TE 401: Teaching Social Studies to Diverse Learners

Week Seven

October 9, 2008

Using Historical Fiction/Lesson Planning

Agenda

John Henry presentations Seeing Student Thinking Assignment Jigsaw on Group Work Fever 1793 For next time Metacognitive Moment Microteaching 1st Part of Lesson Plan Workshop

John Henry Presentations

Seeing Student Thinking Assignment Assignment folder on Angel

Questions or Comments?

Ch. 9 – Weinstein & Mignano

Pitfalls of Groupwork (pp. 264 – 270) Abbey, Sarah V., Brad, Tina, Kelsi

Group type/Group size(pp.271-277) Amanda, Terra, Evan, Megan, Nicole

Group composition/Positive interdependence /Individual accountability (pp. 277-283) Sarah H., Katheryn, Jake, Natalie, Brittany C.

Teach & value cooperation/Group Skills/Evaluation (pp.283-288) Meryl, Suzie, Kelly, Katie, Sarah T.

Monitor learning and cooperative behavior/Approaches to cooperative learning/Summary (288-295) Karen, Jessi, Brittany D., Rachel, Lyndsay

Jigsaw method

First, meet with assigned reading group and quickly summarize what your reading was about – you are the “expert group”

Next, in that same group assign each person a letter from A-E.

Third, form new groups based on the letters. Then, meet as a “letter” group and each person

shares about the content of the reading she or he has become an expert on.

Finally, you can go back to your “expert” group to reflect and discuss on what was learned.

What did we learn about group work from the jigsaw method? Time management Support/Scaffold the

Expert Group Takes pre-planning on

behalf of teacher Each group member

feels equal – as experts

Other group work strategies:

Reciprocal teaching - http://readingquest.org/strat/rt.html

Jigsaw II (p. 290 Weinstein & Mignano)

Fever 1793

What is historical fiction and what are good ways to evaluate a piece of historical fiction? http://www.readwritethink.org/lesson_images/

lesson404/HistoricalFictionDefn.pdf http://www.readwritethink.org/lesson_images/

lesson404/HistoricalFictionQuestions.pdf http://teacher.scholastic.com/lessonrepro/less

onplans/instructor/social1.htm#lindquist

Evaluating Fever 1793 Lindquist presents “Tips for Choosing Good Historical Fiction”

* presents a well-told story that doesn't conflict with historical records,* portrays characters realistically,* presents authentic settings,* artfully folds in historical facts,* provides accurate information through illustrations, and* avoids stereotypes and myths.

Does Fever 1793 meet the criteria for “good historical fiction?” Why or why not?

Fever Discussion Questions - Examples What was Philadelphia like in 1793? What were the advantages

and disadvantages of living in the countryside outside of Philadelphia?

Mattie's grandfather didn't think there was any need to rush out of Philadelphia when the fever started to spread. Why did some people think it was safe to stay? What would you have done?

The color yellow is used throughout the story. What does it symbolize? What other symbols are used in the book?

During the Revolutionary War, women took on tasks that were traditionally performed by men. After the War, they were expected to go back to their spinning wheels and kitchens. How are Mattie's dreams in conflict with what her society expected of young women? Why did Mattie's mother want a different life for her daughter?

The Free African Society volunteered to take care of the sick and bury the dead, even though there was no cure for yellow fever. How do you think they felt? Why did they do that? Would you have helped?

Fever Discussion Questions - Examples

Whom does Grandfather, Pernilla Ogilvie (and others) blame for bringing the fever to Philadelphia? Why?

Early in the semester we discussed the NCSS thematic strands of social studies. Which strands does this book exemplify? Explain.

Each chapter begins with a primary source quote, choose a quote that helps you understand the time period in which this story took place.

What themes or issues presented in Fever 1793 may be relevant in the daily lives of your K-8 students?

Comprehension Strategies: Examples Somebody Wanted But So

Example: Mattie wanted to re-open her family’s coffee shop in Philadelphia but she was a 14 year-old girlso she seeks assistance from Eliza until her mother returns.

Choice writing

Pick an event in which a decision is made

Option 1 Option 2

Describe Describe

Decision

Explain by

Illustrate the decisionAnd/Or

Draft an alternate ending

Comprehension Strategies: Examples

Story Pyramid

Character (1 word)

Describe character (2 words)

Describe the setting/place (3 words)

Describe an important event (4 words)

Describe the theme or importance of the event (5 words)

Example

Washington

U.S. president

Government in Philadelphia

Fever comes, Government goes

Washington returns signifying fever over

Comprehension Strategies: Examples Double Entry Journal

Create two columns

FactFiction

Double Entry Timeline

Identify 5-10 events significant to the story.

Create a timeline to distinguish factual events and fiction events

Use color and/or organization (all true events above the line and all fictional events below the line) to distinguish between factual and fictional events.

There was a yellow fever outbreak in Philadelphia, PA in 1793.

Mattie catches yellow fever.

Fever 1793 – Webquest explorations Explore the following webquests: http://www.shs.d211.org/SpecialEd/faculty/k5

k/E320/Fever_1793_WebQuest.html http://www.southernct.edu/~ils69313/fever17

93/t-webquest.htm#Resources Create your own webquest for free: http://www.zunal.com/

For Next Time Readings:

Brophy and Alleman, Chapter 12 Mochizuki, Baseball Saved Us Friggens (course pack)

Email bykereri@msu.edu an attachment of Part I of the Lesson Plan Template (please attach as a Word doc): Due by: Sunday, October 12 by 11:59PM (if you need more time,

just let me know). This is not for a grade, just for my review.

Historical Museum Trip Thursday, October 23 at the Michigan Historical Museum

9:30 – 11:40 Start thinking about carpooling $ .75 an hour to park Assignment write up on Angel

Microteaching Strategies and Work Session

Seeing Student Thinking

Draft of Questions Please email to bykereri@msu.edu by

October 18, 2008 by 11:59PM (if you need extra time just let me know)

Metacognitive minute: Move to the music Move to the Music: Think for one minute about

what we covered today in class. Dance and move around the room until the music stops and then write for one minute:

What you learned today, questions you may have, how you can connect today’s themes to your practice.

Introduction to Micro-teaching In groups of 5 to 6, students will “teach” a lesson to the rest of

the TE 401 class using a particular instructional strategy. I have suggested topics for each instructional strategy but am open to the possibility of different ideas.

Groups will have a workshop on Thursday, Oct. 16 to plan their lesson but will also need to meet outside of class to plan, practice teaching, and reflect.

Each group will teach their lesson on a designated day. They will be videotaped for groups to watch and reflect upon.

Instructional Strategy: Inquiry Purpose: Inquiry begins with an open-ended

question to be solved. Students gather evidence to form a conclusion based on the question.

Implementation: Start with a question or problem. Students gather evidence to form a conclusion and explain why. Webquests are an example of inquiry.

Instructional Strategy: Simulation Purpose: A simulation places students in a situation

that closely parallels real life or something that happened in history.

Implementation: Simulations begin with an overview of the topic and goals. Simulations also include training for the activity, the activity itself, and a debriefing.

Instructional Strategy: Literature Circles Purpose: A framework to help guide a small group

discussion around a piece of text

Implementation: Each student in a small group is given a role on how to read a piece of text. After reading the text, each student responds to the text based on that role.

Instructional Strategy: Discussion Purpose: Discussion could also be known as

debate. It is a strategy where an issue is highlighted that has differing viewpoints.

Implementation: Student will form a position on the issue and provide evidence why she or he holds that position.

Instructional Strategy: Case Method Purpose: The purpose of a case method is to

intensely examine an event, person, or thing. It is a strategy which can help students see multiple aspects to an event or person.

Implementation: Students are presented with a case study. They are given facts of the case and are asked to discuss the rationale behind those facts. Debate is often a part of case study.

Microteaching Groups – Pick your top three choices

1. Inquiry – Oct. 30

2. Simulation – Nov. 6

3. Literature Circle – Nov. 13

4. Discussion/Debate – Nov. 20

5. Case Method – Dec. 4

Work Session: Part I of Lesson Plan

Microteaching Groups

1. Inquiry – Brittany C., Katie, Brad, Tina, Brittany D.

2. Simulation – Meryl, Lyndsay, Kelly, Rachel, Natalie

3. Literature Circle – Megan, Evan, Kelsi, Jessica, Sarah T.

4. Discussion/Debate – Suzie, Sarah V., Jake, Karen, Sarah H.

5. Case Method –Terra, Abbey, Kathy, Amanda, Nicole