Lesson Plans

Here are two lesson plans for the two week unit as outlined in the unit calendar. 


Lesson Plan #1
1. The Native American Representation of the Pechanga Band of Luiseno Indians
How to Write a Letter
2. CURRICULUM AREA & GRADE LEVEL
English 9
Period 3 & 5 (50 minute periods)
This is the second day of a new unit called the Native American Representation of the Pechanga band of Luiseno Indians
3A. STUDENT INFORMATION: English Language Learners
1. Miguel:11th grader. English Language Learner. EA Level. RFEP.
  • Identity: Mexican-American. Lower middle class. Speaks Spanish at home. Parents speak Spanish and struggle with English.
  • Development Needs
  • Readiness – Struggles with her English writing and grammar skills. If she reads slowly and re-reads material she understands the material. She comprehends books after discussions and participates after another student states an opinion.
  • Interest – Enjoys soccer and socializing. Very family oriented.
  • Learning Profile – Miguel works well in pairs. He tends to shy off during group work and works better when he can focus on one other person. Miguel needs extra time to work on his assignments to do his best work. Miguel is also a very visual learner and works well if he can use a graphic organizer.
  • Differentiation Strategies
  • Content/Readiness: Allow more time for reading. Ensure class discussions about reading to help aide Miguel in comprehending the material.
  • Process/Readiness & Affect: Provide graphic organizers to allow Miguel to visualize what he is learning.
  • Process & Learning Environment/Learning Profile: Allow Miguel to work in pairs. Ensure that I write directions and give Miguel paper copies of things to look at. Provide graphic organizers and encourage him to create his own if it is not a part of the assignment.
  • Product/Interest & Learning Profile: Provide visual instructions through lists. Allow Miguel to create images with his assignments.

2. Elena: Early Intermediate Level ELL
  • Identity: 10th grade, Mexican American, first language is Spanish, upper middle class, Mother & Father are educated professionals, large extended family, visits grandparents in
  • Mexico in summer, shy, & works well in small groups.
  • Developmental Needs
  • Readiness – can read and write at early intermediate level, needs assistance with reading, writing & speaking specifically - vocabulary, tenses, & pronunciation.
  • Interests – Reading, Ballet Folklorico dancing, Mexican Heritage
  • Learning Profile – kinesthetic & linguistic multiple intelligences, likes working in small groups
  • Differentiation Strategies
  • Content/Readiness: Provide material in Spanish because of her Spanish literacy skills.
  • Process/Readiness & Profile: Work in small groups with Spanish/English bilingual Ss.
  • Product/Readiness: Allow Elena to use vocabulary sheet to complete assignment.
3B. STUDENT INFORMATION: Students w/ Special Needs
3. Dwayne:11th grader with Specific Learning Disability
  1. Identity: African-American, Lower middle class, English Only Speaker, single family home. Lives with mother and siblings.
  2. Readiness – Speaks only English. Struggles with his literacy skills (decoding and forming complete, complex sentences while writing) Started receiving bad grades and going to summer school in 4th grade.
  3. Interests – Basketball, football, sports, school sports teams, socializing with his friends.
  4. Learning Profile – Dwayne is an extremely kinesthetic learner, he also enjoys group work but does not want to be in charge of the group.
  5. Differentiation Strategies
  6. Content/Readiness: Give adequate time to allow Dwayne to read and comprehend the material. Allow extra time to complete assignments, especially reading and writing assignments.
  7. Process/Interest: Allow Dwayne to work in groups.  Try to incorporate basketball/sports into his assignments which helps motivate him.
  8. Product/Readiness: Continue to motivate Dwayne to do his work (specific request made by him) Allow for revisions after I give feedback and speak directly with Dwayne about his work.

4. Alex:10th grader with a Specific Learning Disability
  1. Identity: White, Middle Class, English Only Speaker, no information about family provided on
  2. task stream, but he takes medication daily for asthma and uses inhaler.
  3. Developmental Needs
  4. Readiness - Struggles with literacy skills (acquisition of sound/symbol relationships, word identification, & decoding, demonstrated in reading & writing). He reads at the 7th grade level.
  5. Interests – no information is provided about Alex’s interests except that he does not readily join in whole-class conversations or contribute to group learning situations. He tends to sit alone and break and lunch.
  6. Learning Profile – Little information is provided about his learning preferences except that he self-isolates.
  1. Differentiation Strategies
  2. Content/Readiness: Provide vocabulary sheet with images and word definitions.
  3. Process/Interest & Profile: Provide supports for a group activity – such as specific roles for each member & group with Ss. that Alex has had success working with in the past.
  4. Product/Readiness: Verbally assess through class to confirm understanding.

5. Daniel: 11th grade student who suffered a serious motocross injury.
  1. Identity: White, English Only, Middle Class. Suffers from seizures (very rarely) Suffered serious motocross accident.
  2. Readiness – Daniel can read at grade level and when given adequate time , can produce well constructed work. Because of his accident, Daniel now has issues trying to articulate what he is trying to say though he has the answers in his head.
  3. Interests – Very interested in motocross despite his injury. Very social.
  4. Learning Profile – Daniel is a very kinesthetic and visual learner.
  5. Differentiation Strategies
  • Content/Interest: Allows his reading to be motocross related.
  • Process/Profile: Ensure that Daniel has adequate time to absorb the material. Give Daniel time to process before he responds to a question. Ensure Daniel knows that I expect an answer from him but call on other students first so Daniel can complete his thought.
  • Process/Interests: Allow for assignments written about motocross. Daniel also enjoys talking about his accident; allow him time to do so. (This helps him work through it)
  • Product/Readiness: Allow Daniel to revise his work if he chooses to get a better grade. Daniel will many times, rush through his assignments without getting his full thoughts out, thus writing incomplete thoughts.
4. RATIONALE
This is the first time that the students have written a letter to their pen pal and the purpose of this activity is to create a sense of community by broadening cultural understanding while practicing the ability for students to write a letter with a purpose, getting to know someone, while displaying appropriate voice, stylistics, grammar and syntax.
A. Enduring Understanding
Students will understand how local Native American tribes have contributed to the culture, history and economies of the area.
B. Essential Questions
What could you learn from another person's experiences, advice, and perspectives?
C. Reason for Instructional Strategies and Student Activities
Students will respond to a quick write that involves them to self reflect and can be written in bullet-ed form or in complete sentences. Students will be called on later in the guided practice activity to allow enough processing time. Teacher will also allot 2 extra minutes after the activity to allow the students to finish filling out the graphic. Students are currently sitting next to one of their friends and a higher achieving student. During the Independent practice activity the students may work with their friend and the other student..
  1. CONTENT STANDARD(S)
Writing Applications
2.5 Write business letters:
a. Provide clear and purposeful information and address the intended audience appropriately.
b. Use appropriate vocabulary, tone, and style to take into account the nature of the relationship with, and the knowledge and interests of, the recipients.
c. Highlight central ideas or images.
d. Follow a conventional style with page formats, fonts, and spacing that contribute to the documents’ readability and impact.



6. ELD STANDARD(S)
Writing Strategies and Applications Cluster 3
7. LEARNING GOAL(S) - OBJECTIVE(S)
Students will be able to write a letter to their pen pal by filling out the “Letter” graphic organizer and beginning to draft their “Letter” to their pen pal.
A. Cognitive
This is a cognitive objective because it requires students to think about themselves by responding to self reflection questions and developing questions to ask their pen pals.
B. Affective
This is an affective objective because students are required to think about themselves by responding to self reflection questions.
C. Psychomotor
This is a psychomotor objectives because the students must fill out the “Letter” graphic organizer on the board, on their own graphic, and draft a letter to their pen pals.
D. Language Development
This is a language objective because students are required to use appropriate vocabulary and syntax in the context of writing a letter.
8. ASSESSMENT(S)
The teacher will assess by MBWA, stamping the guided practice “Letter” and stamping student's complete “Letter” graphic organizer because student may want to use the graphic organizers while finishing the drafts of their letters at home. Both “Letter” will be collected at the beginning of the period tomorrow.
A. Diagnostic/Entry Level
Students will respond to the quick write prompt and use their responses to assist them in drafting their letters to their pen pal. This will be the first time that the students have had to write a letter and the teacher will spend a lot of time walking the students through the guided practice. The teacher will also allot the last portion of class time to MBWA and answering student's questions as they draft their letters to their pen pals.
B. Formative-Progress Monitoring
The teacher will assess the student's comprehension of the activity by stamping their two “Letter”s.
C. Summative
The summative assessment will be the two stamped “Letter”s that the students will be required to turn in the next class day and the final draft of their letter to their pen pal which will be collected on Friday.
9A. EXPLANATION OF DIFFERENTIATION FOR
ENGLISH LANGUAGE LEARNERS
  1. Content/Based on Readiness, Learning Profile or Interest
Students will respond to a quick write that involves them to self reflect and can be written in bullet ed form or in complete sentences.
  1. Process/Based on Readiness, Learning Profile or Interest
Students will be called on later in the guided practice activity to allow enough processing time. Teacher will also allot 2 extra minutes after the activity to allow the students to finish filling out the graphic.
  1. Product/Based on Readiness, Learning Profile or
Interest
Students are currently sitting next to one of their friends and a higher achieving student. During the Independent practice activity the students may work with their friend and the other student..
9B. EXPLANATION OF DIFFERENTIATION FOR
STUDENTS WITH SPECIAL NEEDS
  1. Content/Based on Readiness, Learning Profile or Interest
Students will respond to a quick write that involves them to self reflect and can be written in bullet-ed form or in complete sentences.
  1. Process/Based on Readiness, Learning Profile or Interest
Students will be called on later in the guided practice activity to allow enough processing time. Teacher will also allot 2 extra minutes after the activity to allow the students to finish filling out the graphic.
  1. Product/Based on Readiness, Learning Profile or Interest
Students are currently sitting next to one of their friends and a higher achieving student. During the Independent practice activity the students may work with their friend and the other student..
10. INSTRUCTIONAL STRATEGIES
(Describe what the teacher does. Include differentiation strategies.)
A. Anticipatory Set/Into (5 Minutes)
Teacher project the Quick Write response on the board while she greets students and takes role. After 5 minutes, the teacher requests that students share their answer to one of their questions to one of the people sitting next to them. Students must write down their partner's response to their question.
B. Instruction/Through (2 Minutes)
The teacher passes out two copies of the “Letter” graphic organizer to each student while she explains that the purpose of the Quick Write is to give the student's information to share about themselves when they write about themselves in their letter to their pen pal which they will begin to draft after the guided practice. The teacher tells the students that the final draft of the letter will be due on Friday and must be typed.
C. Guided Practice/Through (22 Minutes)
The teacher walks up to the Docucam and projects a copy of the “Letter” graphic organizer. The teacher takes a seat at the back of the class with pop sickle sticks with the student's names on them. She explains that since the students have already answered these questions during their quick write everyone should have a response to the questions presented. The teacher purposely calls on Daniel first. The teacher requests that Daniel fill in the date, who the letter is from, and come up with a name to send the letter to. The teacher continues calling on students and each student goes up to the board and writes in their answer to the questions creating a jigsawed letter. Each student is required to copy down the class jigsaw letter on their first “Letter” graphic organizer. The teacher then thanks the volunteers and compliments the class on their jigsawed letter. The teacher gives students 2 more minutes to copy down the example letter.
D. Independent Practice/Through (28 Minutes)
The teacher tells the students that they are to fill out the second “Letter” graphic organizer with their pen pal as their subject and themselves as the writer. The teacher tells the students she will walk around stamping the “Letter” graphic organizers and that the typed final copies will be due on Friday. Teacher stamps the one that was done as a class and stamps the students draft to their pen pal once it is complete and the teacher has approved it. Students are given the rest of the class period. Students may work independently or one or two other person around them. The seating chart is established in a way that places both the special needs students and the ESL students near one of their friends and a higher achieving student.
E. Closure (1 Minute)
The teacher stamps the last of the students “Letters,” restates the objective, and reminds the students that the final draft will be due on Friday.
F. Beyond
Students will turn in both “Letter” graphic organizers tomorrow. The final draft of the letter will be due on Friday. Next week the students will Skype and work collaboratively with their pen pal to create flies and banners for the upcoming pot luck.
11. STUDENT ACTIVITIES
(Describe what the students does. Include differentiation activities.)
A. Anticipatory Set/Into (5 Minutes)
Students respond to Quick write prompt.

B. Instruction/Through (2 Minutes)
Students write down the due date for the final draft of their pen pal letter in their binder reminders.




C. Guided Practice/Through (22 Minutes)
Students volunteer to answer the questions during the activity by being called on by the teacher. Students will copy the responses from the projected copy onto their own.










D. Independent Practice/Through (28 Minutes)
Students fill out their second graphic organizer. Students get both of their graphic organizers stamped by the teacher. Students may work independently or with one or two other people around them. The seating chart is established in a way that places both the special needs students and the ESL students near of their friends and a higher achieving student.



E. Closure (1 Minute)
The teacher stamps the last of the students “Letters,” restates the objective, and reminds the students that the final draft will be due on Friday. Students must make sure to get both of their graphic organizers stamped before leaving the class.
F. Beyond
Students will turn in both “Letter” graphic organizers tomorrow. The final draft of the letter will be due on Friday. Next week the students will Skype and work collaboratively with their pen pal to create flies and banners for the upcoming pot luck.
12. RESOURCES
Quick Write about Students, “Letter” graphic organizer
Quick Write
Please respond to the following questions.

  1. How old are you?
  2. What is your favorite food?
  3. What is your favorite musical artist?
  4. What is your favorite movie?
  5. What are some of your favorite things to do?
  6. What do you like to do in your free time?
  7. How many members are in your family? Where are you in the totem pole? Do you have any pets?
  8. What is a weird quirk that you have?


Letter Template

Today's Date _________
Dear NAME,

Hello, my name is ___________________. I am in __________ Class. I am ______________ years old. How old are you? My favorite things to do are______________. My favorite food is _______________________. What is your favorite food? What I like to do in my free time is______________________. What do you like to do in your free time? (Tell your pen pal about your family.) My favorite musical artist is ________? Who is your favorite musical artist? What else would you like to tell me about yourself? What else would you like to learn about me? One of my weird quirks is ____________________.

Thank you for being my pen pal and I can't wait to get your letter.
Write back soon!
Sincerely,
NAME
P.S. What do you think of ______________________?


Lesson Plan #2
1. The Native American Representation of the Pechanga Band of Luiseno Indians
Reading and Annotating the Temecula Massacre
2. CURRICULUM AREA & GRADE LEVEL
English 9
Period 3 & 5 (50 minute periods)
This is the third day of a new unit called the Native American Representation of the Pechanga band of Luiseno Indians
3A. STUDENT INFORMATION: English Language Learners
1. Miguel:11th grader. English Language Learner. EA Level. RFEP.
  • Identity: Mexican-American. Lower middle class. Speaks Spanish at home. Parents speak Spanish and struggle with English.
  • Development Needs
  • Readiness – Struggles with her English writing and grammar skills. If she reads slowly and re-reads material she understands the material. She comprehends books after discussions and participates after another student states an opinion.
  • Interest – Enjoys soccer and socializing. Very family oriented.
  • Learning Profile – Miguel works well in pairs. He tends to shy off during group work and works better when he can focus on one other person. Miguel needs extra time to work on his assignments to do his best work. Miguel is also a very visual learner and works well if he can use a graphic organizer.
  • Differentiation Strategies
  • Content/Readiness: Allow more time for reading. Ensure class discussions about reading to help aide Miguel in comprehending the material.
  • Process/Readiness & Affect: Provide graphic organizers to allow Miguel to visualize what he is learning.
  • Process & Learning Environment/Learning Profile: Allow Miguel to work in pairs. Ensure that I write directions and give Miguel paper copies of things to look at. Provide graphic organizers and encourage him to create his own if it is not a part of the assignment.
  • Product/Interest & Learning Profile: Provide visual instructions through lists. Allow Miguel to create images with his assignments.

