Jeanna Rowell
Lesson Plan

Curriculum Standard: 4th grade
1. Develop an understanding of the state in relationship to the expanding horizon theme.
a. Describe the history of people who first lived in Mississippi.
2. Demonstrate the ability to use social studies tools (e.g., timelines, maps, primary sources, globes, compasses, graphs, technological resources, grids, schedules, etc.) (C, H, G, E)
Big Idea:
Geography: Where were the Native American Indians of Mississippi located in Mississippi?

Preparation
1. Introduction: TW show a modern map of Mississippi. TW tell students that this is Mississippi today. TW will point out where we live on the map in Mississippi. Teacher will ask does anyone have any relatives that live in Mississippi and where do they live? TW look for those location on the Mississippi and tell the students this is where they live according to the map.
2. Teacher will tell the students that today we will learn about where the Native American Indians of Mississippi were located in Mississippi in 1650.

Guidance:
1. TW Show the American Indians of Mississippi map of 1650.with present day boarder on the smart board. The name of the website for this information is Mississippi History Now.
2. TW tell some of the history of the Native American Indians of Mississippi. TW point out on the map where each tribe is located on the map as he/she tells about that particular tribe.
3. TW tell how Natchez built their homes on the high land over looking the Mississippi River. The Chickasaw lived in the northeastern part of Mississippi. The Choctaw lived in Southeastern part of Mississippi. Pascagoula and Biloxi were in the corner of southeastern coastal area, and Houma were in the corner of the southwestern part of the state. Tunica and Chakchiuma were in the Mid-western part of the state along the river. One little tribe were in the middle of the state toward the south called Ofo.
4. TW asks questions. Which group lived on the largest area of land?
Which groups were the smallest groups? Do you think that the smaller groups were influenced by the larger groups? If so, who do you think would influence who? TW will ask one question at a time and allow for response to the question.
Application:
The teacher will hand out a Mississippi map that has the boarder outline only.
The student will draw on the map the boundary lines for each tribe, and label the portion of the map with the correct tribe.
SW color the map to resemble The Native American Indians of Mississippi Map from 1650. It will be on the Smart Board to use as a guide.
The materials needed are crayons, markers and pencils, and 23 copies of maps.

Chapter 5 by Jeanna RowellHow we as teachers select text for our students is one of the many challenges we face. When selecting text it is important to keep in mind the purpose for the reading that the students are doing. It is true the knowledge, experiences, and motivations is the key to how we approach the selected text we choose for the students. I do believe that it is true that motivation can help a student over -come the problems that students may have with the text. If the text that the student is reading has interest and prior knowledge, than the student is more likely to understand what the text is saying and not give it up. The prior knowledge helps the student to connect the dots to the new knowledge. Also, if the student is motivated to read the text, he/she will problem solve on how to understand what the text is saying even if the text is a little challenging to read. He/she might use tools such as, note taking, out lining, highlighting the text. Motivation is a strong element in getting students to read. The different kinds of text give its purpose for that particular text. If an Informal text is well defined, and states the information clearly, than it is a good way to get students to read necessary text for learning information. At the same time if it is presented in a foggy, not clear way, than it is just words. For this reason I do believe that as a teacher we should state the purpose of why we are reading to get the student focused in the direction you want the students to be engaged. Give prior knowledge about the text before the students read it. This will began to build their schema to begin to get them engaged before they start reading. If the students are about to read an informal text, before you begin, let the students know why it is important that they read this text, and it fits here in their lives. If it is a narrative text the teacher can state the relevance is to be entertained. Whatever the teacher feels would feel would be helpful to the student in making the connection he/she needs to stay engaged in the text.Another way that teachers can engage students in text is technology. Many times students prefer to read things that are on the computer. With all of the resources and links for the students to go deeper into the understanding of a topic, it is good way to motivate students to read. These resources help the students to be an active reader. With students who have attention problems technology helps them to state engaged many times. I do not think that reading on the computer can take the place of a good magazine in the hands of the students. The pictures and things that go along with the magazines can keep a student engaged. We as teachers need to continually consider the audience, the schema, and the knowledge to keep the student motivated to read. When we do this we will have excited, engaged readers in our class.

Jeanna Rowell Lesson Plan

Curriculum Standard:
2nd grade
4. The Student will apply Standard English.
a. The student will use Standard English. (DOK1)
6) Begin to use adjective.

Big Idea: Identifying and use adjectives.

Preparation
1. Introducing adjectives by reading Hairy, Scary, Odinay, What is an Adjective?
2. After the book is read TW recap by talking about some of the adjectives in the book.

Guidance
1. TW model giving a sentence that describes an object in the room using as many adjectives as possible to describe the object. TW prompt students to help him/her with the adjectives that would describe the features of the object.
2. TW ask a student to give a sentence using adjectives that will tell about the shirt that the teacher is wearing using as many adjectives as possible. Teacher will guide the student through the process of think of as many adjectives as possible.
3. TW look at someone and tell about that person’s hair using as many adjectives as possible.
4. TW have another student look at the door and describe the features of door using as many adjectives as possible. TW guide the student through the process by calling on other students to help with some words that describe the features of the door.

Application
TW pair the students with partners. Each partner will have a piece of paper and pencil. TW ask the students to write a sentence that describes their partner’s shirt using as many adjectives as possible. TW then ask the students to do the same thing, only this time, describe their partner’s hair. Teacher can think of many other things the pair can describe if time permitts. On the smart board TW have a list of adjectives along with adjectives from the book for the students to use as a reference for spelling, and for examples of adjectives. At the end of the class, as a whole, the class will read some of the sentences that the students have written describing their partners. The students will turn the papers into the teacher to be assessed on how well they got the concept individually. TWS “When you go home today, I want you to look around your environment in your home, and think of some words that you can use to describe what you are looking at. What are those words called? That is right, adjectives. Write some of these adjectives down on a piece of paper and have it for class tomorrow. We will look at your list of adjectives and create sentence using the words from your list, and we will began discussing how adjectives and nouns work together."