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Guam District Level Lesson Plan
Quarter 1
Content: SS/Guam History Grade/Course: 4th Timeline: 9/8/15 – 9/11/15 Standard(s): 4.1.7 Describe the origins and significance of local celebrations.
4.3.2 Identify and explain the uses and conservation of the environment and resources.
Lesson Overview: The focus of this lesson is to enable students to form an understanding of the origin of essential local celebrations. Through understanding their very origins, students will be able to see how instrumental these local celebrations are in shaping Guam’s history. More over, students will be able to understand how vital it is to conserver Guam’s environmental resources.
Lesson Objective(s): In this lesson, students will be able to
• Recognize the significance and origin of fiestas, Our Lady of Kamalen, and Liberation Day on Guam
• Identify the various uses of Guam’s environmental resources and provide a possible solution for conservation
• Explain the significance of Guam’s environmental resources to the Chamorro culture
Vocabulary: culture, traditions, ethnicity, diversity, influence, significance, Inifresi, Fanohge Chamoru, Guam Hymn, Yapese, Palauan, Marshallese, Chuukese, Pohnpeian, Carolinian, Kosraean, Korean, Chinese, Japanese, Chamorro, American, Our day of Kamalen, Fiesta, “Liberation Day”, conservation, liberation
Focus Question(s): How has the Chamorro culture had an impact on Guam today?
How can we protect and conserve Guam’s environment and resources?
Description of Lesson (Including Instructional Strategies): Anticipatory Set:
§ Journal Prompt: For 10-‐15 minutes, have students write a paragraph or two about their knowledge and or experience of local celebrations such as fiestas, Liberation Day, and Our Lady of Kamalen. Next, have the students share their personal insights regarding the local celebrations.
Instruction and Strategies: Day 1: Teacher will present about local celebrations such as village fiestas. During presentations, students will take notes with their graphic organizers. For homework, students will answer the follow questions:
1. Village parishes hold _________ to honor their patron saints. fiestas 2. For some families, a fiesta involves ________ of preparation. weeks 3. The multiculturalism of the dishes of food presented in fiestas represent Guam’s ________.
diversity 4. On Guam, fiestas were introduced long ago by Spanish __________missionaries. Catholic 5. Fiestas are special occasions where families and friends from the island get together to ______
and celebrate. pray
Integration with Art: Students will illustrate a fiesta (either working alone or in groups): the various types of foods that they see or know of in a fiesta table and the diversity among the groups of people who attend fiestas. Through this, students will demonstrate how fiesta food is an embodiment of Guam’s multiculturalism. Thus, emphasizing the previous lesson’s portrayal of Guam as an island of diversity. Students can make their illustrations vivid and story like by adding brief descriptions about what they learned about fiestas.
Day 2 Our Lady of Kamalen: Teacher will first ask students if they have any prior knowledge about Our Lady of Kamalen. Then the teacher will conduct a brief lecture and give students insight about Our Lady of Kamalen by sharing the legend with the class. Over the duration of the teacher’s lesson, students will take notes. Lastly, students will answer the following questions:
1. Santa Maria Kamalen also known as Our Lady of Camerin is the patron _______ of Guam. saint 2. The fisherman saw the statue floating in the water escorted by two golden-‐spotted ______ with a
lighted candle on each claw. Crabs 3. Santa Maria Kamalen also became known as ________ of the Crabs. Lady 4. The procession for Our Lady of Kamalen is celebrated ____________8 of every year. December 5. December 8 has become a _____________holiday for Guam. government
Day 3 Liberation Day: Teacher will define the word liberation on the board and explain its meaning. For the next 10 minutes, students will then write a paragraph about what liberation/ being free means to them. Prior to the lecture, students will fill out a KWL chart.
Next, the teacher will conduct a brief lecture on World War 2 while students take notes on key points. Lastly, after the lesson, students will write a reflection about their thoughts on World War 2 and the significance of Liberation Day.
Day 4 Teacher will give a lecture on the uses of Guam’s environment and resources. Students are to take notes that will later be transcribed on a chart. After presenting certain uses of Guam’s environment and resources, the teacher will introduce the word of the day: conservation.
• Conservation (noun): Prevention of injury, decay, waste, or loss. (dictionary.com)
Next, the teacher will list some ways to conserve and most importantly protect Guam’s environment and resources. After, students will fill out a problem-‐solution graphic organizer chart. Each student will pick one problem/ issue (example: throwing trash in the beach). Then, the student will think critically, analyze the problem, and formulate three possible solutions.
Integration with Art: Students can illustrate their problem and three possible solutions with the inclusion of a brief description for each.
Formative Assessment: Questions & Answers, monitor student participation, class work, and peer discussion Closure: On the last day of the lesson, students will write a reflection of what they learned throughout the entirety of the lessons. Students will give feedback and share their opinions about what they thought of the lessons. Accommodations/Modifications:
• Simplified Instructions • Amount of work given may be simplified • For students who have a difficulty in reading, divide the passages between weak and strong
readers • Adjust lesson pace or give more time • Oral instructions/questioning/testing/reading for SPED students
Resources (Textbook and Supplemental): Text Books: Civic Achievement Award Program Resource Book, A History of Guam, Website: www.guampedia.com, http://archive.guampdn.com/guampublishing/special-‐sections/mailahalom08/liberation.shtml, http://mvguam.com/letter-‐to-‐the-‐editor/24864-‐a-‐brief-‐history-‐of-‐liberation-‐day-‐2012.html#.VebiIM7fvoA, http://www.historynet.com/battle-‐of-‐guam, http://epa.guam.gov/, http://www.nrcs.usda.gov/wps/portal/nrcs/site/national/home/ Reflection:
Guam District Level Lesson Plan
Quarter 1
Content: SS/Guam History Grade/Course: 4th Timeline: 9/14/15 - 9/18/15 Standard(s): 4.3.3 Define the meaning of terms commonly used to locate and describe natural regions.
4.3.4 Describe and compare the climate of Guam with other regions.
Lesson Overview: This lesson describes weather and climate in Guam. More over, it will show how much of an impact climate has on people and the environment.
Lesson Objective(s): In this lesson, students will be able to • Form a clear distinction between climate and
weather • Create a natural disaster/ emergency
preparedness plan Vocabulary: typhoon, tsunamis, erosions, run-off, pollution, earthquake, climate, weather, region, precipitation, temperature, elevation, conservation, coral bleaching, shutters, concrete home construction, warning systems, S.O.P.s (typhoon, tsunami)
Focus Question(s): Why are some regions vulnerable to certain natural disasters? ! How does Guam prepare its environment and resources for a natural disaster?
Description of Lesson (Including Instructional Strategies): Anticipatory Set: Journal Prompt (10 minutes) Have students write a paragraph about Guam’s climate and how it affects them. Then let the students share their answers.
Instruction and Strategies:
Day 1: Ask students to define the following words: (Definitions found on pp.52-53 of SS text)
! Climate, Weather, Temperature, Precipitation, Elevation
Reading Skill (Cause and Effect): Three major factors can affect climate. As students read pp. 52-53, have them chart the effect that each factor has on climate.
After reading, review key terms and have a brief discussion on the lesson. Then have students answer the following questions.
1. What is weather? 2. What is climate? 3. How does weather differ from climate?
Day 2: Students are to read pp. 54-57 and take notes in their graphic organizers. After, the teacher will go over the lesson with the class and have students answer the following questions.
1. What conditions do you find in a tropical humid climate? 2. What factors do geographers use to divide climates into regions? 3. What are the six major climate regions? 4. How does climate affect life in a region? 5. How have people in different regions adapted to the climate?
Integration with Art: For homework, have students draw how someone in Pennsylvania would dress in December versus someone living on Guam. Through their artwork, students will demonstrate how climate affects life in a region and how people in different regions adapted to the climate.
Day 3: Writing Prompt: Have you ever experienced an earthquake while you were at school? What did you do? How did you feel? What are students instructed to do during earthquakes? Teacher can show students brief video clip https://youtu.be/OLZA4wMaFf0 about Tsumanis and Earthquakes. Next, have students write the definitions of the following terms: Typhoons are very large and powerful Pacific storms. Tsunamis are a series of enormous waves created by an underwater disturbance such as an earthquake, landslide, volcanic eruption, or meteorite. An earthquake is a sudden and violent shaking of the ground, sometimes causing great destruction, as a result of movements within the earth's crust or volcanic action.
Next, the teacher will conduct a lesson on typhoons, tsunamis, and earthquakes. The teacher will also include a brief discussion on Guam’s climate.
Integration with Art: Have students illustrate their personal experiences of either a typhoon or an earthquake with a brief description.
Day 4 and 5: Teacher will conduct a lesson on how Guam prepares for a natural disaster (typhoon, earthquake, tsunami).
Writing Prompt: Do you know what to do during a natural disaster emergency? If so, what is your natural disaster emergency preparedness plan? If not, create an emergency preparedness plan? Illustrate the steps in your emergency plan.
Independent Work & Integration with Art: Students will create a list of items that they will need in preparation for a natural disaster. Then, they will draw each of the items and state why it is essential to have during an emergency.
Homework: Students will complete the handout (Lesson 3 Handout 1). http://www.fema.gov/media-library-data/a09faf19c5354c01beb9f30125a785cb/FEMA%20UE%20TG_082613_508.pdf
Formative Assessment: Questions and Answers, Quiz
Closure: Conduct a review of the lesson. Lastly, have students write a reflection about three key points that they learned from the lesson. Mini-Quiz
1. What is the difference between weather and climate? 2. What are the six major climate regions? 3. What landforms affect climate? 4. How does climate affect the environment and a person’s way of life?
Accommodations/Modifications:
• Simplified Instructions • Amount of work given may be simplified • For students who have a difficulty in reading, divide the passages between weak and strong readers • Adjust lesson pace or give more time • Oral instructions/questioning/testing/reading
Resources (Textbook and Supplemental): Houghton Mifflin Fourth Grade Social Studies, Chapter 2, Climate and Regions
www.studenthandouts.com (Keyword: graphic organizers) (cause and effect)
http://www.fema.gov/media-library-data/a09faf19c5354c01beb9f30125a785cb/FEMA%20UE%20TG_082613_508.pdf http://ghs.guam.gov/tsunamis http://ghs.guam.gov/typhoons http://ghs.guam.gov/earthquakes http://ns.gov.gu/climate.html http://www.ready.gov/natural-disasters Reflection:
Guam District Level Lesson Plan
Quarter 1
Content: Social Studies/Guam History
Grade/Course: 4th Timeline: 45 minutes | Sept. 21-25
Standard(s): 4.3.8 Recognize the consequences of human modification of the environment on Guam.
4.3.9 Describe the causes and effects of typhoons, earthquakes, volcanoes, tsunamis, and erosion on Guam.
Lesson Overview: This lesson connects to the previous lesson regarding Guam’s environment. It gives insight on the tremendous impact and consequences of human modification of Guam’s environment. Further, it describes both the causes and effects of natural disasters on Guam.
Lesson Objective(s): In this lesson, students will be able to
• Recognize the positive and negative effects that humans have on the environment
• Provide possible solutions to protecting Guam’s natural resources and environment
• Know the causes and effects of natural disasters
Vocabulary: typhoon, tsunamis, erosions, run-‐off, pollution, earthquake, climate, weather, region, precipitation, temperature, elevation, conservation, coral bleaching, shutters, concrete home construction, warning systems, S.O.P.s (typhoon, tsunami)
Focus Question(s): Why are some regions vulnerable to certain natural disasters? How does Guam prepare its environment and resources for a natural disaster?
Description of Lesson (Including Instructional Strategies): Words to Know: Conservation: Using something carefully and not wasting it.
Ecosystem: An environment and all its living things.
Habitat: The natural home of a plant or animal.
Extinct: No longer existing.
Seasonal: Happening at certain times of the year.
Pollution: Anything that makes something impure or dirty.
Volcano: When magma pushes up through cracks in the earth, it becomes lava. Cooling lava forms a volcano.
When lava explodes or erupts, it creates a cinder cone.
Earthquake: A sudden and violent shaking of the ground, sometimes causing great destruction, as a result of
movements within the earth's crust or volcanic action
Tsunami: A series of enormous waves created by an underwater disturbance such as an earthquake, landslide,
volcanic eruption, or meteorite.
Erosion: A process of wearing away of rock and soil.
Typhoons: Very large and powerful Pacific storms.
Anticipatory Set: (15 minutes) Think, Pair, Share: Typhoon Experiences on Guam
Instruction and Strategies: Day 1 and 2: Cause and Effect Group Activity In the previous lesson, we discussed the significance of Guam’s natural resources. More over, we listed problems of taking advantage or damaging the natural resources of Guam’s environment. Example:
• Over fishing at the same spot àHas a negative effect on the marine life ecosystem, which may lead to extinction of particular fish speciesà Fish in designated areas
• Polluting Guam beaches àMay kill or injure marine lifeà Place your trash in the proper receptacle After, sharing proposed possible solutions on alleviating those issues to conserve and protect Guam’s natural resources and environment. Now, we see that there is a connection between the lessons. The teacher will place students in 4 groups and give them an index card that describes different ways humans modify the environment. Then the students will work in their respective groups and analyze their scenario. After, students will work together to give the effect(s) and pose a possible solution.
1. Cutting down of trees in jungle areas/ clearing land to create private subdivisions o Displacement of animals and negative impact on habitats
2. Construction of more roads/ highways o Result in more car usage and air pollution
3. Seizure of Chamorro land/homes for military expansion o Displacement/ loss of sense of identity
4. Hunting of Wildlife (animals and birds) o Extinction of some species
5. Over Grazing o Unfertile land
Integration with Art: Have students illustrate their group scenarios of human modifications to Guam’s environment (causeàeffectàsolution).
Day 3 Reading: RAGE OF FIRE story on pp. 292 Ch.10 of SS Text The class will read Rage of Fire and the teacher will do a brief discussion of the story. Integration with Art/Independent Work: Students will then list the characters and important events in the story. After, students will use their notes/information to create a comic strip. Please remind students to use speech bubbles in their comic strips. Homework: Have students imagine that they are news reporters on the scene as the volcano erupts. Tell them to write a news report about the event for homework. During the next class session, students will present their reports. Day 4 and 5: Guam Earthquakes, Tsunamis, and Typhoons http://www.guampedia.com/tsunami-and-earthquake-history-and-potential-for-guam/ http://ghs.guam.gov/tsunamis http://ghs.guam.gov/typhoons Teachers will review previous lesson on Earthquakes, Tsunamis, and Typhoons. Through the lessons, students will be able to see the connection between the earthquakes and tsunamis. Next, Students are to fill out a Venn Diagram regarding Earthquakes and Tsunamis to demonstrate their understanding of the lesson.
Independent Work: Students are to read and answer Ready for Everything handout.
ANSWER KEY: 1. Why can’t they cook? If the power has gone out, you can’t use the stove or microwave. You should keep the refrigerator door closed so food can last up to 24 hours.
2. Why is it important to have an emergency kit ready before a disaster happens? You may not have time to gather the supplies you need at a moment’s notice if a disaster occurs. You may also need to evacuate at a moment’s notice.
3. Name three things that might be in the emergency kit. Answers could include: flashlight, batteries, canned food, bottled water, blankets, a board game, a first-aid kit, a battery- operated or hand-cranked radio, garbage bags, a map, and a change of clothes.
4. Does your family have an emergency kit and communications plan ready? Answers will vary.
5. How would it make you feel to have an emergency kit and communications plan ready? Answers will vary.
Formative Assessment: QUIZ
1. Name at least two out of the three natural disasters that we went over in class. o Earthquake, Tsunami, Typhoon
2. List three essential items that you should have to best prepare for a typhoon. o Water, flashlight w/batteries, candles, non-perishable foods/canned goods, first aid kid, battery
operated radio, etc. 3. What natural disaster usually causes tsunamis?
o Earthquakes 4. What is a typhoon and list one of its effects?
o A large and powerful Pacific storm o Flooding, power outages, destruction of environment and homes, etc.
5. If an earthquake occurs in school, what should you do? o -get under a sturdy piece of furniture (desk or table) or doorway
-stay clear of windows and exterior doors Accommodations/Modifications:
• Simplified Instruction • Simplified Work • For students who have difficulty in reading, divide the passages between weak and strong readers. • Adjust lesson pace or give more time • Oral Instruction/Questioning/testing/reading
Resources (Textbook and Supplemental): www.studenthandouts.com (Keyword: graphic organizers) (cause and effect)
http://www.guampedia.com/ancient-guams-environment/
http://www.guam-online.com/ (Maps and information regarding Guam)
http://www.guam.gov/ (Maps and information regarding Guam)
http://www.tropicalweather.net (Conditions for typhoons, hurricanes, effects from earthquakes)
Houghton Mifflin Fourth Grade Social Studies, Chapter 2, Climate and Regions, pp. 36–40, 52–57
Houghton Mifflin Fourth Grade Social Studies, Chapter 10, Rage of Fire, pp. 292–295 (volcano story)
Houghton Mifflin Fourth Grade Reading, Theme 6, Nature, Friend and Foe, pp. 626–708
http://kpalm1970.weebly.com/positive-and-negative-consequences-of-human-modification-of-the-environment.html
http://www.fema.gov/media-library-data/a09faf19c5354c01beb9f30125a785cb/FEMA%20UE%20TG_082613_508.pdf
http://ghs.guam.gov/tsunamis http://ghs.guam.gov/typhoons http://ghs.guam.gov/earthquakes
Reflection:
Guam District Level Lesson Plan
Quarter 1
Content: SS/Guam History Grade/Course: 4th Timeline: 9/28/15 – 10/2/15
Standard(s): 4.1.5 Compare the ways of life in various Micronesian island groups before European exploration and describe the region in which they lived.
4.2.1 Discuss the difference between historical fact and opinion.
Lesson Overview: The focus of this lesson is for students to learn and understand the significance of facts and opinions. Most importantly, they are to know the difference between the two and apply it to Guam history.
Lesson Objective(s): In this lesson, students will be able to
• Distinguish between historical fact and opinion
• Give insight on Pre-‐ Contact Micronesian Island life
Vocabulary: economic geography, cultural geography, physical geography, civilization, distribution, settlement, fact, opinion, latte, lusong, adaze, clan, proa, galaide, sakman
Focus Question(s): How did the ancient Chamorros sustain their civilization?
How does the ancient Chamorro culture impact communities of today?
Description of Lesson (Including Instructional Strategies): Anticipatory Set (10 minutes): Write down the words “Fact” and “Opinion” on the board. Then ask students to write down what they think those terms mean. After, have the students share their own understanding/ meanings of the terms. Instruction and Strategies: Fact (noun): Something that actually exists and is provable. Opinion (noun): A personal view or belief. DAY 1 & 2: FACT VS. OPINION
I can distinguish between historical fact and opinion. § First, the teacher will list 5 statements on the board. Then, the students will copy
each statement and label each one as “fact” or “opinion.”
1. Fridays are “Island Wear” dress down days. 2. There are 12 months in a year. 3. School buses would look nicer if they were painted green. 4. Summer is the best season of all. 5. Everyone should eat Turkey on Thanksgiving Day.
§ Teacher will conduct a lesson on fact versus opinion. (Power points attached)
§ After the lecture, teacher will have students complete the assignment on the PowerPoint. Students are to demonstrate their knowledge of fact versus opinion through confidently completing the assignment with accuracy. Most importantly, they are to demonstrate that they can form a clear distinction between fact and opinion.
§ Now that students know the difference between a fact and an opinion, give them more practice by using Guam historical facts and opinions.
o Making connections with Guam’s history: In the previous lessons,
students learned a lot about Guam’s history (World War 2, Liberation Day, fiestas, and other festivities essential to Guam culture). Therefore, have students apply what they have learned and form connections. Have each student/group list 3 historical facts about Guam and 3 opinions. Then have them share their lists with the class.
§ Formative Assessment: QUIZ
1. Define fact and opinion in your own words. 2. What is the difference between a fact and an opinion? 3. List two historical facts about Guam’s history. 4. List two opinions about Guam. 5. Why do you think it’s important to know about historical facts and opinions?
DAYS 3 -‐5: MICRONESIAN ISLANDS PRIOR TO EUROPEAN EXPLORATION
I can describe and explain the Micronesians’ way of life before European exploration. Prior to European exploration, the people of the Micronesian islands practically had the freedom to live by their own cultural ways. Scientists have come to an agreement that Pacific Islanders have migrated from Southeast Asia. Essentially, the people of the Pacific were known to be skilled navigators. By the time European explorers came into the picture, all of the islands were discovered or settled in by the Pacific islanders. The Pacific Islanders sailed in outrigger canoes. Sakman: A big canoe Galaide’: A small canoe Settlement: The settling of persons in a new place; Making a place their permanent home Civilization: Any type of culture, society, etc., of a specific place, time, or group Adaze: Main stone tool Latte: A Chamorro term that refers to stone pillars Clan: A group of people of common descent; A family Proa: Boat; Outrigger canoe used by the Micronesians as a source of transportation
§ Teacher may use multiple of the Guam history texts listed to conduct lesson. § Prior to beginning the lesson, have students fill out a KWL chart.
§ Have students read Chapter 6 of the Pacific Neighbors book and have them take
notes on key points. (pp.24-‐29) o Integration with Art: Students are to draw and label the coconut tree. o Homework: Have students explain the significance of the coconut tree
by stating examples. v While reading both texts, students may also complete a Fact vs. Opinion chart to
apply what they learned. § Read A History of Guam (Ch.2) as a class and have students take notes of key points.
Integration with Art: Have students illustrate the Chamorro way of life prior to European conquest and colonization. Also, have them write a brief description in the bottom of their picture. Students may illustrate the specific tools used, outrigger canoes, latte stones, particular attire, and how homes looked like back then. Independent Practice: Have students complete handout on Fact vs. Opinion. Closure: Conduct a brief review. Then have students write a one-‐paragraph reflection about what they learned. Accommodations/Modifications:
• Simplified Instruction • Simplified Work
• For students who have difficulty in reading, divide the passages between weak and strong readers.
• Adjust lesson pace or give more time • Oral Instruction/Questioning/testing/reading
Resources (Textbook and Supplemental): Text: Pacific Neighbors (pp.17), A History of Guam (Chapter 2), Hale-‐ta (Chamorro Pre-‐History), Micronesia: A Guide Through the Centuries (p.3-‐12), Civic Achievement Award Program Student Resource Book (pp.11-‐21)
www.studenthandouts.com (Keyword: graphic organizers)
http://guampedia.com/
http://www.guam-‐online.com/ (Maps and information regarding Guam)
http://www.guam.gov/ (Maps and information regarding Guam)
Reflection:
Guam District Level Lesson Plan
Quarter 1
Content: SS/Guam History Grade/Course: 4th Timeline: 10/05/15-‐10/9/15
Standard(s): 4.2.4 Explain how ancient Chamorros lived and built their civilization 4.3.3 Define the meaning of terms commonly used to locate and describe natural regions
Lesson Overview: For this lesson, students will form discussions on ways in which World History has shaped Guam’s history. Essentially, students will build on prior knowledge to world events such as World War 2 or Empire building that evidently had an impact on Guam’s history.
Lesson Objective(s): In this lesson, students will be able to • Recall World History events and see
its significance in shaping Guam’s history
• Identify and use specific terms to locate and describe natural regions
Vocabulary: economic geography, cultural geography, physical geography, civilization, distribution, settlement, fact, opinion, latte, lusong, adaze, clan, proa, galadie, sakman
Focus Question(s): How did the ancient Chamorros sustain their civilization?
How does the ancient Chamorro culture impact communities of today?
Description of Lesson (Including Instructional Strategies): Anticipatory Set (10-‐15 minutes): Think, Pair, Share
Give students 2 minutes to think of a World History event. If needed, give them a few examples. Then have them work with a partner to fill in the chart above. After, have each pair share their ideas.
Instruction and Strategies: Session 1-‐3: Give student examples of certain historical world events that have ultimately shaped Guam’s history. Then, briefly describe the particular events(s). After, see how much students can recall from previous lesson.
§ Samples of World Historical Events 1. Empire Building: Western Colonialism 2. Pirates in the Pacific 3. World Explorers: Magellan 4. The Civilizing Mission: Missionary Initiatives 5. World War II
§ After the lesson, have students write a paragraph describing the events’ impact on
world history. More over, have them draw connections between the historical world events being discussed.
Integration with Art: Have students illustrate a particular historical world event with a brief description. Independent Practice: Aside from the information provided, students may conduct research on their own for homework and share their findings with the class. Session 4-‐5: Class reading on Chapter 2 Lesson 1 and 2.
§ Have students fill out a graphic organizer to note down key features that define a region.
§ Formative Assessment: Have students answer Ch.2 Lesson 1 and 2 review questions #1-‐5.
§ Integration with Art: Students are to draw a map of the classroom. Divide the classroom into regions by drawing boundary lines. Explain why you placed the boundaries where you did.
Closure:
§ Integration with Music: As a review, students may work in their assigned groups and create a chant or poem about what they learned about regions. Then each group will present their chant or poem with the rest of the class.
Accommodations/Modifications: • Simplified Instruction • Simplified Work • For students who have difficulty in reading, divide the passages between weak and strong
readers. • Adjust lesson pace or give more time • Oral Instruction/Questioning/testing/reading Resources (Textbook and Supplemental):
o Houghton Mifflin Fourth Grade Social Studies o www.studenthandouts.com (Keyword: graphic organizers) o http://www.guam-‐online.com/ (Maps and information regarding Guam) o http://www.guam.gov/ (Maps and information regarding Guam) o http://www.guampedia.com/ferdinand-magellan/ o http://www.guampedia.com/pirates-on-guam/ o http://www.guampedia.com/category/wars-peace/wwii/ o http://www.guampedia.com/category/religion/ o http://www.guampedia.com/american-style-colonialism/
Reflection:
GuamDistrictLevelLessonPlan
Quarter1
Content:SS/GuamHistory Grade/Course:4th Timeline:10/12/15-10/16/15
Standard(s):4.3.5Describethephysical,economic,andculturalgeographyofGuam.
4.3.6LocateanddescribethemajorplacesandvillagesofGuam
LessonOverview:Forthislesson,studentswilllearnhowtowriteacoherentcurrenteventreportandpresentittotheclass.Moreover,studentswilluselongitudeandlatitudetodetermineabsolutelocations.
LessonObjective(s):Inthislesson,studentswillbeableto• Recognizethesignificanceof
currentevents• Writeclearandconcisereportsand
presentthemtotheclass• Distinguishthedifferencebetween
longitudeandlatitude• Uselatitudeandlongitudeto
determineabsolutelocationsVocabulary:economicgeography,culturalgeography,physicalgeography,civilization,distribution,settlement,fact,opinion,latte,lusong,adaze,clan,proa,galadie,sakman
FocusQuestion(s):HowdidtheancientChamorrossustaintheircivilization?
HowdoestheancientChamorrocultureimpactcommunitiesoftoday?
DescriptionofLesson(IncludingInstructionalStrategies):
AnticipatorySet(10):KWLChartonCurrentEvents
HavestudentsfilloutaKWLChartregarding“CurrentEvents.”Thengoaroundthe
classroomandhavethemsharetheirthoughts.InstructionandStrategies:Session1:IntroductiontoCurrentEventsTeacherwilldoabrieflessononCurrentEvents.Studentsaretotakenotesduringthelessonandbeabletolistthe5W’sandunderstanditssignificanceinwritingareport.
§ Attachedareseveralcurrentevents’worksheetsthatstudentsmayusetocreatetheirreport.Therearealsorubricsattachedfortheiroralpresentationsandwrittenreports.
§ Towardstheendofthelesson,teacherwillassignthehomework.Studentsaretofindanonline/newspaperarticleandwriteareportonitthatessentiallycoversthe5W’s.Teachermayselectanyofthecurrentevents’worksheetsattachedforstudentstofillout.
Session2:PresentationsTheteacherwillfirstaskforvolunteerstopresenttheirreports.Iftherearenovolunteers,thentheteachermayselectupto5studentstopresent.Then,afterpresentations,studentsaretofinishfillingouttheirKWLchartsfromthepreviouslesson.
§ Reflection:Studentsaretowriteaone-paragraphreflectiononthesignificanceofcurrentevents.(Inclass/Homework)
§ PeerEditing:Writingisacontinuousprocess.Studentswillbeabletohonetheirwritingskillsthroughconstantrevision.Basically,studentswillbepartneredupandreadeachother’sreports.Then,theyaretogivethoughtfulfeedbacktotheirclassmates.Afterstudentswillrereadtheirreportsandmakethenecessaryrevisions.
IntegrationwithArt:Havestudentsdrawapictureaboutthespecificeventfortheirreport.IntegrationwithMusic:RhymeIt,Rapit(CurrentEvents.pdffilepage14)
§ Studentsaretorewritetheirarticleasifitwerearaporarhymingpoem.Theyaretoincludealltheimportantinformation.
IndependentPractice:StudentsfindinganessentialandinformativearticleregardingGuamfortheircurrenteventreport.Session3-5:Icanuselatitudeandlongitudetodetermineabsolutelocations
§ UsingLongitudeandLatitude(SocialStudiesTextBookCh2page50)o Studentswilldefinevocabularywordsonpage50
Ø Latitudelines,parallels,longitudelines,meridiano Theywillthenstudythemaponpage51andpracticeusinglatitudeand
longitudetodeterminetheabsolutelocationofanassignedplace.Studentsaretopracticeandanswerquestions1and2independently.
o FormativeAssessment(p.51)Ø ApplytheSkill:Uselatitudeandlongitudetoidentifythelocationsof
threeotherplacesintheUnitedStates.
§ GeographyofGuamhttp://www.guampedia.com/geography-of-guam/o StudentsaretowriteareportaboutthegeographyofGuam.o IntegrationwithArt:HavestudentsdrawandlabelthemapofGuamwiththe
useoflatitudeandlongitudeandcardinaldirection.(*imageofGuammapattached)http://images.nationmaster.com/images/motw/australia/guam_pol91.jpg
o
Accommodations/Modifications:• Simplified Instruction • Simplified Work • For students who have difficulty in reading, divide the passages between weak and strong
readers. • Adjust lesson pace or give more time • Oral Instruction/Questioning/testing/reading Resources(TextbookandSupplemental):
o HoughtonMifflinFourthGradeSocialStudieso www.studenthandouts.com(Keyword:graphicorganizers)o http://www.guam-online.com/(MapsandinformationregardingGuam) o http://www.guam.gov/(MapsandinformationregardingGuam) o http://www.guampedia.com/geography-of-guam/ o http://images.nationmaster.com/images/motw/australia/guam_pol91.jpg
Reflection:
Guam District Level Lesson Plan
Quarter 1
Content: SS/Guam History Grade/Course: 4th Timeline: 45 minutes (5 days) Standard(s): 4.1.4 List ways in which one culture can influence other cultures and bring about change.