2. Elena: Early Intermediate Level ELL
  • Identity: 10th grade, Mexican American, first language is Spanish, upper middle class, Mother & Father are educated professionals, large extended family, visits grandparents in
  • Mexico in summer, shy, & works well in small groups.
  • Developmental Needs
  • Readiness – can read and write at early intermediate level, needs assistance with reading, writing & speaking specifically - vocabulary, tenses, & pronunciation.
  • Interests – Reading, Ballet Folklorico dancing, Mexican Heritage
  • Learning Profile – kinesthetic & linguistic multiple intelligences, likes working in small groups
  • Differentiation Strategies
  • Content/Readiness: Provide material in Spanish because of her Spanish literacy skills.
  • Process/Readiness & Profile: Work in small groups with Spanish/English bilingual Ss.
  • Product/Readiness: Allow Elena to use vocabulary sheet to complete assignment.
3B. STUDENT INFORMATION: Students w/ Special Needs
3. Dwayne:11th grader with Specific Learning Disability
  1. Identity: African-American, Lower middle class, English Only Speaker, single family home. Lives with mother and siblings.
  2. Readiness – Speaks only English. Struggles with his literacy skills (decoding and forming complete, complex sentences while writing) Started receiving bad grades and going to summer school in 4th grade.
  3. Interests – Basketball, football, sports, school sports teams, socializing with his friends.
  4. Learning Profile – Dwayne is an extremely kinesthetic learner, he also enjoys group work but does not want to be in charge of the group.
  5. Differentiation Strategies
  6. Content/Readiness: Give adequate time to allow Dwayne to read and comprehend the material. Allow extra time to complete assignments, especially reading and writing assignments.
  7. Process/Interest: Allow Dwayne to work in groups.  Try to incorporate basketball/sports into his assignments which helps motivate him.
  8. Product/Readiness: Continue to motivate Dwayne to do his work (specific request made by him) Allow for revisions after I give feedback and speak directly with Dwayne about his work.

4. Alex:10th grader with a Specific Learning Disability
  1. Identity: White, Middle Class, English Only Speaker, no information about family provided on
  2. task stream, but he takes medication daily for asthma and uses inhaler.
  3. Developmental Needs
  4. Readiness - Struggles with literacy skills (acquisition of sound/symbol relationships, word identification, & decoding, demonstrated in reading & writing). He reads at the 7th grade level.
  5. Interests – no information is provided about Alex’s interests except that he does not readily join in whole-class conversations or contribute to group learning situations. He tends to sit alone and break and lunch.
  6. Learning Profile – Little information is provided about his learning preferences except that he self-isolates.
  1. Differentiation Strategies
  2. Content/Readiness: Provide vocabulary sheet with images and word definitions.
  3. Process/Interest & Profile: Provide supports for a group activity – such as specific roles for each member & group with Ss. that Alex has had success working with in the past.
  4. Product/Readiness: Verbally assess through class to confirm understanding.

5. Daniel: 11th grade student who suffered a serious motocross injury.
  1. Identity: White, English Only, Middle Class. Suffers from seizures (very rarely) Suffered serious motocross accident.
  2. Readiness – Daniel can read at grade level and when given adequate time , can produce well constructed work. Because of his accident, Daniel now has issues trying to articulate what he is trying to say though he has the answers in his head.
  3. Interests – Very interested in motocross despite his injury. Very social.
  4. Learning Profile – Daniel is a very kinesthetic and visual learner.
  5. Differentiation Strategies
  • Content/Interest: Allows his reading to be motocross related.
  • Process/Profile: Ensure that Daniel has adequate time to absorb the material. Give Daniel time to process before he responds to a question. Ensure Daniel knows that I expect an answer from him but call on other students first so Daniel can complete his thought.
  • Process/Interests: Allow for assignments written about motocross. Daniel also enjoys talking about his accident; allow him time to do so. (This helps him work through it)
  • Product/Readiness: Allow Daniel to revise his work if he chooses to get a better grade. Daniel will many times, rush through his assignments without getting his full thoughts out, thus writing incomplete thoughts.
4. RATIONALE
The purpose of this activity is for the students to determine, analyze, and articulate the author's stance on the Temecula Massacre. The student's are beginning to analyze perspectives and how perspectives effect the presentation of local history in order to broaden their understanding of local history and understand the cultural perspectives and history of the Pechanga Indians.
A. Enduring Understanding
Students will be able to determine, analyze, and articulate the author's stance on the Temecula Massacre by completing the vocabulary KWL chart, annotating the text, and writing a final reflection that requires students to pose critical thinking questions.
B. Essential Questions
What could you learn from another person's experiences, advice, and perspectives? How could a person's perspective of a historical event effect the portrayal of the historical event?
C. Reason for Instructional Strategies and Student Activities
The purpose of this activity is for the students to determine, analyze, and articulate the author's stance on the Temecula Massacre. The student's are beginning to analyze perspectives and how perspectives effect the presentation of local history in order to broaden their understanding of local history and understand the cultural perspectives and history of the Temecula Indians. By utilizing a lot of Think-Pair-Share activities and charting the text the student's are exposing themselves to their peers perspectives which is broadening their understanding of the text while also incorporating a peers perspective. Because this lesson is all about perspective, the teacher also wanted to emphasize the value of each student's perspective by giving them the opportunity to share with a peer and the class. The Think-Pair-Share activities are also highly beneficial for the ELL and special needs students.
  1. CONTENT STANDARD(S)
Reading Standard

2.4 Make warranted and reasonable assertions about the author's arguments by using elements of the text to defend and clarify interpretation.
6. ELD STANDARD(S)
Reading Comprehension
7. LEARNING GOAL(S) - OBJECTIVE(S)
Students will be able to determine, analyze, and articulate the author's stance on the Temecula Massacre by completing the vocabulary KWL chart, annotating the text, and writing a final reflection that requires students to pose critical thinking questions.
A. Cognitive
This is a cognitive objective because it requires students to read and analyze the article to determine the author's stance on the Temecula Massacre.
B. Affective
This is an affective objective because students will be required to reflect on their own perspective on the Temecula Massacre and posing critical thinking questions that will be posed in the Mock Trial activity.
C. Psychomotor
This is a psychomotor objective because students will be required to annotate the text and write a reflection and form their own critical thinking questions.
D. Language Development
This is a language development objective because students will be required to fill out their KWL chart to define vocabulary terms in the Temecula Massacre.
8. ASSESSMENT(S)
The teacher will assess student's by collecting their KWL charts and final written reflection with critical thinking questions as a Ticket Out activity. The teacher will compile the best critical thinking questions into a handout for the Mock Trial activity.
A. Diagnostic/Entry Level
Students will respond to the KWL chart and fill out the definitions for the vocabulary words.

Students will respond to the quick write prompt and use their responses to assist them in drafting their letters to their pen pal. This will be the first time that the students have had to write a letter and the teacher will spend a lot of time walking the students through the guided practice. The teacher will also allot the last portion of class time to MBWA and answering student's questions as they draft their letters to their pen pals.
B. Formative-Progress Monitoring
The teacher will MBWA and ensure that every student has their KWL chart filled out and their Temecula Massacre excerpt is annotated.
C. Summative
The teacher will collect the student's completed KWL charts and their final reflection where they posed critical thinking questions as their Ticket Out activity.
9A. EXPLANATION OF DIFFERENTIATION FOR
ENGLISH LANGUAGE LEARNERS
  1. Content/Based on Readiness, Learning Profile or Interest
    Students use their own background knowledge to determine the vocabulary words. It is not about a right or wrong answer but a hypothesis. The teacher reads the text aloud and allows students time to share their annotations with a partner.
  2. Process/Based on Readiness, Learning Profile or Interest
Students work in pairs to discuss their questions and annotations. Students work in pairs to annotate the projected copy of the text.
  1. Product/Based on Readiness, Learning Profile or
Interest
Teacher has the students work in pairs to come up with three text-to-text, text-to-self, and text-to-world questions for the Ticket Out activity. Teacher will upload the questions to the website and email the student so that the student is familiar with the questions prior to the Mock Trial activity.
9B. EXPLANATION OF DIFFERENTIATION FOR
STUDENTS WITH SPECIAL NEEDS
  1. Content/Based on Readiness, Learning Profile or Interest
    Students use their own background knowledge to determine the vocabulary words. It is not about a right or wrong answer but a hypothesis. The teacher reads the text aloud and allows students time to share their annotations with a partner.
  1. Process/Based on Readiness, Learning Profile or Interest
Students work in pairs to discuss their questions and annotations. Students work in pairs to annotate the projected copy of the text.
  1. Product/Based on Readiness, Learning Profile or Interest
Teacher has the students work in pairs to come up with three text-to-text, text-to-self, and text-to-world questions for the Ticket Out activity. Teacher will upload the questions to the website and email the student so that the student is familiar with the questions prior to the Mock Trial activity.
10. INSTRUCTIONAL STRATEGIES
(Describe what the teacher does. Include differentiation strategies.)
A. Anticipatory Set/Into (5 Minutes)
The teacher greets the students and reads the objective on the board. The teacher hands out the KWL vocabulary chart. The teacher requests that the students fill out the chart to the best of their abilities in preparation for reading the excerpt.

B. Instruction/Through (7 Minutes)
After the students have filled out the KWL chart to the best of their ability. The teacher projects the first word on the Docucam. The teacher then projects the word in the context of a sentence. The teacher then asks if the students would like to change their hypothesis based on the word in context. They may erase and alter their hypothesis on their KWL. Teacher uses pop sickle sticks to call on students and requests that they share their hypothesis. The teacher then projects the correct definition on the Docucam. The teacher then projects the second vocabulary word and definition with a contextual sentence. The teacher then uses pop sickle sticks to call on the next student's hypothesis. The teacher then projects the correct definition and requests that the students add this to their own KWL chart because it will be collected at the end of class. The teacher continues this until all of the vocabulary words have been explained and documented.
B. Instruction/Through (10 Minutes)
The teacher requests that the students hang onto their KWL because they will need to respond to the questions on the back after reading the excerpt. The teacher then hands out the Temecula Massacre excerpt. The teacher tells the students that she will read the excerpt aloud and requests that the students highlight terms or sentences that stand out to them. Specifically, things that may be confusing or items that the students find interesting. The teacher then tells the students that after she reads the excerpt she will give the students 2 minutes to jot down one thing that they found most interesting or astounding about the article at the bottom of the article.
C. Guided Practice/Through (21 Minutes)
The teacher then projects a copy of the excerpt with a Docucam on the board. The teacher has the students do a Think-Pair-Share activity and share their initial reactions with one person around them. The teacher also requests that the students agree on one item that they highlighted to annotate on the copy of the article on the board. After 5 minutes, the teacher has each pair of students come up to the board. The teacher calls on volunteers, using pop sickle sticks, to come up to the board and annotate the text by circling, underlining, or noting in the margins (Charting the Text). After each pair has annotated the text, the teacher thanks the students and has them look at the annotated text. She then requests that if a student has annotated something that you also found interesting to notate it on their own articles. The teacher then projects three questions on the board. What is the author's purpose? What is the author's stance on the issue? How do you know (provide textual examples)?
The teacher gives the students 1 minute to answer the questions. The teacher then has the student's do a Think-Pair-Share and share their responses to the questions. The teacher then calls the class back together and calls on students to share their responses. The teacher then spends time explicating the students response to the How do you know the author's stance on the issue? By using the student's textual examples. The purpose of this explication is to emphasize how a reader can determine an author's stance based on the diction used in the text.
D. Independent Practice/Through (7 Minutes)
After the teacher calls on three volunteers the students write three questions, text-to-text, text-to-self, and text-to-world, that they would either like to ask the author, General Kearney, the Judge that ruled on the case, or the Pala Indians. The teacher explains that these questions must be open ended questions without an implicit right or wrong answer. The teacher also explains that the students will have a chance to ask these very questions to the individuals that were involved in the massacre during the Mock Trial activity that will begin tomorrow. The teacher requests that the students write their questions on the back of their KWL charts because both will be collected at the end of the period as a Ticket Out activity. Students have until the end of the period to develop three questions for the three areas and may work individually or with one other person.
E. Closure (1 Minute)
The teacher collects the KWL charts with the questions on the back as students leave. The teacher will read through the student's list of questions and compile a mega list that the students will use as a springboard for the Mock Trial activity.
F. Beyond
The students will use their knowledge of the massacre and their text-to-text, text-to-self, and text-to-world questions during the Mock Trial activity. The purpose of today's lesson and the Mock Trial are to portray a variety of perspectives on a specific historical event by allowing the students the opportunity to ask the characters questions. Both activities attempt to broaden the student's historical and cultural representation of Native Americans in their local community and nationally.
11. STUDENT ACTIVITIES
(Describe what the students does. Include differentiation activities.)
A. Anticipatory Set/Into (5 Minutes)
Students fill out the What I think it Means column on their KWL charts.


