IRLS 581: Collaborative Lesson Plan
Assignment
Lesson Planning Support (Curriculum
Standards, Information Literacy Standards, Rubrics)
Sample Completed Collaborative Planning
Form
Resources for Student and Educator Use
for this Lesson, including Internet Pathfinder
Materials: Bibligraphy
Form, Notemaking
Sheets, and Notemaking
Rubric
Excerpts from The Atlantic Slave
Trade
Sample Collaborative Lesson Plan - 8th-grade Social Studies: The Middle
Passage
Note: This lesson was taught as the introductory lesson in a unit
of study (as outlined below).
1. Motivation
(TL) Bookwalk through Tom Feelings book The Middle Passage: White Ships,
Black Cargo. Show the illustration of Africans backed tightly on a
slave ship. (CRT) Ask for volunteers to simulate the arrangement of people
in the slaver hold (6 or 7 square feet, 2 to 3 feet of head room, ankles
shackled with neighbor). Ask students to respond to this tableau by writing
a note in their response journals. (TL) Record questions if students have
them at this point.
Pose the question: How do we know what it was like on slave ships? Discuss
primary source documents and the roles of the people who wrote the ones
the CRT will read.
2. Student-friendly Objectives - At the end of this lessons, students
will be able to:
* Develop questions while listening to primary sources.
* Organize and use the information to make notes.
* Collaborate in small groups to classify the roles of people (and
artifacts) involved in the slave trade.
* Form study groups.
3. Presentation
* (TL) Record bibliographic information for The Atlantic Slave Trade
by Johannes Postma on the bibliography form.
* (TL) Review types of notes: single words, short phrases, lists,
abbreviations, sketches, and reference to a page number.
* (CRT) Read selections from the *Primary Documents of The Atlantic
Slave Trade,* chapter in this book. See
excerpts page.
* (Both) Help student identify the person, his/her role in the slave
trade, and make class notes, which the students will copy onto individual
notemaking sheets.
* (TL) Record students' questions as they are generated during the
read aloud.
Modeling
* Project the notemaking and bibliography rubric. Assess the class
notes. Remind students that their inquiry notes will be assessed using
this rubric.
* Using the notes, begin a "List, Group, and Label" web by making
a list of some of the roles and artifacts in the slave trade. Examples:
captured slaves, slave ship captain, slave ship crew, slave traders, slave
ship, shackles and irons.
* Let students know they will work in a small group to utilize their
notes to complete this web.
* Remind students that they are organizing for inquiry topics, which
they will pursue in small groups.
4. Student Practice Procedures
Students will work in groups to:
* Analyze the class notes/their notes.
* Complete the list, group, and label web.
5. Guided Practice
Both educators will support small group of students as they complete their
list, group and label the slave trade people and artifacts on their web.
6. Closure
By rotation, ask groups share the items on their lists. Ask groups to
contribute to the class web by sharing the groups on their webs. Label
the groups and distribute cards for students to record their first and
second choices for their inquiry projects. Let students know that in the
next lesson they will be formulating questions for their study. Ask students
to share their initial responses to this information with a neighbor.
Pose the question: From what types of resources will your inquiry group
make notes? Share the topical text set and let students know there is
an Internet pathfinder to support their small group study.
Not required:
Summary of Unit:
Lesson #2:
Motivation: What is an expert? Although all groups will know something
about each perspective, only one group will become experts from that point
of view.
Objectives: Students will
* Review their initial notes and determine which of their notes will be
useful for their expert group research.
* Use their initial notes to brainstorm and then prioritize questions
for their research.
* Record questions on a Concept Ladder.
Assessment: The students' questions (using a concept ladder approach)
will demonstrate their focus for their research topics.
Bridge: In addition to books, what other resources could we use to answer
our questions?
Lesson #3: (Multiple sessions for notemaking)
Motivation: What is the difference between watching a movie for pleasure
or watching for information?
Objectives: Students will
*Rotate through centers in order to make notes and keep records from various
sources.
*Utilize a rubric to assess their notes.
Assessment: The students' notes will demonstrate their comprehension of
the materials: video, trade book resources, and Internet resources. A
rubric will be used to access the students' individual note-making strategies
and bibliographic records.
Bridge: What can we do with our notes? List possibilities, including writing
a poem.
Lesson #4:
Motivation: Play some blues tunes. What makes the blues a unique genre
of music?
Objectives: Students will
*Analyze a blues poem for rhythm and theme.
*Utilize their notes to web ideas for a blues poem stanza.
*Compose a stanza using figurative language, compose a class poem, and
perform it.
Assessment: The small research groups will synthesize the facts and utilize
figurative language to compose blues poem stanzas.
Bridge: There is a song that was inspired by the life of a famous slave
named Harriet Tubman. Sing "Lifeline" by Walter Robinson and
present outline of Tubman's biography.
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