned? _________________________-_________________________________________________________________________________________________________________________

What do you still have questions about? __________________________________________________________________________________________________________________________________________

Where can you go to find resources about today’s lesson? _________________________________________________________________________________________________________________________

Assessment Task Blue Print

What understandings or goals will be assessed through this task?

Task Learning goals

Pre-assessment: Student will be given an entry task to practice the skill of argumentation. They will be given a prompt and will need to take a side and will compose an opinion with supporting reasoning and information. This task will give me an idea of students’ prior knowledge and current understanding of argumentative writing.

W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Exit tickets: Students will reflect on their personal view of whether or not the Makah should or should not be allowed to hunt whales and why.

S.S EALR 4: HISTORY The student understands and applies knowledge ofhistorical thinking, chronology, eras, turning points, major ideas, individuals, andthemes of local, Washington State, tribal, United States, and world history inorder to evaluate how history shapes the present and futureS.S Component 4.3: Understands that there are multiple perspectives and interpretations of historical eventsW.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Political art piece: Students will communicate a central message through a political art piece pertaining to whaling.

Art: Component 3.2: Uses the arts to communicate for a specific purpose.EALR 4: The student makes connections within and across the arts (dance, music, theatre, and visual arts) to other disciplines, life, cultures, and work.

Final argumentative piece: students will compile their findings into an argumentative piece that they will present at the mock trial

Science 5-ESS3-1Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.S.S Component 4.3: Understands that there are multiple perspectives and interpretations of historical eventsS.S 4.3.2 Analyzes the multiple causes of change and conflict in U.S. history.Component 5.1: Uses critical reasoning skills to analyze and evaluate positions.S.S5.3.1 Engages others in discussions that attempt to clarify and address multiple viewpoints on public issues based on key ideals.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and

information.Art Component 3.2: Uses the arts to communicate for a specific purpose.

Through what authentic performance task will students demonstrate understanding?

Task Overview: Students will explore personal feelings and beliefs relating to the Makah whaling issue. Students will assess and articulate their own view point and integrate new knowledge of the viewpoint of a chose stake holder into an end product, students will participate in a mock trial.

What student products and performances will provide evidence of desired understandings?

Students will engage in a variety of reflective writing pieces, where they will record their current views on whaling and their changing perspectives. Students will communicate a central message through a political art piece pertaining to whaling. Students will compose an argumentative piece to present in a mock trial that represents a chose stake holder.

By what criteria will student products and performances be evaluated?

Standard Beginning Approaching Meeting Exceeding Writing:

W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Student does not provide evidence to support the point of view they have chosen

Student provides vague evidence to support their stance

Student provides sufficient evidence to support their stance

Student integrates evidence from multiple texts to support their stance

Art:

Component 3.2: Uses the arts to communicate for a specific purpose.

Student does not portray a political stance or a specific purpose

Student communicates a vague political message

Student communicates their political message

Student clearly communicates their political message

Stage 3: Plan Learning Experiences

Monday Tuesday Wednesday Thursday FridayWhose whale is it?

Disequilibration

Standard: W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Target (KFO): I will practice argumentative writing. I will learn about the art of argumentation.

Description of learning opportunity: students will be given an entry task that will ask them to argue for or against having school uniforms. After students will share their ideas and talk about the claims they made. This will serve as a segue into the introduction to argumentation lesson. I will provide the framework and rationale for argumentation. I will ask students, “why is argumentation important?” After the lesson, students will go back to their entry task and edit based on the strategies we discussed for argumentation.

Product: entry task (pre-assessment) and exit ticket

The government took away my tamales!?

Think about a holiday or tradition that is important to you. Now imagine that that holiday or tradition is now against the law. The government has said that it is illegal. What would you do? How would you feel?

Disequilibration

Standard: W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

S.S 5.3.1 Engages others in discussions that attempt to clarify and address multiple viewpoints on public issues based on key ideals.

Target (KFO): I will learn about the history of the Makah Tribe and whaling.

Description of learning opportunity: Students will engage in a discussion with their table groups regarding the think-aloud on the board and will record their thoughts in their think-aloud journals. I will ask students to share their responses and this will serve

What’s all the blubber about?

Elaboration

Standard: R.I.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, orconcepts in a historical, scientific, or technical text based on specific information in the textR.I.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.Sustainability standard 1: Ecological, Social, and Economic SystemsStudents develop knowledge of the interconnections and interdependency of ecological, social, and economic systems. They demonstrate understanding of how the health of these systems determines the sustainability of natural and human communities at local, regional, national, and global levelsW.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.S. 5-ESS3-1 Obtain and combine information about ways individual communities use science

What’s all the blubber about?

Elaboration

Standard: M.MD Represent and interpret data.2. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally5.G Graph points on the coordinate plane to solve real-world and mathematical problemsS.S Component 3.1: Understands the physical characteristics, cultural characteristics, and location of places, regions, and spatial patterns on the Earth’s surface.

W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Target (KFO): I will use math to solve real-world problems. I will construct arguments with

What’s all the blubber about?

Elaboration

Standard: S.S EALR 4: HISTORY The student understands and applies knowledge ofhistorical thinking, chronology, eras, turning points, major ideas, individuals, andthemes of local, Washington State, tribal, United States, and world history inorder to evaluate how history shapes the present and futureS.S 4.3.2 Analyzes the multiple causes of change and conflict in U.S. history.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.R.I.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.R.I.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

Target (KFO): I will analyze different narratives and treaty

as the entry point to the Makah and Whaling. “Whose whale is it? Students learn about the history and cultural traditions of the Makah Tribe. Students will watch videos pertaining to the Makah and engage in a quick write exit ticket expressing their personal view of whether or not the Makah has the right to hunt whales.

Product: Think-aloud journal entry and exit ticket (quick write reflection)

ideas to protect the Earth’s resources and environment.

Target (KFO): I will learn about government trials. I will research about my stakeholder’s perspective.

Description of learning opportunity: Introduction to opposing views: the Makah, the government, animal rights activists, Washington state and an introduction to the mock trial project. Students will be assigned stakeholder positions and will meet with their stakeholder committee. Students will work in their assigned committee and engage in station work. Students will read multiple accounts on the same topic.

Product: Students will be given a stakeholder trial framework to work with. Students will record their findings in the journal and construct outlines for arguments.

supporting evidence.

Description of learning opportunity: Day 2 of station work. Students will continue to explore the resources pertaining to their stakeholder position in preparation for the mock trial. Students will look at different types of data: whale deaths per year (natural and by human) Washington whale population, food chain maps.

Product: Students will record their findings in the journal and add to their argument outline.

rights.

Description of learning opportunity: Day 3 of station work. Students will engage in reading narratives of stakeholders and treaty rights and government/ state laws.

Product: Students will record their findings in the journal and add to their argument outline.

Intro to political art

Elaboration

Standard: Art Component 3.2: Uses the arts to communicate for a specific purpose.Art EALR 4: The student makes connections within and across the arts (dance, music,

Voices of the community

Guest speaker: Makah Tribal member

Elaboration

Standard: S.S Component 4.3: Understands that there are multiple perspectives and interpretations of historical

Voices of the community

Guest speaker: animal rights activist or

Elaboration

Standard: S.S Component 4.3: Understands that there are multiple perspectives and interpretations of historical

Voices of the community

Guest speaker: Washington state employee from the department of fish and wildlife

Elaboration

Standard: S.S Component 4.3: Understands that there are multiple perspectives and

Mock Trial

Class trip to local courthouse with local judge or invited legal official( or qualified parent if available)comes to the classroom to commence the trial

Crystallization

theatre, and visual arts) to other disciplines, life, cultures, and work.S.S 5.3.1 Engages others in discussions that attempt to clarify and address multiple viewpoints on public issues based on key ideals.S.S Component 5.1: Uses critical reasoning skills to analyze and evaluate positions.S.S EALR 4: HISTORY The student understands and applies knowledge ofhistorical thinking, chronology, eras, turning points, major ideas, individuals, andthemes of local, Washington State, tribal, United States, and world history inorder to evaluate how history shapes the present and future

Target (KFO): I will communicate a central message about whaling by creating a political art piece

Description of learning opportunity: Whole class review of the purpose of our trial. Answering any questions pertaining to the project. I will post a series of political pieces and have students reflect about what the pieces are conveying, what is the artist’s message? How can art be used to communicate an issue? This will be our segue to our art lesson, creating political art pieces. Students will each create a piece that conveys a central message pertaining to whaling.

eventsS.S 4.3.2 Analyzes the multiple causes of change and conflict in U.S. history.Component 5.1: Uses critical reasoning skills to analyze and evaluate positions.S.S 5.3.1 Engages others in discussions that attempt to clarify and address multiple viewpoints on public issues based on key ideals.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Target (KFO): I will compare and contrast the perspective of the Makah in comparison to the perspective of my stakeholder and my own.

Description of learning opportunity: I will review the protocol for when a guest speaker visits. I will return student questions with feedback. I will provide a note-taking guide for students; this will serve as more evidence to support their argumentation for the trial. After the guest speaker finishes students will engage in a giveback discussion. Once that concludes students will add new findings from the day to their notes and will work on editing and composing their argumentations for the trial.

Product: Exit ticket 3-day reflection: students will reflect as they compare and contrast the perspective of the Makah

eventsS.S 4.3.2 Analyzes the multiple causes of change and conflict in U.S. history.Component 5.1: Uses critical reasoning skills to analyze and evaluate positions.S.S 5.3.1 Engages others in discussions that attempt to clarify and address multiple viewpoints on public issues based on key ideals.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Target (KFO): I will compare and contrast the perspective of the Makah in comparison to the perspective of my stakeholder and my own.

Description of learning opportunity: Review guest speaker norms and answer any questions pertaining to the agenda. I will provide a note-taking guide for students; this will serve as more evidence to support their argumentation for the trial. After the guest speaker finishes students will engage in a giveback discussion. Once that concludes students will add new findings from the day to their notes and will work on finalizing their argumentations for the trial.

Product: Exit ticket: students will reflect as they compare and contrast the perspective of the Makah in comparison to the perspective of their

interpretations of historical events

S.S 4.3.2 Analyzes the multiple causes of change and conflict in U.S. history.Component 5.1: Uses critical reasoning skills to analyze and evaluate positions.S.S 5.3.1 Engages others in discussions that attempt to clarify and address multiple viewpoints on public issues based on key ideals.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Target (KFO): I will compare and contrast the perspective of the Makah in comparison to the perspective of my stakeholder and my own.

Description of learning opportunity: Review guest speaker norms and answer any questions pertaining to the agenda. I will provide a note-taking guide for students; this will serve as more evidence to support their argumentation for the trial. After the guest speaker finishes students will engage in a giveback discussion. Once that concludes students will add new findings from the day to their notes and will work on editing their final proposals in regards to the feedback I gave. Committees will check in with me to get the green light for the tomorrow’s

Standard: Science 5-ESS3-1Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.S.S Component 4.3: Understands that there are multiple perspectives and interpretations of historical eventsS.S 4.3.2 Analyzes the multiple causes of change and conflict in U.S. history.Component 5.1: Uses critical reasoning skills to analyze and evaluate positions.S.S5.3.1 Engages others in discussions that attempt to clarify and address multiple viewpoints on public issues based on key ideals.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.Art Component 3.2: Uses the arts to communicate for a specific purpose.

Target (KFO): I will participate in an argumentative discussion to communicate the perspective of my stakeholder.

Description of learning opportunity: Students will engage in the mock trial and present their argumentative cases. Students will engage in a feedback circle after the trial as well as a giveback

Students will engage in a class art walk and provide feedback to their peers. After the arts walk, students will write a reflection about the ways in which they communicated their message and how they received the messages of others. Again they revisit the question posed at the beginning of class, how can art communicate an issue. At the end of the day I will review what the protocol is for when guest speakers come to visit.

Product: Entry task (artist reflection) political art piece, and exit task+ at least one question you would like to ask tomorrow’s speaker

in comparison to the perspective of their stakeholder and their own perspective. I will pass back their reflections with their personal views to serve as a refresher.

stakeholder and their own perspective. Submit final argumentation proposals

trial.

Product: Exit ticket: students will reflect as they compare and contrast the perspective of the Makah in comparison to the perspective of their stakeholder and their own perspective

discussion with the judge. Students will engage in an exit task reflection regarding the process and their stance on Whaling now. How has your perspective changed? Why is argumentation important? Why is hearing multiple perspectives important? How does your stake holder position different from or the same as your own?

Product: Argumentative proposals and reflection exit ticket

Student Profiles Chart

Cognitive Strategy Behavior/Management Strategy

Genders Reflective practices Abstract reasoning Verbal-kinetic learningTrans Students:

Address Masculine Communication

Address Feminine Communication

Authentic identity needs to be affirmed

Pronouns need to be expected

Needs non-binary gendered activities

Needs others to know gendered language vocabulary: androgynous, masculine, feminine

Self-Efficacy Development

Need for self-expression Cisfemale Students: Non-stereotypical

language use Environment that actively

discourages discriminatory language

Self-Efficacy Development

Use communication to create and maintain relationships. The process of communication, not its content, is the heart of relationships.

Use communication to establish egalitarian relationships with others. Don’t outdo, criticize, or put down others. If you have to criticize, be gentle.

Use communication to include others – bring them into conversations, respond to their ideas.

Use communication to show sensitivity to others and relationships

Male Students: Need to develop empathy

for others Use communication to

Redirection: shifting a student’s focus from one thing to another

Transition Activities: a break to switch to a new activity

Nonresponse: teacher’s apparent ignoring of a student’s behavior

·Being explicit about the differences between helping and cheating

Classroom Rules: I am the best student I

can be. Try to do your best work.

I follow directions the first time I hear them.

I respect others as I wish to be respected.

Collect what names students want to go by and what pronouns to use for them

Conference: When appropriate, have students form groups based on their gender identity to provide a space for discussion.

Mini-lessons on:The Importance of respecting pronouns

How to provide constructive criticism

How to cooperate with others during group work

How to facilitate seminars

Teach students to recognize gendered means of showing support, talking about troubles, points of stories, relationship talk, and public speaking.

assert ideas, opinions, and identity

Use talk to achieve something, such as solving problems or developing strategies

Use communication to attract and maintain others’ attention

Use communication to compete for the talk “stage”. Make yourself stand out, take attention away from others, and get others to pay attention to you.

Classroom meetings on cooperative discussion norms for discussion:

Emphasize cooperation and strengths/stretches (not status/control).

Disclose your thoughts and feelings concerning the group investigation process

Encourage other members of your group to share their thoughts. Give everyone an opportunity to speak/share their ideas.

Deliberation: the goal of discussion is to get information, discover facts, and suggest solutions.

You are an important member of your group and contribute unique skills and perspectives.

Race/ethnicity Representation in the

curriculum. Allowing multiple language

codes Use race and ethnicity as

conceptual lenses throughout the entire year.

Positive Racial Identity Development

Build self-efficacy in response to low status problems

Meaningful Relationships with teacher (applies to all students, but especially students of color due to most teachers deficit mindsets)

Need racial identity to be affirmed and not rejected via color blindness

Be aware of and teach about the differences between collectivist vs individualist mindset

Hold classroom discussions about different cultural norms that exist in students’ lives.

Provide access to academic language

Affirm Identity: Representation in

curriculum Unpacking racial

constructs Unpacking racial

experiences Translations from

heritage language to Standard English:

Need teachers that can relate to their home and community culture

Stereotype Threat: Need to critique stereotypes that cause deficit thinking or anxiety in classroom such as the model minority stereotype

Validate students home language without using it to limit students’ potential

Mini-lesson on discourse stacking: discuss openly the injustices of allowing certain people to succeed, based not upon merit but upon what family they were born into, upon which discourse they had access to as children.

Building Community:Cooperative norms

Group Roles

Reflection Routines Goal setting and goal

buddy Status Treatments  Feedback box within the

classroom Beware of and teach

about the differences between collectivist vs Individualist mindset.

Classroom monitors: students who help with a wide variety of classroom chores, such as passing out papers and cleaning the chalkboard

Learning Partners: good way to promote helping. Organizing seating arrangements for optimal matches. Stronger students may be identified to help those most in need of extra support.

Strategies to build relationships and getting to know students cultures

Learn and use students' names and know something about each one.

Grant students entry into teacher’s world

Interview students about their lives and cultures

Develop assignments that allow students to share experiences and interests with teachers.

Develop and implement classroom discussions that allow students to be the center of attention: about what is happening in their lives

Attend extracurricular activities that students participate in.

Visit a community site in students’ communities to learn what is happening in students’ neighborhoods and their worlds outside of the learning environment.

Poverty Time and Task Management:

How to manage their time on various tasks using timers, clocks, etc.

Note-taking strategies: Students need guidance on what to focus on in texts and how to effectively read texts to learn from them. What information is

Teach social skills Conflict resolution Access to food May have low self esteem

due to low status-promote postitve self-talk

Work with support team to get proper diagnoses, and receive appropriate

worth capturing in notes during lectures, how, by what medium, etc.

Provide access to school supplies: communal classroom supplies

Access to food May have low self

esteem due to low status-encourage positive self-talk

Health: get proper diagnoses, and receive appropriate and prompt medical attention, or be prescribed appropriate medications or interventions.

· Learned Helplessness: lack of hope and optimism. the passive "I give up" posture may actually be learned

and prompt medical attention, or be prescribed appropriate medications or interventions.

Consistent agenda Take time to explain the

rationale for rules and procedures in your classroom.

Track Comments: Keep track of the positive and negative comments you say to students

Buy-In Strategies:

Curiosity Builders: mystery bag or box

Homeless Do not assign homework Do not require use of computers

and/or technology outside of school.

High Levels of Stress-model and encourage positive self-talk and regulation

Social: tend to exhibit poor interaction with peers, inappropriate social interaction with adults, and self-isolating, or disruptive behavior.

Physically: they are much more likely to experience hunger, stress, developmental delays, hyperactivity, and sleep difficulties.

Need to develop Mindsight: Seeing the mind of oneself for insight,

Agenda on the board Snacks/Supplies List of community

resources High Levels of Stress

Social: tend to exhibit poor interaction with peers, inappropriate social interaction with adults, and self-isolating, or disruptive behavior.

Physically: they are much more likely to experience hunger, stress, developmental delays, hyperactivity, and sleep difficulties.

Need to develop Mindsight: Seeing the mind of oneself for insight, seeing the minds of others for empathy, moving our own minds

seeing the minds of others for empathy, moving our own minds and those of others toward integration.

Frustrations: Ashamed of where they

live (especially if at a shelter).

Teased by other students about homelessness, hygiene, and inabilities.

·Misunderstood by parents.

Difficulty adjusting to new school, magnified by situation.

No place to do homework (or quiet place for themselves).

Developmental delay augments feelings of failure

and those of others toward integration.

Frustrations: and units that can be

completed in limited periods of time;

Include a variety of levels in reading materials about the same content;

Assess these students’ interests to hook them into learning;

Give students credit for partially completed work.

Create a stable learning environment with a structured routine;

Assign a “buddy” to new students to introduce them to the classroom and school;

Handle disruptions in a private and respectful manner;

Make time to talk to students on a personal level;

If a student suddenly leaves school, have farewell letters inserted in the student’s records for forwarding to his or her new school.

Examine the student’s record for grades, attendance, and background information.

Spend some individual time in the first couple of days to encourage students, ensure they are adjusting well, and that they understand your willingness to help.

Form a “new student” group.

·Set up a mentoring or peer buddy program.

·Offer a welcome bag or backpack with school supplies and snacks.

Keep snacks in the classroom for students who are so hungry they fall asleep.

Respect students’ right to privacy. Everyone does not need to know about their living arrangements.

Ensure that students do not feel singled out because of their living situation

Peer tutoring: Offer tutoring. Thirty or forty minutes a few times a week can dramatically increase a homeless child’s achievement level.

Student choice: Instead, offer several alternatives from which all students can choose.

Allow students to finish assignments independently, or give them the opportunity to complete tasks at their own pace.

Portfolio: Create a portfolio to document the student’s work, personal characteristics, and preferred learning style. If the student must transfer, the portfolio offers the next teacher a quick, easy way to pick up where the former teacher left off (Berliner, 2002).

Rather than interpreting parental absences as a

lack of commitment to their children’s education, ask families what you can do to support an ongoing partnership. Phone conferences might be a good alternative. Initiating an interactive journal with the parent about what’s happening at school and at home could help with teacher–parent dialogue.

Offer after-hours (evening or Saturday) and off-site parent meetings.

Self-Regulation Strategies:

Think-Alouds: Model for students the think-aloud processes that you would like them to use to regulate their behavior.

Teach students mechanisms for changing “what they think” as a means of changing what they do. “I bet I can use my words rather than my hands to change this”.

Offer process-directed praise or criticism to students. This will help reduce the amount of external reinforcement and needed and instead reinforce student performance.

Link students’ behavior to outcomes. “You spent 10 minutes working hard on this worksheet, and you finished it”.

Provide encouragement. Because they experience continued failure, many students are discouraged

from attempting tasks they are capable of performing.

Discuss academic tasks and social activities in which the student experiences success.

Discuss your own failures or difficulties, and express what you do to cope with these. Provide examples of when you persist and when you give up.

Military Clear and precise directinos Provide status treatments to

military students that are socially isolated in the class.

Consistency in classroom routines (instructional) and expectations

Assets: A strong sense of

purpose, inspired by their parents' commitments, helping them be more likely to take on leadership and social action roles

A capacity to socialize and move fluidly into new social situations

Knowledge of different cultures and traditions

· An intergenerational commitment to character and service and a devotion to something beyond themselves

Challenges: Separations from a parent

or caregiver due to deployments

High Mobility Rates-

Structural supports Send an Invitation for a

Getting-to-Know-You Chat: The student might have questions and concerns that they are uncomfortable sharing with the entire class. Invite the new student to join you for lunch as a way of letting them get to know you.

Create regular mindfulness routines.

Assigned Seating: Assigned seats communicate to students that they are supposed to be there and they have a place where they belong.

Check-in and check-out: Demonstrate care by doing a “temperature check” each morning and afternoon to see how each student is doing.

Posting of Pictures: Photos of students throughout the classroom and school send a

active duty families move every two to three years

Understanding and interpreting new school regulations and policies

Elevated Stress – making new friends and finding a new peer group in a new school, adjustment to a new school, community, and home

At risk for depression and anxiety

message of family and belonging.

Notes or calls home: It says “I care about your well-being and your success. You are important to me, and I am here for you.

Offer books that address a range of family experiences.

Use inclusive communication and language.

Varied adult support/family configurations

Seeing their family in the curriculum. Provide examples of different family structures.

Normalize blended families, divorce, and single parent households.

Letters to parents

Reading below grade levelDifficulties acquiring and using

written language.

Learning to speak Learning letters and their

sounds rganizing written and

spoken language · Memorizing number

facts · Reading quickly

enough to comprehend · Persisting with and

comprehending longer reading assignments

Spelling Learning a foreign

languageCorrectly doing math operations

Difficulties with specific language skills, particularly reading. Students with dyslexia usually experience difficulties with other

Dyslexia – Creative humor

Minimal distractions Cloze test: determine the

readability of the texts Use visuals when

teaching and giving instructions

Provide extra time on assessments

Preferential seating Provide special lighting or

acoustics●  Provide a space with minimal distractions●  Administer a test in small group setting●  Administer a test in private room or alternative test site●  Administer a test in several timed sessions or over several days●  Allow subtests to be taken in a different order●  Administer a test at a specific time of day

language skills such as spelling, writing, and pronouncing words.

Effects: The core difficulty is with word recognition and reading fluency, spelling, and writing. People with dyslexia can also have problems with spoken language, even after they have been exposed to good language models in their homes and good language instruction in school. They may find it difficult to express themselves clearly, or to fully comprehend what others mean when they speak.

Students with dyslexia often need a great deal of structured practice and immediate, corrective feedback to develop automatic word recognition skills.

● Chunk out written multistep instructions.

Student-Led Small Groups: procedure allows students to take turns assuming the role of the leader and guiding reading instruction through question direction and answer facilitation.

Flexible grouping is considered an effective practice for enhancing the knowledge and skills of students without the negative social consequences associated with more permanent reading groups. This way teachers can use a variety of grouping formats at different times, determined by such criteria as students' skills, prior knowledge, or interest.

Provide cues to encourage and support students in taking risks. For example, teachers can encourage students to ask a "who," "what," or “where” question

Teachers can use informal member checks to determine whether students agree, disagree, or have a question about a point made. This allows each student to quickly register a vote and requires students to attend to the question asked. Member checks can be used frequently and quickly to maintain

engagement and learning for all students.

At the conclusion of a reading lesson, the teacher can distribute lesson reminder sheets, which all the students complete. These can be used by teachers to determine (a) what students have learned from the lesson, (b) what students liked about what they learned, and (c) what else students know about the topic.

Concept Bingo: List of 25 new terms written on board with definitions. Students create 5X5 grid and rite the words randomizing the order.

Reading on grade level Provide just-right books Encourage goal making,

stretches and strengths

Structuring Units to Allow Reading in Class (independent silent reading)

Distribute Practice Give comprehensive

exams: Hold students accountable repeated for the same material compel them to distribute their review.

Provide activities that link new content with old: content previously taught is used with new material.

Create a print-rich environment.

Literature circles Content Area Sustained

Silent Reading: 1) Make the purposes of SSR clear (pursue own

interests). 2) Define acceptable materials. 3) Encourages students to select materials in advanced. 4) Announce the time limit. 5) Prohibit studying. 6) Enforce silence. 7) Participate in SSR yourself. 8) Avoid accountability. 9) Link SSR to the content interest survey.

Reading above grade level Provide differentiated

content to challenge student

Provide leveled texts

Survey: The reader looks over the entire selection before reading, noting subheadings, diagrams, captions, and possibly summary. 2) Question: The reader converts each subhead into a question. 3) Read: the reader approaches each section by noting the question fashinoned from the subhead. 4) Recite: Before proceeding to the next section, the reader again considers the question and inwardly recites the answer. 5) Review: After the entire selection, the reader reflects on the questions again and also considers main ideas learned from the reading.

ConStruct: Read for the purpose of constructing a single, comprehensive organizer. Students initially read rapidly, striving only to produce a sketchy, skeletal diagram that involves the main

topic and major subtopics. Student reads a second time with the goal of elaboration. Read third time to clear up any remaining points of confusion.

ELL Jigsaw with interesting

text sets Reciprocal Teaching: A

collaborative approach in which students work in groups as they read assigned material. Together they apply comprehension strategies, including predicting, questioning, clarifying, and summarizing. 1_ Teacher thoroughly acquaints students with how it work via DI. 2 Teacher introduces the selection and appoints a “teacher” in each group to keep the students on task. 3) Students make predictions about the first section. 4) One student in each group reads the section aloud. 5) Students question one another and seek clarifications. 6) One student summarizes the section. 7) Steps 3-6 are repeated.

Rephrasing Questions: Repeating questions in a different language has at least 3 advantages 1) rephrasing may help clarify the original question. 2) Rephrasing offers indirect-on-the-fly

SIOP Sheltered Instruction: Lesson Preparation, building background, comprehensible input, strategies, interaction, practice/application, lesson delivery, review/assessment

Strategies to extend student talk: affirm that students are on the right track while pushing them to add more or rethink their answers.

Hands on activities with manipulatives.

Bridge conversational to academic by paraphrasing and adding vocabulary student comments.

Build on students’ interest and connect this intrinsic motivation to reading.

Organize around themes and investigate big questions. Set knowledge goals

Authentic assessments - Real-world interactions

Many interesting texts Support for student

choice Direct Strategy instruction Collaborative activities. When teachers don’t

speak the first language

instruction in oral language. 3) rephrasing provides additional wait time before students respond. Most helpful for abstract ideas and new vocab.

Pair written text with audiotapes.

Sentence combining exercises

Direct instruction on BICS(Conversational) –CALPS(Academic) Distinction:

Providing students with ample exposure to academic English

Provide texts in first language

of all their students or when ELLs speak a variety of first languages, teachers can have students work in pairs or small groups, and during this time, students can choose which language to use.

Anchor Charts for grammar conventions and word choice

Math below grade level Direct Instruction: Work

on finding different ways to approach math facts; i.e., instead of just memorizing the multiplication tables, explain that 8 x 2 = 16, so if 16 is doubled, 8 x 4 must = 32.

Practice estimating as a way to begin solving math problems.

Direct Instruction: Introduce new skills beginning with concrete examples and later moving to more abstract applications.

Simulations: Interactive and intensive practice with motivational materials such as games; attentiveness during practice is as crucial as time spent

Use graph paper for students who have difficulty organizing ideas on paper.

For language difficulties, explain ideas and problems clearly and encourage students to ask questions as they work.

Provide a place to work with few distractions and have pencils, erasers and other tools on hand as needed.

Allow the use of calculators

Math on grade level Move students to math

stretching Pose challenges Promote goal setting

Provide problems that attain to students current understanding

Pose challenge questions Assign competence

Math above grade level Promote goal setting Differentiate math Stretches

Integrate more challenging materials

Pose challenge questions

Writing at grade level Provide students with sets

of two or more terms and require that they be combined in a sentence or paragraph that focuses on their relationship.

Encyclopedia Entries: Give a student a concept and ask them to compose an encyclopedia entry for that term. Provide examples and expectations. Good collaborative activity.

Process descriptions: Studying processes allows students to summarize them step by step, which helps retention of how the process occurs.

Writing for contrast and synthesis: Demonstrate process and product. Begin by selecting a topic with two or more sources. Tell how you found the sources. Introduce the students to each source. Point out information in the sources that is related to your purpose. Construct an informal outline with student input. Distribute copies of the actual written product.

Writing: Teach students how to understand peers’ writing and provide feedback.

Whole-Class discussion of student writing samples: Provide examples of excellent writing and explain the various elements of a successful essay.

·Students reflection on their own writing

Class/content summaries: At end of class/lesson/unit allow students time to capture in writing, different elements of the content by focusing on main ideas, transitions, and supporting evidence based on claims.

· Prewriting/prethinking activity: Allow students to write what they believe they already know, will learn, or want to know about a topic explored across different content areas.

Writing postcards: Ask students to write down three or four new ideas they learned from a day’s

lesson, some areas where they are confused, and a burning question about the lesson or topic being explored.

Journals and learning logs: Require reflective opportunities for students to delve within themselves to see how classroom content is relevant to their own lives.

Quick writes: check for learning, teachers may pause their instruction for a quick write about the topic just covered.

·Writing for Evaluation: Essay on examinations across different content areas.

Global pen pal partner: develop relationships with schools in other countries by initiating a writing partnership program.

Writing below grade level Writing from Scenarios:

Encourage students to view content from novel perspectives and to apply it to realistic situations by suggesting a set of circumstance, together with a specific writing task.

Cooperative Learning: Develop cooperative writing projects where different students can take on roles such as the 'brainstormer,' 'organizer of information,' 'writer,' 'proofreader,' and 'illustrator.'

Allow more time for written tasks including note-taking, copying, and tests

Allow students to begin projects or assignments early

Include time in the student's schedule for being a 'library assistant' or 'office assistant' that could also be used for catching up or getting ahead on written work, or doing alternative activities related to the material being learned.

Encourage learning keyboarding skills to

increase the speed and legibility of written work.

Have the student prepare assignment papers in advance with required headings (Name, Date, etc.), possibly using the template described below under "changes in complexity."

Instead of having the student write a complete set of notes, provide a partially completed outline so the student can fill in the details under major headings (or provide the details and have the student provide the headings)

Allow the student to dictate some assignments or tests (or parts of tests) a 'scribe'. Train the 'scribe' to write what the student says verbatim ("I'm going to be your secretary") and then allow the student to make changes, without assistance from the scribe.

Remove 'neatness' or 'spelling' (or both) as grading criteria for some assignments, or design assignments to be evaluated on specific parts of the writing process.

Provide extra structure and intermittent deadlines for long-term assignments. Help the student arrange for

someone to coach him through the stages so that he doesn't get behind. Discuss with the student and parents the possibility of enforcing the due dates by working after school with the teacher in the event a deadline arrives and the work is not up-to-date.

ADHD Teach restating and

paraphrasing as a discussion skill through modeling

· Demonstrating/Modeling how to set goals and decision-making

Role Playing Cooperative Learning Problem Based Learning Teachers may introduce

vocabulary or spelling words to a class by putting decorative posters on the walls the week before they are officially introduced. As the eyes of students wander around the classroom that week, they often focus on the posters and the spelling words (remember, they're not supposed to be paying attention to the words that week!). As a result, they are often more successful in learning them during the “official” week they're presented.

Simulations: Drama is also used as a part of accelerative learning. A teacher may present a

Task by task directions with timelines

Eliminate any stigma. Empathy can reduce children's frustration and anxiety about their attention difficulties.

Discuss areas of weakness. Use plain language to explain what aspect of attention needs to be developed or monitored.

Protect from humiliation. Help children strengthen self-esteem and maintain pride by protecting them from public humiliation related to their learning differences.

Think how to help your students:

Feel valued, be connected, and able to make a contribution to your learning community

Develop empathy Feel secure that there are

predictable, reasonable, consistent structures and rules

Learn decision-making and problem-solving skills that lead to self-discipline

lesson as a puppet show or dramatically dress up in a costume to illustrate a point about a subject.

Embrace learning mistakes as ways to grow and how to deal with mistakes that negatively impact the student or others.

Hold class meetings, provide more opportunities to create special social settings within which students labeled ADD/ADHD can learn new kinds of social behavior and experience themselves as positive social beings.

Teach Self-Regulation strategies

Sit students with ADHD near you. Proximity to teacher helps with attention.

Prepare students for transition and provide support in completing transitions

Emphasize time limits Provide organizational

assistance Provide rewards

consistently and often (encouragement > empty praise)

Arrange the environment to facilitate attention

Allow for movement and postures other than sitting

Keep homework assignments separate from unfinished school work

Encourage use of clocks, timers, timelines, signals, color-coding, self-monitoring check-sheet.

Asperger’s Syndrome Manage the environment Create a balanced

agenda Share the agenda Simplify language Provide reassurance Assign competence First-then check lists Invite parents

Encourage use of clocks, timers, timelines, signals, color-coding, self-monitoring check-sheet.● Plan for Transition Time: Visual reminders of transition times and activities can ease the child through the learning process. P. 7● Physical Space of the Room: need to know work area locations, behavior expectations, and areas for transition tasks or activities.

Written Rubrics with due dates and clear steps/instructions

Sentence knowledge summaries: Summarizing key concepts and information can help students identify material found on assessments. It also provides teachers with insight into the students perception of the situation and their underlying motivation

Roles for cooperative group work: “Providing a list of expectations or tasks for each role reduces the potential for misunderstandings and facilitates the group process”. Should include a job description and scripted cues for asking questions, sharing new ideas, making suggestions, and expressing dissent in group work.

Transitions: Identify verbally and visually when transitions will occur.

Use Auditory signals to alert students to important information and what they should pay attention too. Social stories and a poster with “listen up” phrases can help with this.

Classroom Management Plan

Procedure to teach: Expectation of SHINE: a method of active listening

I. Opening (Rationale for the procedure)

I have been noticing that when I am talking and giving instruction, some of us are talking to our neighbors or putting our attention on something else. When someone is talking, we need to be respectful by having our eyes on the speaker and you can blurt in your head. When a student is talking, I expect you to give them a higher level of respect. If we aren’t listening to directions or instruction, we will spend too much time revisiting and miss out on all the fun activities I have planned because we don’t have time. For example, during our geology lessons I kept having to ask the class to refocus and quiet down. We weren’t the best listeners and the time I spent trying to get your attention could have been better spent telling you geology jokes and teaching you cool geology sign language. I think there was a funny video that we missed too.

It is important that we listen to the speaker that way we can pay attention to new ideas, questions, and blurts that may help everybody do their work or learn something new.

II. Introduction (This includes step by step instruction for enacting the procedure)

I will introduce the SHINE method to the class. When I say get ready to SHINE, students need to:

1. S: Sit up straight

2. H: Hands are still and folded

3. I: In your own space

4. N: No noise

5. E: Eyes on the speaker

When I say it’s time to SHINE we need to do all of these steps, when I see you do those steps it shows me that you are ready to learn.

III. Guided practice (Identify one way for students to practice the procedure and for you to provide feedback)

Let’s get ready to practice what active listening looks like.

Class, let’s get ready to SHINE! I will sit on a stool at the front of the class for all to see and model each step with students. First, we sit up straight. Second, are hands are still and folded. Third, you are in your own space. Fourth, no noise. Fifth, eyes on are the speaker. If we all SHINE, we will have more time for exciting learning.

IV. Independent Practice (Identify another opportunity for students to practice and you provide feedback)

Now that we practiced as a class, I want to see you practice SHINE-ing in your table groups. Each member at table groups will practice being the speaker and asking their group to SHINE. I will number off each student in their group and students will take turns as speaker, allowing a few minutes for each number. “Number 1’s tell your group to SHINE.” Number….and so on. I will walk around and keep note/track of students’ enactment of the steps. I will take public notes on the overhead of positive group implementation. This will also give me an idea of what part of SHINE needs to be further supported.

V. Closing (Check for understanding and restate rationale for students learning the procedure/expectation)

Let’s review. When I am talking what should we be doing? When a student is sharing their ideas what can we do to show that we are actively listening? Did everyone in your group SHINE? Did everyone do all the steps? What step/s do we need to review? I will call on students to respond. Then to check for understanding I will go through each step. What does it look like when I ask you to SHINE? Show me S. Show me H. Show me I. Show me N. Show me E. Let’s put it all together! Ready! SHINE! Students will show me what it looks like and I will end with praising the class and reminding them that this is now our expectation of active listening.

VI. Plan of Action (Consequence)

The first time a student does not meet our expectation, I will provide them with a gentle reminder. Giving them another opportunity to show me that they understand and can meet our expectation. The next time they do not meet our expectation I will move on to providing a firm warning. “Student Name, I remember asking you to meet our expectation of active listening, do you remember what our expectation for active listening is? What does it look like? Show me.” If it happens again and the time period, depending on the expectations I have for our expectations, I will issue a “Teach the Class” plan of action where the student must teach the class our expectation.

Procedure to teach: Expectation of Quiet Hands: a method of respectful participation

I. Opening (Rationale for the procedure)

When I am teaching and students are shouting (blurting) out comments and answers, it is not only a distraction to me, it distracts other students from their lesson and their learning. When students shout out answers, it doesn’t allow private think time for others and this distracts students from their learning. I want my students to have ample, uninterrupted think time. I also want my students to raise quiet hands when they want to share their ideas or answers. When students are waving their hands around frantically, other students become distracted. When students see that frantic, often noisy hand, they are unable to concentrate and they may feel rushed. If many students have frantic hands waving around, they will miss opportunities to fully complete their thinking process. This will lead to less participation from those students. My proposal is for when students have something they want to share, they raise a quiet hand and do not shout out answers. When students shout out answers, it distracts from ample think time and from coming to their own conclusion or answer. I understand that sometimes I may ask for a group choral response, but that is only when I give that direction that we can answer aloud as a group. Remember, if you need to blurt it out, blurt it out in your head, just like when we are doing our number talks.

II. Introduction (This includes step by step instruction for enacting the procedure)

I will introduce example, non-example of raising a still quiet hand vs. shouting out and what a noisy hand looks like. I will ask students, which hand was distracting?

I will explain the expectation. When I am teaching and students are blurting out ideas or questions, not only is it distracting to me, but distracting for the rest of the class. I love when students want to share their ideas and ask questions, but if you want to share or ask a question, I need to see a still quiet hand. I will show what that looks like. Why don’t we shout out during instruction? I’m looking for a quiet hand, who would like to explain why we don’t shout out during instruction? Students will give responses. I will ask what we should do if we want to share an idea or ask a question. Again, I am looking for students with quiet hands to answer. I will call on students with quiet hands.

III. Guided practice (Identify one way for students to practice the procedure and for you to provide feedback)

Let’s practice what raising a quiet hand looks like. I will ask the class a series of riddles and jokes and ask for responses and guesses. I will be looking for students with quiet hands. Remember no blurting out answers. Blurting out distracts other students from their own private think time and coming up with their own answer. If you need to blurt, blurt it quietly in your head. I will ask a series of riddles and jokes. If a student shouts out I will call on them and ask, “That’s a great guess, but were you meeting our expectation of quiet hands?” I will then call on students modeling quiet hands. We will continue to practice until I gather a sense that they are ready to move on to independent practice.

IV. Independent Practice (Identify another opportunity for students to practice and you provide feedback)

I will launch the lesson for the day and look for students meeting our expectation of quiet hands when I ask for participation. I will identify students meeting the expectation and remind others of what our expectation is. I will provide feedback after the lesson.

V. Closing (Check for understanding and restate rationale for students learning the procedure/expectation)

I will ask students to explain once more why we don’t blurt out and why raising a quiet hand is important. I will restate the importance of quiet hands and not shouting out. From now on our expectation is? Students will be called on to answer. I will then restate that we are not shouting out ideas and questions, we are going to raise a quiet hand.

VI. Plan of Action (Consequence)

The first time a student does not meet our expectation, I will provide them with a gentle reminder. Giving them another opportunity to show me that they understand and can meet our expectation. The next time they do not meet our expectation I will move on to providing a firm warning. “Student Name, I remember asking you to meet our expectation of quiet hands, do you remember what our expectation for quiet hands is? What does it look like? Show me.” If it happens again and the time period, depending on the expectations I have for our expectations, I will issue a “Teach the Class” plan of action where the student must teach the class our expectation.

Procedure to teach: Expectation of Volume Checks: a method of maintaining appropriate classroom noise levels

I. Opening (Rationale for the procedure)

There are different noise and voice levels for different types of work. During group work there can be light chatting, as long as discussions are centered on the lesson. I have no problem with students sharing ideas in group discussions, but when students are working on an individual task, students should be practicing a

zero voice level and engaging in private think time. When the noise level is high during independent work, students are not able to focus on their task and have private think time. Students need to be mindful of the noise level in the classroom as we engage in independent tasks. It is important that students have private think time to formulate ideas and complete their work free from distractions and interruption to their thinking process.

II. Introduction (This includes step by step instruction for enacting the procedure)

I will introduce what the expectations are during independent work. I will ask students why they think independent work should be a voices off task. I will tell students what the expectation is. When we are doing independent work, voices should be off. You may raise a quiet hand if you have a question. We aren’t talking to our neighbors, because we want to give everyone private think time. When it is noisy, we can’t concentrate and that distracts our brains from thinking. When you hear the music come on that means it is independent work time and voices are off. I will play light ambient non-lyrical music in the background to serve as a reminder that voices are off, its private think time, and to stimulate students thinking.

III. Guided practice (Identify one way for students to practice the procedure and for you to provide feedback)

Let’s practice independent work. I will distribute an independent task and remind students of the expectations. I will remind them that this a zero voices task. I will put music on. If it becomes clear that I need to readjust and give further instruction, I will open the floor for questions. If it gets noisy, I will say let’s do a volume check. This will serve as feedback time (a chance to gauge understanding/progression) and serve as a gentle reminder.

IV. Independent Practice (Identify another opportunity for students to practice and you provide feedback)

Later in the day, I will distribute another independent task. Students will practice showing me that they can work independently without creating a noisy environment for others. I will provide praise and feedback along the way or a plan of action for next time, as needed.

V. Closing (Check for understanding and restate rationale for students learning the procedure/expectation)

I will ask clarifying questions about why it is important to have a zero voice level during independent work. I will call on students. I will restate our expectations.

VI. Plan of Action (Consequence)

The first time a student does not meet our expectation, I will provide them with a gentle reminder. Giving them another opportunity to show me that they understand and can meet our expectation. The next time they do not meet our expectation I will move on to providing a firm warning. “Student Name, I remember asking you to meet our expectation of volume checks, do you remember what our expectation for volume checks is? What does it look like? Show me.” If it happens again and the time period, depending on the expectations I have for our expectations, I will issue a “Teach the Class” plan of action where the student must teach the class our expectation.

Procedure to teach: Expectation of Signals: a method of refocusing attention

I. Opening (Rationale for the procedure)

Time spent redirecting and corralling students’ attention should not overshadow the time needed for instruction. By cutting down the amount of time to refocus attention, it will allow time for the next part of the lesson or a new one. Signals can be used to assign expectations to a certain word or action that tells students how and when to transition, do a volume check, line up, clean up, participate, listen, and give their attention. The goal of Signals is a time saving technique to trigger expected behaviors. A successful response to Signals will create a more fluid learning community.

II. Introduction (This includes step by step instruction for enacting the procedure)

I will ask students why it is important that we respond to Signals. I will introduce why observing and responding to Signals is important. I will show examples of Signals for different tasks: When I say, “Class, class” You all say, “yes, yes”. This means that I need your attention. When you hear me ring the bell that is also a Signal that I need your attention. When I you hear me clap, you clap with me and follow the rhythm. This is also Signal that I use to gain your attention. Whenever I stop and give a Signal, I want you all to be first responders. A first responder is someone that stops what they are doing and quickly responds to the Signal the first time I give the Signal. When I give a Signal my expectation is that all of us are first responders, that way we all move on together as a team.

III. Guided practice (Identify one way for students to practice the procedure and for you to provide feedback)

I will practice different attention Signals with students. I currently use a call and response, bell, and a clapping Signal. I will introduce more effective Signals when I have time to create them with the class. I will model along with the students and provide feedback as needed.

IV. Independent Practice (Identify another opportunity for students to practice and you provide feedback)

I will assign a task and let students work. Midway through the task, I will give a Signal. I will scan the room for first responders and assign praise. I will remind the class that we are all practicing being first responders and that when they hear a Signal they stop what they are doing to respond to it appropriately. I will practice another Signal towards the end of the task, scan, and provide praise/feedback.

V. Closing (Check for understanding and restate rationale for students learning the procedure/expectation)

I will ask students to explain why being a first responder is important. I will ask students for examples of other types of Signals they know about. This should include, fire/smoke alarm, school bell, stop light, walk sign, public transit stop requested pully thing, doorbell, alarm clock, and so on. I will encourage students to look for other examples of signals outside of school. I will restate the expectation and why it is important.

VI. Plan of Action (Consequence)

The first time a student does not meet our expectation, I will provide them with a gentle reminder. Giving them another opportunity to show me that they understand and can meet our expectation. The next time they do not meet our expectation I will move on to providing a firm warning. “Student Name, I remember asking you to meet our expectation for <this Signal>, do you remember what our expectation for <this Signal> is? What does it look like? Show me.” If it happens again and the time period, depending on the expectations I have for our expectations, I will issue a “Teach the Class” plan of action where the student must teach the class what our expectation is for the specific Signal.

Procedure to teach: Expectation of Transitions: a method of efficient Transitioning

I. Opening (Rationale for the procedure)

When students need to Transition from one activity to another or move from one location to another, there needs to be fluidity. Currently, too much time is spent on trying to get them to meet the expectations of Transitions. Students need a developmentally appropriate expectation for Transitions. Transitions should be quick, fluid, and calm. By taking their age, physical/emotional needs, and energy levels into consideration when asking for Transitions, I can severely improve/aide the types of Transitions I ask them to make. This will result in less redirection and misbehaviors. I want students to understand that they share in the responsibility of a smooth Transition. I will be diligent to praise smooth Transitions/Transitioners to reinforce the types of behaviors that are expected.

II. Introduction (This includes step by step instruction for enacting the procedure)

What are the expectations of a smooth Transition? I will call on students to respond. Then I will explain why Transitions matter and what our expectations should be and what I mean by calm, efficient, and smooth Transitions. I will explain that when I have them Transition, as long as they do it calmly, efficiently, and smoothly, I am open to allow them to Transition however they have been instructed. I will use lesson specific Transitioning. For example, during the lesson about volcanoes I would ask students to Transition while pretending to be lava and then model it as I Transition.

III. Guided practice (Identify one way for students to practice the procedure and for you to provide feedback)

Let’s practice a Transition. I will call on table groups to meet me at the number corner. When I call your group, I want us to calmly, efficiently, and smoothly gather at the number corner. If your group doesn’t meet our expectation, I will politely ask the group to try it again pointing out which requirements they missed. Once we successfully Transition to the number corner I will provide praise/feedback. I will restate our expectations and then dismiss groups back to their desks. I want you to Transition back to your desks. I will provide feedback during group Transitions and recall groups if they haven’t met our expectation.

IV. Independent Practice (Identify another opportunity for students to practice and you provide feedback)

I will identify a task for the day that requires a Transition. As it gets closer to the task, I will remind students of their responsibility regarding our expectation of Transitions. I will give a Signal for them to make their Transition. Depending on what the previous or next lesson was/is about, I will provide an appropriate Transitioning technique. For example if the lesson was about shapes, I would have them Transition as a shape. I want them to see that they can meet/exceed our expectation of Transitioning while still being creative, showing understanding, and having fun. I will provide feedback and if appropriate, ask for other Transitioning techniques that could be used for our next Transition for that task/activity.

V. Closing (Check for understanding and restate rationale for students learning the procedure/expectation)

I will ask students what our expectations are. I will restate the importance of Transitions and why our expectations are appropriate.

VI. Plan of Action (Consequence)

The first time a student/group does not meet our expectation, I will provide them with a gentle reminder. Giving them another opportunity to show me that they understand and can meet our expectation. The next time they do not meet our expectation I will move on to providing a firm warning. “Student Name/Group, I remember asking you to meet our expectation of Transitions, do you remember what our expectation for Transitions is? What does it look like? Show me.” If it happens again and the time period, depending on the expectations I have for our expectations, I will issue a “Teach the Class” plan of action where the student/group must teach the class what our expectation is for Transitions.

Plan for School/Family collaboration:

I plan on sending a letter home the week before our unit to invite parents and/or family members to serve an expert, share experiences, and/or participate

in our mock trial. I also plan on sending invitations to ask community members: Makah Tribal members, local legal professional, local animal activist groups,

Washington state representatives, and Washington state fish and wildlife employee. I will ask if they could give a presentation to our class for students to gain

further information and data for their case presentations as well as ask questions. I am also going to send a letter to the local courthouse to ask permission to use

their facilities for our mock trial. After our 2 week unit, the students and I will create thank you letters for everyone who dedicated their time to making our mock trial

come alive.

Curriculum Resources:

Teacher resources:

1. http://content.lib.washington.edu/cmpweb/exhibits/makah/index.html

This site is a digital collection of the history of the Makah Tribe: ancient culture, historic culture contemporary culture, and study questions.

2. http://wdfw.wa.gov/publications/01773/wdfw01773.pdf

This site provides a detailed description of the periodic status review for the Killer Whale. It as information regarding the status of Killer Whales in Washington: narrative, history, graphs, population status and trend, management activities, species background, conclusions and recommendations, factors affecting the species, and continued existence.

3. http://nwifc.org/tag/makah-tribe/

This site provides archives pertaining to the Makah Tribe.

4. The Voices of a Thousand People Erikson, P. P., Ward, H., & Wachendorf, K. (2002). Voices of a thousand people: The Makah Cultural and Research Center. Lincoln: University of Nebraska Press.

This book provides a history of the Makah.

5. Drawing Back Culture Tweedie, A. M. (2002). Drawing back culture: The Makah struggle for repatriation. Seattle: University of Washington Press.

This book provides information regarding the Makah’s struggle for repatriation.

Additional resources:

http://www.westcoast.fisheries.noaa.gov/protected_species/marine_mammals/cetaceans/whale_hunt.html site with useful information regarding the Makah Tribal whale hunt: Transmittal letter from the Makah Tribal Council, Treaty of Neah Bay, Makah Tribe’s waiver request

http://www.youtube.com/watch?v=9XDW2BMA4YM&feature=related video: Makah Whaling: The Enduring Battle for Tribal Sovereignty

https://www.animallaw.info/article/reparations-basis-makahs-right-whale article describing the grant of whaling rights to the Makah Nation

http://www.youtube.com/watch?v=lR2MEI1CcsA&feature=related video: Food for the Spirit: A Way of Life, to gain a visual understanding of the historical and contemporary relationship of the Makah Nation with the whale

https://www.nwfsc.noaa.gov/research/divisions/cb/ecosystem/humandim/communityprofiles/Washington/Neah_Bay_WA.pdf informational piece describing the demographic profile of Neah Bay’s population, history, current economy, governance, sport fishing, subsistence, and involvement in north pacific fisheries

Reid, J. L. (2009). "The sea is my country" the maritime world of the Makah, an indigenous borderlands people. Book expressing the maritime world of the Makah, history and perspective

Student resources:

1. http://makah.com/makah-tribal-info/whaling/

This site will provide students with information about the Makah Tribe, tribal traditions, and the history of Neah Bay.

2. http://www.campaign-whale.org/kids-page

This site offers a range of information about whales: threats facing whales, fact sheets, how to protect whales, news pieces, and reports.

3. http://www.pitara.com/science-for-kids/planet-earth-for-kids/the-whale-hunt-is-on/

This site can be used to investigate whaling in Japan and its effect on the Bryde and Sperm whale populations.

4. http://www.wdcs.org/wdcskids/en/videos_sound.php

Students can view videos about whales: different species, campaign videos, and whale sounds. Students can read about whale facts, whales around the world, a species guide, and learn about safe homes for whales.

5. http://www.timeforkids.com/photos-video/video/whale-debate-189001

Students can read about and watch clip regarding the debate to stop whaling in Japan.

6. http://www.nmfs.noaa.gov/pr/education/whales.htm

Students can learn about all the different species of whale: facts, name origin, habitat, life span, predators, population, diet, and behavior.

7. http://content.lib.washington.edu/cmpweb/exhibits/makah/index.html

Students can engage in an interactive online museum to learn more about the Makah’s cultural traditions and values.

8. https://www.friendsofanimals.org/programs/animal-rights/just-kids

This site provides kid-friendly explanations about animal rights and a handbook for students to read and engage in.

9. http://www.bigorrin.org/makah_kids.htm

Students can read about the Makah Tribe, view pictures, and explore related links. The website is posed in questions that are often asked and answered simply.

10.http://animals.nationalgeographic.com/animals/blue-whale-interactive/

Students can engage in an interactive visual of a Blue Whale: length weight, anatomy, behavior, threats.

Additional resources:

The Makah Eder, J. M. (2000). The Makah. Austin, TX: Raintree Steck-Vaughn. Informational text with a visual history of the Makah Tribe.

Clamshell Boy Cohlene, T., & Reasoner, C. (1990). Clamshell Boy. Vero Beach, FL: Rourke. A retelling of the Makah legend of Clamshell boy. This text includes information about the customs and lifestyles of the Makah.

McReavy, J. M., & Holmes, R. (1973). Makah: Indian whale hunters. Healdsburg, CA: Naturegraph. A book of poetry that expresses the values and beliefs of the Makah

Differentiation Grid

CONTENT PROCESS PRODUCT ENVIRONMENT

READINESS Entry and exit tasks Collecting trial

journals Stake holder packet

information is highlighted and color coated

Reading partner

Providing feeback Tri-mind method

that focuses on the same learning goal

Clear and concise instructions

Reading level appropriate packets

Oral responses, labeled drawings

Analytical task Practical task Creative task

options Rubrics based on

individual student learning needs

Close proximity to teacher

Limited distractions area

Quiet working space free of distraction

INTEREST Day 1 emotive

punch and personal traditions tied to lesson

Jigsaw method Embed personal

views in political art exploration

Journal writing Cartoon strip in

place of journal response

Visual aids Cartoon aids

LEARNING

PROFILE

Visuals: video clips, images

Agenda Checklists Multiple accounts:

community members perspectives

Check-ins Question and

answer opportunities

Work alone or in groups during writing period

Activity seeks multiple perspectives

Group settings Individual settings

DAY 1

DAY: Monday, Whose Whale is it? The government took away my tamales!?

STANDARDS:  W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

S.S 5.3.1 Engages others in discussions that attempt to clarify and address multiple viewpoints on public issues based on key ideals.

 OBJECTIVE(S): I will learn about the history of the Makah Tribe and whaling. I will write an opinion piece about the Makah and their right to whale and support my point of view with supporting reasoning.

MATERIALS NEEDED: Think-aloud journals, chart paper, white board, markers, chart paper, exit tickets (quick-write reflection)

ACADEMIC LANGUAGE: Language Function: inform describe information, compare, describe similarities and differences Language Demand: speaking and writing

DIFFERENTIATION/ACCOMMODATIONS: (strategies to accommodate different learners: ELL, cultural differences, 4 quadrants/learning styles)

Provide time for group collaboration and independent work Provide sentence starters Provide scheduled movement breaks Emphasize time limits Highlighting on important information Provide timelines for tasks Provide self-monitoring check sheet

PROCEDURES: Launch/Preassessment: Preface- I will have sent a letter home a week before this lesson launch to inform

parents of a mock government official visiting my class. Good morning class! Today we are going to learn about different cultural traditions and celebrations. Students will engage in a think-aloud journal entry task: think about a tradition, celebration, or holiday that is important to you and your family. What is this tradition, celebration, or holiday, describe in detail. Why is it so important to you? How long has this been a tradition in your family? Next, students would share their responses with a partner. Students will be asked to share their traditions and why they are of importance. I will record student responses on an anchor chart and I will group reasons of importance categorically. We will talk about common themes of why these holidays are important to us. Next, I will share my cultural tradition of making tamales with my family at Christmas time. I will show photos, explain the significance, and bring in tamales for the class to see and sample. While I am explaining my tradition and showing the class my slideshow and tamales, the mock government official will come in and seize my tamales. The official will explain that tamale making and tamale eating just became against the law. This will segue us into the next part of the lesson.

Learning Activity: As a class we will engage in discussion around what just happened. This will segue us into our discussion about the Makah and Whaling. Students will learn about Makah culture and traditions.

Closure: Students will reflect on what they wrote earlier and how they would feel if their traditions were taken away by the government.

 

POSITIVE IMPACT ON STUDENT LEARNING EVIDENCE (STUDENT VOICE):

These are the generic categories of questions that you need to contextualize to the content of your lessons for the students.

What was the learning target? Why are you learning this? Why is this topic important to you and others? How is this tied to previous learning? What strategies or resources are available to you?

POST-ASSESSMENT –knowledge and skills (formative for daily use, including rubric) Students will engage in a reflective writing piece to express how they would feel if the government suddenly said that their traditions were no longer allowed. What would you do? How would you feel? How is this related to the history of the Makah?

Standard Beginning Approaching Meeting Exceeding Writing:

W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Student does not provide evidence to support the point of view they have chosen

Student provides vague evidence to support their stance

Student provides sufficient evidence to support their stance

Student integrates evidence from multiple texts to support their stance

DAY 2

DAY: Tuesday, Whose Whale is it?

STANDARDS:  W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

S.S 5.3.1 Engages others in discussions that attempt to clarify and address multiple viewpoints on public issues based on key ideals.

 OBJECTIVE(S): I will practice argumentative writing. I will learn about the art of argumentation.

MATERIALS NEEDED: Entry task slips, anchor charts displaying the argumentative process, chart paper to record student ideas, white board, markers, and exit tickets

ACADEMIC LANGUAGE: Language Function: argumentation Language Demand: speaking and writing

DIFFERENTIATION/ACCOMMODATIONS: (strategies to accommodate different learners: ELL, cultural differences, 4 quadrants/learning styles)

Provide time for group collaboration and independent work Provide sentence starters Differentiated reading materials/stakeholder resources Provide scheduled movement breaks Emphasize time limits Highlighting on important information in the packets Provide timelines for tasks Provide self-monitoring check sheet

PROCEDURES: Launch/Preassessment: Students will engage in a pre-assessment prompt to gauge where they are in their

development of argumentative writing. Students will write this in their think-aloud journals. Students will share their responses with their table group and share out to the whole class.

Learning Activity: introduction to argumentation. Students will be introduced to the art of argumentation and mock trials. Students will be given the framework of the class project and their individual roles as stake holders. Question and answer time will be provided.

Closure: students will make changes to their entry writing task and apply what any argumentation strategies to their piece to make it more cohesive.

 

POSITIVE IMPACT ON STUDENT LEARNING EVIDENCE (STUDENT VOICE):

These are the generic categories of questions that you need to contextualize to the content of your lessons for the students.

What was the learning target? Why are you learning this? How does this topic relate to you? How is this tied to previous learning? What strategies or resources are available to you?

POST-ASSESSMENT –knowledge and skills (formative for daily use, including rubric) Students will revisit their entry writing task and made adjustments to make their argumentative voice stronger.

Standard Beginning Approaching Meeting Exceeding Writing:

W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Student does not provide evidence to support the point of view they have chosen

Student provides vague evidence to support their stance

Student provides sufficient evidence to support their stance

Student integrates evidence from multiple texts to support their stance

DAY 3

DAY: Wednesday, What’s all the blubber about?

STANDARDS:  R.I.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, orconcepts in a historical, scientific, or technical text based on specific information in the textR.I.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.Sustainability standard 1: Ecological, Social, and Economic SystemsStudents develop knowledge of the interconnections and interdependency of ecological, social, and economic systems. They demonstrate understanding of how the health of these systems determines the sustainability of natural and human communities at local, regional, national, and global levelsW.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.S. 5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

 OBJECTIVE(S): I will learn about government trials. I will research about my stakeholder’s perspective.

MATERIALS NEEDED: Makah history video clips, mock trial video clips, stake holder packets, trial journals with note taking guides, anchor charts, markers

ACADEMIC LANGUAGE: Language Function: argumentation, explanation Language Demand: speaking and writing

DIFFERENTIATION/ACCOMMODATIONS: (strategies to accommodate different learners: ELL, cultural differences, 4 quadrants/learning styles)

Provide scheduled movement breaks Emphasize time limits Provide guided note taking guides Provide timelines for tasks Provide self-monitoring check sheet Differentiated reading materials/stakeholder resources Highlighted information in packets

Differentiation for Whole class: Implementing the Tri-mind model, this allows students to learn and express learning in their preferred areas I will explain that people learn best in the ways that seem most natural or useful to them I will include one analytical task, one practical task, and one creative task-and point out that the learning goals

are the same for each task I want students to have a choice in how they make sense of and share ideas about the history of the Makah

Differentiation for Student with ADHD: Provide a visual schedule, visual directions , checklist Inform student of the task the day before Highlight the important information in the stake holder packets Color code relevant information Implement movement breaks First-then checklist Offer information from packet in increments Provide partner for reading

Dictate writing assignment Provide a quiet space for writing and reading, free of distractions

PROCEDURES: Launch/Preassessment: Students will watch video clips pertaining to the history of the Makah, whaling, and

mock trials. Students will be given a notetaking guide with questions to answer and space for them to ask questions.

Learning Activity: students will be given their stakeholder positions and will meet with their groups. Students will become familiar with the material and we will go over where they can find resources around the room. We will review group norms and the assignment itself.

Closure: Students will be recording their research in their trial journals. Students will engage in a quick write reflection to whose whale is it? Students will write what they think is just in regards to the Makah and whaling and the beliefs of their stakeholder. How do the beliefs of your stakeholder differ or remain the same as your beliefs?

 

POSITIVE IMPACT ON STUDENT LEARNING EVIDENCE (STUDENT VOICE):

These are the generic categories of questions that you need to contextualize to the content of your lessons for the students..

What was the learning target? Why are you learning this? How is this tied to previous learning? How does today’s lesson relate to Monday? What strategies or resources are available to you?

POST-ASSESSMENT –knowledge and skills (formative for daily use, including rubric)

Students will engage in a quick write reflection to whose whale is it? Students will write what they think is just in regards to the Makah and whaling and the beliefs of their stakeholder. How do the beliefs of your stakeholder differ or remain the same as your beliefs? I will also be collecting student trial journals to see how students are interpreting their stakeholder positions.

Standard Beginning Approaching Meeting Exceeding Writing:

W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Student does not provide evidence to support the point of view they have chosen

Student provides vague evidence to support their stance

Student provides sufficient evidence to support their stance

Student integrates evidence from multiple texts to support their stance

DAY 4

DAY: Thursday, What’s all the blubber about?

STANDARDS:  M.MD Represent and interpret data.2. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally5.G Graph points on the coordinate plane to solve real-world and mathematical problemsS.S Component 3.1: Understands the physical characteristics, cultural characteristics, and location of places, regions, and spatial patterns on the Earth’s surface.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

 OBJECTIVE(S): I will use math to solve real-world problems. I will construct arguments with supporting evidence.

MATERIALS NEEDED: Trial journals, anchor charts, markers, note-taking guides, argumentation outlines, math data: whaling data/charts, whaling video clip

ACADEMIC LANGUAGE: Language Function: explanation, argumentation, analyzing, interpreting Language Demand: reading content from a primary source

DIFFERENTIATION/ACCOMMODATIONS: (strategies to accommodate different learners: ELL, cultural differences, 4 quadrants/learning styles)

Visual data models Visual vocabulary sheets Sentence starters Provide scheduled movement breaks Emphasize time limits Color coding on graphs to show emphasis on focus data Provide timelines for tasks Provide self-monitoring check sheet

PROCEDURES: Launch/Preassessment: students will engage in watching a whaling video clip and write to the quick write

prompt. Compare and contrast what the video says in comparison to your stakeholder’s beleifs? How are they alike or different?

Learning Activity: students will look at varying data around whaling and add this evidence to their argumentation pieces. Students will use numerical data to tell a story. How do these numbers relate to your stake holder position?

Closure: we will debrief as a class and talk about our experiences with the stake holder positions and our own. Question and answer period regarding the mock trial and writing our argumentation pieces. Check-in.

 

POSITIVE IMPACT ON STUDENT LEARNING EVIDENCE (STUDENT VOICE):

These are the generic categories of questions that you need to contextualize to the content of your lessons for the students.

What was the learning target? Why are you learning this? How is this tied to previous learning?

How did today’s data affect your stakeholder position and your own beliefs? What strategies or resources are available to you?

POST-ASSESSMENT –knowledge and skills (formative for daily use, including rubric) I will collect students’ trial journals and provide necessary feedback.

DAY 5

DAY: Friday, What’s all the blubber about?

STANDARDS:  S.S EALR 4: HISTORY The student understands and applies knowledge of historical thinking, chronology, eras

turning points, major ideas, individuals, and themes of local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future

S.S 4.3.2 Analyzes the multiple causes of change and conflict in U.S. history. W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. R.I.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect,

problem/solution) of events, ideas, concepts, or information in two or more texts. R.I.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the

point of view they represent.

 OBJECTIVE(S): I will analyze different narrative perspectives and treaty rights.

MATERIALS NEEDED: Trial journals, argumentation outlines, anchor charts, markers

ACADEMIC LANGUAGE: Language Function: argumentation, analyzing, interpreting Language Demand: speaking and writing

DIFFERENTIATION/ACCOMMODATIONS: (strategies to accommodate different learners: ELL, cultural differences, 4 quadrants/learning styles)

Simplified version of treaty Cartoon/ visual version of treaties Provide scheduled movement breaks Emphasize time limits Color coding on treaties to show emphasis on what to focus on Provide timelines for tasks Provide self-monitoring check sheet

PROCEDURES: Launch/Preassessment: students will write everything they currently know and understand about treaties. Learning Activity: students will engage in unpacking what the treaty is saying and compare it to their

stakeholder. Students will add this research to their trial journals.

Closure: What was your personal reaction to the treaties we read today? How does this relate to the other

pieces of research that we have looked at this week? Does this affect your stakeholder position? Did today’s exercise affect your own beliefs? How had your thinking changed or stayed the same? Provide supporting examples.

 

POSITIVE IMPACT ON STUDENT LEARNING EVIDENCE (STUDENT VOICE):

These are the generic categories of questions that you need to contextualize to the content of your lessons for the students.

What was the learning target? Why are you learning this? How is this tied to previous learning? How has your beliefs changed or stayed the same? What strategies or resources are available to you?

POST-ASSESSMENT –knowledge and skills (formative for daily use, including rubric) Students will engage in an exit ticket quick write. : What was your personal reaction to the treaties we read today? How does this relate to the other pieces of research that we have looked at this week? Does this affect your stakeholder position? Did today’s exercise affect your own beliefs? How had your thinking changed or stayed the same? Provide supporting examples. ) I will collect students’ trial journals and provide necessary feedback and next steps for the following week.

Standard Beginning Approaching Meeting Exceeding Writing:

W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Student does not provide evidence to support the point of view they have chosen

Student provides vague evidence to support their stance

Student provides sufficient evidence to support their stance

Student integrates evidence from multiple texts to support their stance

DAY 6

DAY: Monday, Review & Intro to political art

STANDARDS: Art Component 3.2: Uses the arts to communicate for a specific purpose.Art EALR 4: The student makes connections within and across the arts (dance, music, theatre, and visual arts) to other disciplines, life, cultures, and work.S.S 5.3.1 Engages others in discussions that attempt to clarify and address multiple viewpoints on public issues based on key ideals.S.S Component 5.1: Uses critical reasoning skills to analyze and evaluate positions.S.S EALR 4: HISTORY The student understands and applies knowledge ofhistorical thinking, chronology, eras, turning points, major ideas, individuals, andthemes of local, Washington State, tribal, United States, and world history inorder to evaluate how history shapes the present and future

 OBJECTIVE(S): I will communicate a central message about whaling by creating a political art piece

MATERIALS NEEDED:  paint, pastels, crayons, art paper, think-aloud journals-entry and exit task

ACADEMIC LANGUAGE: Language Function: Describe, interpretation, symbolization Language Demand: communicate central message through art

DIFFERENTIATION/ACCOMMODATIONS: (strategies to accommodate different learners: ELL, cultural differences, 4 quadrants/learning styles)

Simplified version of treaty Cartoon/ visual version of treaties Provide scheduled movement breaks Emphasize time limits Color coding on treaties to show emphasis on what to focus on Provide timelines for tasks Provide self-monitoring check sheet

PROCEDURES: Launch/Preassessment: As a class, we will review the purpose of our trial. Students will hand in their rough

drafts of their argumentations for the mock trial. We will have a question and answer period to clear up any loose ends. Then we will move into looking at a serious of political art pieces and have students reflect about what the pieces are conveying in their think-aloud journals. What is the artist’s message? How can art be used to communicate an issue? What would your stakeholder want to say through an art piece if they could? This will be our segue to our art lesson, creating political art pieces.

Learning Activity: students will create a political art piece that conveys a central message about whaling as it pertains to the Makah. Students may create the piece from their own perspective or from the perspective of their stakeholder. As students are creating their pieces, I will call individual students to meet with me about their progress and any challenges they are facing as they prepare for the mock trial. Students will engage in a class art walk and provide feedback to their peers.

Closure: After the arts walk, students will write a reflection about the ways in which they communicated their message and how they received the messages of others. Again they revisit the question posed at the beginning of class, how can art communicate an issue. At the end of the day I will review the protocol for when guest speakers come to visit and what our role as listeners is. Students will generate at least 2 questions for our speaker, I will collect them to proofread and provide feedback.

POSITIVE IMPACT ON STUDENT LEARNING EVIDENCE (STUDENT VOICE):

These are the generic categories of questions that you need to contextualize to the content of your lessons for the students.

Can art communicate?

How is this tied to previous learning? How well did you meet the target? What strategies or resources are available to you?

POST-ASSESSMENT –knowledge and skills (formative for daily use, including rubric)

Art:

Component 3.2: Uses the arts to communicate for a specific purpose.

Student does not portray a political stance or a specific purpose

Student communicates a vague political message

Student communicates their political message

Student clearly communicates their political message

DAY 7

DAY: Tuesday, Voices of the community

STANDARDS: S.S Component 4.3: Understands that there are multiple perspectives and interpretations of historical eventsS.S 4.3.2 Analyzes the multiple causes of change and conflict in U.S. history.Component 5.1: Uses critical reasoning skills to analyze and evaluate positions.S.S 5.3.1 Engages others in discussions that attempt to clarify and address multiple viewpoints on public issues based on key ideals.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

 OBJECTIVE(S): I will compare and contrast the perspective of the Makah in comparison to the perspective of my stakeholder and my own.

