Goulart+Social+Studies+Lesson+++++++++++++Symbols

// *Include BTS through the lesson plan // || How does the understanding of your symbol, help you understand something about the state of Rhode Island’s past? || || At the conclusion of this lesson, students will be able to demonstrate the following:  ·  Students will investigate, explain, and represent the origin, name, significance, and image of one Rhode Island state symbol.
 * ** Essential **
 * Question(s) **
 * ** Objectives **

|| Formative Assessment __ : The instructor will interact with the students, observe, and check in to maintain proper working behavior during the class research and writing periods. __ Summative Assessment: Students will be assessed on the art project as a representation of their symbol for creativeness, and significance of their symbol off of a separate project rubric. Students will generate a writing piece on the meaning behind their state symbol and its significance to our state, assessed off of the creative writing rubric. Both of these will be presented on the due date of the Rhode Island Unit fair, and students will be given both rubrics when introduced to each project. Both rubrics assess representation, information significance and credibility, and only the writing piece requires the origin, or latin name meaning. (The summative assessment covers all three objectives of understanding the meaning, rep. art project, and writing piece.) || -The student will pick out a Rhode Island state symbol to research, and investigate the meaning behind it. The student will collect their research and make sense of it by writing a well structured writing piece about the symbol and its significance and meaning to our state. He/she will create an art project to represent their state symbol as well. Their project and writing piece will go on display in the classroom on the due date, for a grade 4 Rhode Island Unit fair. This lessons theme will help to initiate understanding about the history of the state we live in, as well as an understanding that each state has symbols to represent their history and importance. Materials will be available to encourage proper research and for the students to investigate more about their symbols and its connection to Rhode Island’s history and meaning. - Misconceptions may include the knowledge about Rhode Island and the symbols representing the popularity and importance they hold to our state. || || ** HP 2 (3-4) –1 ** || The teacher will be providing the students with a list of Rhode Island state symbols, such as the flower, the tree, or the bird. The students will pick from the list, which ultimately gives them the opportunity to have ownership of their own assignment. Computers in the library will be available for research, as well as the school library, with books on Rhode Island set aside. By opening up research options for the students, they will have the liberty to become more familiar with computer technology in researching, or also may have the option to read through books to choose important facts to support their writing. Creatively, students have an outlet to build an art project that will symbolize their topic. Students should show evidence of a well structured paragraph within their writing piece. The writing piece is left open to the student’s representation, as long as it shows evidence of a well structured paragraph, grammar, and spelling. This lesson plan focuses mainly on the social studies objective in the researched history aspects of our State, while also incorporating comprehension, literacy, and artistic roles. || -Computers and library research (portion on Rhode Island books set aside) - Any possible art materials students need for take-home -Rubric grading sheet -Recording Notebooks || || The students have a student domain research on the computers and know that that is the only domain to use, so that no inaccurate information is recorded or no side-tracking is being done. I will verbalize that I expect them to work appropriately on the computers, and quietly in the library in the Rhode Island section only. I will send groups according to seating arrangements to the library and to computers at different times during research throughout the week. Students are encouraged to bring their recording notebooks to every research station so they can copy anything interesting they find about their state symbol they chose. ||  // I will have all of the students come over to the rug. Since they have already been introduced to the thematic Rhode Island unit, this is where I will be introducing the Social Studies lesson, and the symbols fair. I will sit, with a huge message board next to me. Based on the facts the students already know (activating prior knowledge) and what they have learned from the story read to them previously about Rhode Island, I will ask them to give me some fact they know about our state. I will record these in bullets on the message board. After we are through, I will explain to them here that each state in the United States has symbols attached to them that represent them historically, or in a abundance or “most known for” aspect. I will explain to them that when they return to their seats, a list of Rhode Island state symbols will be passed around and each student is supposed to pick one. I will urge that they record their particular symbol in their recording book, and within the next few days, they will be researching it. // // Towards the end of the opener, I will express that we are going to have a Unit Fair, where art projects will be due a long with their writing piece. I will then pose the focus question “How does the understanding of your symbol help you understand something about the state of Rhode Islands past?”on the top of the message board, and the students will return to their seats and record this down, as well as their symbol. //
 * RIBTS:1,2,5 ** ||
 * ** Assessment **
 * RIBTS: 9 ** ||
 * ** Context for the Lesson **
 * ** Standards **
 * Students connect the past with the present by… **
 * a. investigating and explaining the origin, name, or significance of local and Rhode Island geographic and human-made features ** ||
 * ** Opportunities to Learn **
 * ** Materials ** || - A handout list of Rhode Island State Symbols
 * Environmental Factors: **
 * Environmental Factors: **
 * ** Instructional Procedures ** |||| // What activities will you and your students do and how are they connected to the objectives? // ||
 * // What will you be doing? // || // What will the students be doing? // ||
 * ** OPENING ****// about 20___minutes-Day 1 //**

** ENGAGEMENT ****// about _3 days //** // During these 3 days of research, I will be observing and checking in with all of the students on progress, focus, and questioning. This is my formative assessment with them. // // After the 3 days of research, I will constantly encourage the students to refer to their rubrics for their writing piece, and the final will be written out instead of typed because of the limited computers in the classroom. The students will not be assigned homework this week, other than practicing their spelling words and constructing their projects for Friday’s due date. //

** CLOSURE ****// Last day-Rhode Island Fair //** // Today, the students will bring in their art projects to the classroom and place them on the open shelving available. During our Social Studies period, earlier on in the day, I will call on each student, and with their writing piece they will come up and read it to me and explain their art structure. I will have a check off list on me during this time of evaluation. // // I will have a check off list on me during this time of evaluation. // // I will take their written piece and evaluate their art project according to the rubrics the day of. //

|| // Here, the students will be on the rug during the opener. After this, they will return to their seats and get out their recording book to select and record, from a list being passed around, a state symbol. The posed focus question for the lesson will be written on the message board and be copied down in their recording notebooks at this time as well. I will give them 10 minutes to do this, and brainstorm ideas for their art project. Home work for the night will be more brainstorming for the project as well. ( A note will be sent home with the students informing the parents of the art project due by Friday for the “In-class Unit Fair”. //

// The students during this phase will be moving in groups between two stations, both the computer station, and the library, to conduct research on their specific unit they chose. Things they should be looking for are details and facts surrounding the symbol, and why it’s significant to Rhode Island’s past. (relating their focus question) // // The student will on the 3rd day begin their draft of their writing piece by bringing all the research they have found together to make sense. The writing rubric will be handed out before they construct their rough draft so they have a concrete guideline as to my expectations. //

// During this time, the students will place their art project the available shelve, and when called will come up and read to me independently their writing piece and leave it by their art project. //

// At the end of the day, I will do a small wrap up on the rug with the students recognizing their hard work they have put forth throughout the week. I will also transition into the importance of the many symbols they worked on to understand Rhode Island’s past and present. I will also lead the students into the understanding that we will use one of these symbols for our up-coming science lesson. // ||