4.1.6 Sing the Guam Hymn in Chamorro and English and explain its meaning.
Lesson Overview: The focus of this lesson is to enable students to form discussions on how World History events have had a significant impact on Guam History. Therefore, through the historical events, the students will see the birth of the Guam Hymn and pledge and its vital role in Guam History and the Chamorro culture.
Lesson Objective(s): In this lesson, students will be able to:
• Identify the tremendous impact and roles other nations played in shaping Guam’s cultural identity
• Employ past world events to gain knowledge and form an understanding of Guam’s history
• Work collaboratively in their groups and create a presentation report of a specific historical event and present it to the class
• Extrapolate information from the historical events and use it to reimagine history and see its recurring cycle of “cause and effect”
Vocabulary: culture, traditions, ethnicity, diversity, influence, significance, Inifresi, Fanohge Chamoru, Guam Hymn, Yapese, Palauan, Marshallese, Chuukese, Pohnpeian, Carolinian, Kosraean, Korean, Chinese, Japanese, Chamorro, American, Our day of Kamalen, Fiesta, “Liberation Day”
Focus Question(s): How has the Chamorro culture had an impact on Guam today?
Given the series of historical events, how has it shaped Guam?
How do you think contemporary Guam will be given these changes?
How has music been a significant aspect of Guam’s history and culture?
Description of Lesson (Including Instructional Strategies): Anticipatory Set: For 10 minutes, ask students if they can recall any world events that has had an impact on Guam history and their lives. Have them reimagine history and allow them to envision on how different things would be given that the particular historical event would have a different turnout. Next, have the students write down their thoughts. After, place them in groups for the next part of the lesson.
Instruction and Strategies:
Day 1&2: With students being in their respective groups, have a representative from each group randomly choose a popsicle stick. The stick will have a corresponding number relevant to a world event. Once each groups have chosen and are handed out their world events, they will work collaboratively in constructing a report that will answer the following questions.
What is this world event?
When did this event take place?
Why did this event happen?
Where did it happen?
Who was affected by this world event?
If there was a different outcome for this event, what do you think will happen? How would this affect Guam’s history? What would the impact be on contemporary Guam?
Integration with Art: Once students have created their reports, they will reimagine history and use their imagination to illustrate a cover page for their reports.
Days 3: First, the teacher will sing the Guam Hymn and Fanohge Chamorro with the students. Then the students will get into their prospective groups and practice singing. Next, the students will read and analyze the lyrics of the songs and use specific details to explain the meaning of the song.
Day 4: The teacher will give students a handout of the Inifresi with the English translation. Students will then create their unique musical beat and recite the Inifresi in their groups. Teachers may let students listen to examples of inifresi renditions on youtube. After, the students will analyze the text and explain the meaning of the Inifresi.
Day 5: The teacher will conduct a quick review. Assessment
Guided Practice: During presentations of the groups’ reports, students will note down information regarding all world events in their graphic organizers. Students will incorporate “What, When, Why, Where, and Who” into their notes that will enable them to gain knowledge about world events that has helped shape Guam’s cultural identity and history. Formative Assessment: Quiz
1. Explain the meaning of the Guam hymn and use details from the song to support your answer. 2. What role does music have in Chamorro culture and history? 3. Name and explain one world event that has tremendously affected Guam’s history.
Closure:
§ Do a quick recap of the lesson
§ Have students reflect on the lesson: Ø What did they learn? Ø What was their favorite part of the lesson?
Independent Practice: Though students are working in groups, encourage them to conduct further research on their world event at home. More over, have students practice in order to fully prepare for their presentations. Each group member will have a designated part for the report and he or she is to continue working on it for homework. It is essential that each student participates actively in meticulously constructing a clear and concise report. Accommodations/Modifications:
• Simplified Instructions • Amount of work given may be simplified • For students who have a difficulty in reading, divide the passages between weak and strong
readers. • Adjust lesson place or give more time • Oral questioning/testing for SPED students
Resources (Textbook and Supplemental): Text Books: Civic Achievement Award Program Resource Book, A History of Guam Websites: taotaoguahan.blogspot.com/2009/02/inifresi-‐offering-‐chamoru-‐pledge.html, www.guampedia.com/guam-‐hymn-‐fanohge-‐chamorro/, Reflection:
