Sequencing

Lesson Title & Subject(s): Muskrat and Fine Bow

Topic or Unit of Study: Native Americans

Grade/Level: 9^th grade

Instructional Setting:

This lesson is for a class located in Montana that is learning about Native Americans in Montana. Students are in the 9^th grade or working at a 9^th grade level. The class is a mix of special education and general education students.

Your State Core Curriculum/Student Achievement Standard(s):

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper, or how American Indian treaty language differs from everyday speech)

Lesson Objective(s):

When students are given 20 phrases from the text, they will be able to determine what the meaning of at least 16 of the phrases are with 80% accuracy. 

Instructional Materials:

Student copies of the story, Copies of the sentences that students will need for guided practice.

Resources:

English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grade-Level (pp. 17-20, Publication). (2011). Helena, MT: Montana Office of Public Instruction.

Linderman, F. B. (n.d.). Old-man’s Treachery. Retrieved August 30, 2017, from http://fullreads.com/literature/old-mans-treachery/

Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each):

1. Student Prerequisite Skills/Connections to Previous Learning:
   1. Story structure/plot sequence:
      1. Beginning
         1. Rising action-events leading to the climax of the story.
      2. Middle/Climax-The most exciting part of the story, right before the resolution
         1. Falling action- events leading to the resolution or conclusion of the story
      3. Resolution / Conclusion- The end of the story where everything wraps up.
2. Presentation Procedures for New Information or Modeling:
   1. 1. 1. Students will take turns reading aloud the beginning of the “Old Man's Treachery” with the teacher. The class should stop when the boys get back from their hunt, before they talk with their grandfather.  
         2. Together, the teacher and students will put sequence sentences together in the correct order. (The sequence strips are included with the lesson.)
3. Guided Practice:
   1. 1. 1. The student’s will then break into groups, chosen by the teacher to mix the ability levels within groups.
         2. Students will read the remaining portion of the story and arrange the included story strips, gluing them onto the paper in order.  The teacher will give the group immediate feedback.

5. Independent Student Practice:

Students will then summarize on their own what happened in the story of “Old Man’s Treachery” by writing a paragraph including key moments, and referring back to the text as needed. They should then compare their stories events to the event strips laid out during the classroom discussion.

6. Culminating or Closing Procedure/Activity/Event:

Students will write in their classroom journal 2 things that they learned, as an email to their teacher. The teacher will then collect them and respond accordingly.

Accommodation: Students can verbalize their summary, rather than writing it out.

Instructional Strategy (or Strategies):

 The instructional strategies are mixed in this lesson. The teacher used direct instruction when reading the text aloud with the class and guiding the students, asking them questions that focus students' attention on what they are to learn, help students to think actively as they read, encourage students to monitor their comprehension, help students to review content and relate what they have learned to what they already know.  The teacher will model the task for the kids while she asks for help from the class. However, the class will then work in groups to sequence the remainder of the story. Independently, students will be able to summarize, in their own words with help from the text, the entire story. They will then compare the events in their story to the story sequences.

Differentiated Instruction Accommodations:

Accommodations for this lesson include a recording of the text and the option to verbally summarize the text instead of writing out a paragraph summary.  Students can also work individually instead of a group if they need to.

Use of Technology:

Teacher and students will use technology in this lesson. The SmartBoard is used by both the teacher and the student in the initial activity reviewing terms and vocabulary. Also, technology is utilized in the accommodations with a voice recording of the accommodated text.

Student Assessment/Rubrics:

The rubric used for the grading the independent practice will be as follows: