Lesson+Plan+1

I. HEADING Jon Leach 6/10/2010 Social Studies 10th grade 40-45 minutes

=II. RATIONALE AND BACKGROUND=

This CALLT design, while presenting appropriate content to the students, also addresses their needs in the areas of listening and writing. The classroom that this lesson is to be used in is a mixed ELL and native class, with varying levels of ELL proficiency. The videos used in the lesson present slightly different dialects of English, which is important for the development of ELLs. The content of the lesson focuses on a minority culture, which could be peripherally empowering to non-native English speaking students.


 * III. LESSON OBJECTIVES: **

//Content objectives//:
 * 1) After watching the presentation on stories and culture, TLW write an original legend that is at least one page in length that is reflective of a social value which that student will write at the top of the paper, using advanced grammar, sentence structure and spelling. (Advanced)
 * 2) After watching the presentation on stories and culture, TLW write an original legend that is at least one page in length that is reflective of a social value which that student will write at the top of the paper, using intermediate grammar, sentence structure and spelling. (Intermediate)
 * 3) After watching the presentation on stories and culture, TLW write an original legend that is at least one page in length that is reflective of a social value which that student will write at the top of the paper, using novice grammar, sentence structure and spelling. (Beginner)

//Linguistic objectives//:
 * 1) After watching the video clip story about the rabbit and fox, TLW demonstrate listening proficiency by writing a summary of the story that is no less than one page, using proper grammar, spelling and sentence structure. (Advanced)
 * 2) After watching the video clip story about the rabbit and fox, TLW demonstrate listening proficiency by writing a summary of the story that is no less than one page, using developmentally appropriate grammar, spelling and sentence structure. (Intermediate)
 * 3) After watching the video clip story about the rabbit and fox, TLW demonstrate listening proficiency by completing a cloze exercise with at least 80% accuracy. (Beginner)

=IV. LIST OF RESOURCES=

Projector Paper Pencils Computer with internet access (hooked up to the projector) Various Native American tales in handout form Power Point (on the computer hooked up to the projector)

Some specific vocabulary to be taught during the lesson is: · Solidarity · Mores · Persecuted
 * V. CURRICULUM ANALYSIS** (concepts) **AND LINGUISTIC ANALYSIS**


 * 1) This lesson focuses on listening skills, leading into writing practice.

=VI. PROCEDURES=

=A. Introduction and Motivation=

The lesson will begin with a power point slide that reads “The importance of stories to Native Americans”. A short clip will be shown, featuring an elderly Native man describing the imbalance of society, the end of days and other prophetic teachings by his people. This will set the stage for a discussion of contemporary Native Americans and a focused discussion on folklore and culture.

=B. Lesson Body=


 * 1) After the initial clip has been watched, the teacher will present anthropological concepts relating to folklore, story telling and culture. A good teacher text to refresh for this is chapter 6 of //Folkloristics// by Gorges & Jones.
 * 2) The teacher will explain the history of the boarding house system and attempts by the BIA to “save the man, kill the Indian”.
 * 3) On slide 3, the teacher will return to the topic of stories as culture, and cultural manifestations as a tool for a groups’ ethnic survival. The picture in the bottom right hyperlinks to a video of a pow-wow.
 * 4) On slide four, the teacher will discuss the use of stories to transmit the values of a culture from one generation to the next. The picture in the bottom right hyperlinks to a video of a Native American story being told to a group of children.
 * 5) The teacher will tell the students to pay particular attention, as they will be quizzed over this story later.
 * 6) After the video clip, the teacher will address the final slide, prompting students to discuss cultural manifestations in American stories.
 * 7) Students will then write summaries of the story or complete a cloze exercise as appropriate for their linguistic development.
 * 8) Students will then select one vocabulary word and search it in the concordance site provided on the last power point slide. They will select a line from a passage provided by the concordance program. This line //must// be incorporated into the legend that they write.


 * C. Lesson Closure**

The homework will be to write a rough draft of their legend and bring it to class the following meeting.
 * Homework:**

=VII. EVALUATION=

=A. Student Assessment=

The students will be assessed for listening in an informal manner by teacher observation during discussion. Formal assessment of both listening and reading/writing will be accomplished through the summary essay and cloze exercises.