MATERIALS NEEDED: exit ticket-3 day reflection, notetaking guide, speaker protocol anchor chart

ACADEMIC LANGUAGE: Language Function: summarization Language Demand: write personal interpretation of community presentations

DIFFERENTIATION/ACCOMMODATIONS: (strategies to accommodate different learners: ELL, cultural differences, 4 quadrants/learning styles)

Simplified version of treaty Cartoon/ visual version of treaties Provide scheduled movement breaks Emphasize time limits Color coding on treaties to show emphasis on what to focus on Provide timelines for tasks Provide self-monitoring check sheet

PROCEDURES: Launch/Preassessment: Review protocol for community speakers, giveback, and question asking. Answer

questions about the speaker protocol. Return student questions, allow time for any revisions. Hand out note-taking guide, this will serve as more data to support their argumentations.

Learning Activity: Community guest speaker from the Makah Nation. Students will engage in active notetaking, question-asking and a giveback period.

Closure: Once that concludes students will add new findings from the day to their notes and will work on editing their argumentations for the trial. Students will then engage in an exit task reflection. Students will reflect as they compare and contrast the perspective of the Makah in comparison to the perspective of their stakeholder and their own perspective. I will pass back their initial reflections with their personal views to serve as a refresher. Students will also generate at least 2 questions for tomorrow’s speaker, I will collect them to proofread and provide feedback.

 

POSITIVE IMPACT ON STUDENT LEARNING EVIDENCE (STUDENT VOICE):

These are the generic categories of questions that you need to contextualize to the content of your lessons for the students.

What was the learning target? Why are we inviting guest speakers? How is this tied to previous learning and your stakeholder? What new information did you learn from today’s speaker? Did the speaker challenge the views of your stakeholder? Did the speaker challenge the views you have? What strategies or resources are available to you?

POST-ASSESSMENT –knowledge and skills (formative for daily use, including rubric)

Standard Beginning Approaching Meeting Exceeding Writing:

W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Student does not provide evidence to support the point of view they have chosen

Student provides vague evidence to support their stance

Student provides sufficient evidence to support their stance

Student integrates evidence from multiple texts to support their stance

DAY 8

DAY: Wednesday, Voices of the community

STANDARDS:  S.S Component 4.3: Understands that there are multiple perspectives and interpretations of historical eventsS.S 4.3.2 Analyzes the multiple causes of change and conflict in U.S. history.Component 5.1: Uses critical reasoning skills to analyze and evaluate positions.S.S 5.3.1 Engages others in discussions that attempt to clarify and address multiple viewpoints on public issues based on key ideals.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

 OBJECTIVE(S): I will compare and contrast the perspective of the Makah in comparison to the perspective of my stakeholder and my own.

MATERIALS NEEDED: exit ticket, notetaking guide

ACADEMIC LANGUAGE: Language Function: summarization Language Demand: write personal interpretation of community presentations

DIFFERENTIATION/ACCOMMODATIONS: (strategies to accommodate different learners: ELL, cultural differences, 4 quadrants/learning styles)

Simplified version of treaty Cartoon/ visual version of treaties Provide scheduled movement breaks Emphasize time limits Color coding on treaties to show emphasis on what to focus on Provide timelines for tasks Provide self-monitoring check sheet

PROCEDURES: Launch/Preassessment: Review protocol for community speakers, giveback, and question asking. Answer

questions about the speaker protocol. Return student questions, allow time for any revisions. Hand out note-taking guide, this will serve as more data to support their argumentations.

Learning Activity: Community guest speaker from a local animal rights group. Students will engage in active notetaking, question-asking and a giveback period.

Closure: Once that concludes students will add new findings from the day to their notes and will work on editing their final argumentations for the trial. Students will then engage in an exit task reflection. Students will reflect as they compare and contrast the perspective of the Makah in comparison to the perspective of their stakeholder and their own perspective. How does today’s speaker compare to yesterday’s speaker? We will debrief and share out. Students will also generate at least 2 questions for tomorrow’s speaker, I will collect them to proofread and provide feedback.

 

POSITIVE IMPACT ON STUDENT LEARNING EVIDENCE (STUDENT VOICE):

These are the generic categories of questions that you need to contextualize to the content of your lessons for the students.

What was the learning target? Why are we inviting guest speakers? How is this tied to previous learning and your stakeholder? What new information did you learn from today’s speaker? Did the speaker challenge the views of your stakeholder? Did the speaker challenge the views you have?

How is today’s speaker similar or different than yesterday’s speaker, give an example. What strategies or resources are available to you?

POST-ASSESSMENT –knowledge and skills (formative for daily use, including rubric)

Standard Beginning Approaching Meeting Exceeding Writing:

W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Student does not provide evidence to support the point of view they have chosen

Student provides vague evidence to support their stance

Student provides sufficient evidence to support their stance

Student integrates evidence from multiple texts to support their stance

DAY 9

DAY: Thursday, Voices of the community

STANDARDS:  S.S Component 4.3: Understands that there are multiple perspectives and interpretations of historical events

S.S 4.3.2 Analyzes the multiple causes of change and conflict in U.S. history.Component 5.1: Uses critical reasoning skills to analyze and evaluate positions.S.S 5.3.1 Engages others in discussions that attempt to clarify and address multiple viewpoints on public issues based on key ideals.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

 OBJECTIVE(S): I will compare and contrast the perspective of the Makah in comparison to the perspective of my stakeholder and my own.

MATERIALS NEEDED: exit ticket, notetaking guide

ACADEMIC LANGUAGE: Language Function: summarization Language Demand: write personal interpretation of community presentations

DIFFERENTIATION/ACCOMMODATIONS: (strategies to accommodate different learners: ELL, cultural differences, 4 quadrants/learning styles)

Simplified version of treaty Cartoon/ visual version of treaties Provide scheduled movement breaks Emphasize time limits

Color coding on treaties to show emphasis on what to focus on Provide timelines for tasks Provide self-monitoring check sheet

PROCEDURES: Launch/Preassessment: Review protocol for community speakers, giveback, and question asking. Answer

questions about the speaker protocol. Return student questions, allow time for any revisions. Hand out note-taking guide, this will serve as more data to support their argumentations.

Learning Activity: Community guest speaker, Washington state employee from the department of fish and wildlife. Students will engage in active notetaking, question-asking and a giveback period.

Closure: Once that concludes students will add new findings from the day to their notes and will work on editing and editing their argumentations for the trial. Students will then engage in an exit task reflection. Students will reflect as they compare and contrast the perspective of the Makah in comparison to the perspective of their stakeholder and their own perspective. How does today’s speaker compare to Tuesday and Wednesday’s speakers? As a class, we will engage in a debriefing session and students will finalize their argumentations. I will check in with each student during read to self. Student will have time during writing block to do their final editing. At the end of the day we will practice for the mock trial.

 

POSITIVE IMPACT ON STUDENT LEARNING EVIDENCE (STUDENT VOICE):

These are the generic categories of questions that you need to contextualize to the content of your lessons for the students.

What was the learning target? Why are we inviting guest speakers? How is this tied to previous learning and your stakeholder? What new information did you learn from today’s speaker? Did the speaker challenge the views of your stakeholder? Did the speaker challenge the views you have? How is today’s speaker similar or different than yesterday’s speaker, give an example. What strategies or resources are available to you? What are your thoughts going into tomorrow’s mock trial? Do you think that you will be able to persuade members of the council? How has your thinking changed during this process?

POST-ASSESSMENT –knowledge and skills (formative for daily use, including rubric) exit ticket, final argumentation

Standard Beginning Approaching Meeting Exceeding Writing:

W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Student does not provide evidence to support the point of view they have chosen

Student provides vague evidence to support their stance

Student provides sufficient evidence to support their stance

Student integrates evidence from multiple texts to support their stance

DAY 10

DAY: Friday, Mock Trial

STANDARDS:  Science 5-ESS3-1Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.S.S Component 4.3: Understands that there are multiple perspectives and interpretations of historical eventsS.S 4.3.2 Analyzes the multiple causes of change and conflict in U.S. history.Component 5.1: Uses critical reasoning skills to analyze and evaluate positions.S.S5.3.1 Engages others in discussions that attempt to clarify and address multiple viewpoints on public issues based on key ideals.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.Art Component 3.2: Uses the arts to communicate for a specific purpose.

 OBJECTIVE(S): I will participate in an argumentative discussion to communicate the perspective of my stakeholder.

MATERIALS NEEDED: Mock trial journals, final argumentations, trial anchor chart with sentence starters, gavel, thank you notes

ACADEMIC LANGUAGE: Language Function: organization, argumentation, persuasion, evaluation Language Demand: reasoning, interpreting, analyzing

DIFFERENTIATION/ACCOMMODATIONS: (strategies to accommodate different learners: ELL, cultural differences, 4 quadrants/learning styles)

Simplified version of treaty Cartoon/ visual version of treaties Provide scheduled movement breaks Emphasize time limits Color coding on treaties to show emphasis on what to focus on Provide timelines for tasks Provide self-monitoring check sheet

PROCEDURES: Launch/Preassessment: review protocol for the mock trial, answer any questions, aboard bus to the local

courthouse along with guardian volunteers. Learning Activity: Students will engage in the mock trial and present their argumentative cases.

Closure: Students will engage in a feedback circle after the trial as well as a giveback discussion with the judge. Students will engage in an exit task reflection regarding the process and their stance on Whaling now. How has your perspective changed? Why is argumentation important? Why is hearing multiple perspectives important? How does your stake holder position different from or the same as your own? How has your thinking changed?

 

POSITIVE IMPACT ON STUDENT LEARNING EVIDENCE (STUDENT VOICE):

These are the generic categories of questions that you need to contextualize to the content of your lessons for the students.

What was the learning target? Why are we inviting guest speakers? How is this tied to previous learning and your stakeholder? What new information did you learn from today’s speaker? Did the speaker challenge the views of your stakeholder? Did the speaker challenge the views you have? How is today’s speaker similar or different than yesterday’s speaker, give an example. What strategies or resources are available to you? What are your thoughts going into tomorrow’s mock trial? Do you think that you will be able to persuade members of the council? How has your thinking changed during this process?

POST-ASSESSMENT –knowledge and skills (formative for daily use, including rubric)

Standard Beginning Approaching Meeting Exceeding Writing:

W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Student does not provide evidence to support the point of view they have chosen

Student provides vague evidence to support their stance

Student provides sufficient evidence to support their stance

Student integrates evidence from multiple texts to support their stance