B. Instruction/Through (7 Minutes)
Students change their hypothesis after seeing the sentence in context. Students share their hypothesis after being called on. Students copy down the correct definition on their own KWL chart.










B. Instruction/Through (10 Minutes)
Students hold onto their KWL charts. Students read along as the teacher reads the excerpt. Students highlight items in the text that they may find interesting or confusing. Students then write down their initial reactions to the text.







C. Guided Practice/Through (21 Minutes)
Students share their initial reactions with on other person in a Think-Pair-Share activity. Students agree on an item that they highlighted to annotate on the copy of the article projected on the board. Students are called on by the teacher and go up to the board and annotate the text by circling, underlining, or noting in the margins. Students annotate something interesting on their own articles that they may not have initially marked. Students respond to the questions projected on the board on the copy of their article. What is the author's purpose? What is the author's stance on the issue? How do you know (provide textual examples)? Students share their responses with one other person in a Think-Pair-Share activity. Students share their responses with the class and provide textual examples.




D. Independent Practice/Through (7 Minutes)
After the teacher calls on three volunteers the students write three questions, text-to-text, text-to-self, and text-to-world, that they would either like to ask the author, General Kearney, the Judge that ruled on the case, or the Pala Indians. Students write their questions on the back of their KWL charts because both will be collected at the end of the period as a Ticket Out activity. Students have until the end of the period to develop three questions for the three areas and may work individually or with one other person.







E. Closure (1 Minute)
The teacher collects the KWL charts with the questions on the back as students leave. The teacher will read through the student's list of questions and compile a mega list that the students will use as a springboard for the Mock Trial activity.

F. Beyond
The students will use their knowledge of the massacre and their text-to-text, text-to-self, and text-to-world questions during the Mock Trial activity. The purpose of today's lesson and the Mock Trial are to portray a variety of perspectives on a specific historical event by allowing the students the opportunity to ask the characters questions. Both activities attempt to broaden the student's historical and cultural representation of Native Americans in their local community and nationally.
Q12. RESOURCES
KWL VOCAB, Temecula Massacre article

KWL Chart for the Temecula Massacre

What We Know

What We Want to Find Out
(What do I think the word means? What's my hypothesis?)

What We Learned (What is the actual definition of the word?)


Misconceptions


Ambushed

Spontaneous



Massacre

Californios






Cahuilla

Interred

1. Text-to-Text


2. Text-to-Self


3. Text-to-World


A Look Back: The Temecula Massacre

Saturday, February 6, 2010
By VANESSA EBBELING
Special to The Press-Enterprise

The Temecula Massacre stands out as one of the bloodiest events in the region's history, but local historians point out that some mysteries and misconceptions still surround the conflict.

In a canyon just west of Vail dam, dozens -- possibly more than 100 -- Luiseño Indians were ambushed and slaughtered in January 1874. Victims of the massacre were buried in a cemetery closer to the village. Today, the cemetery remains in a shopping plaza off Temecula Parkway.

Though sometimes thought of as a spontaneous clash between two American Indian tribes, this skirmish was actually set in motion weeks earlier by a significant battle in the Mexican-American War, said historian Anne Miller, who has studied the massacre.

"It isn't just something that happened," Miller said. "There were reasons for it that really started with the Battle of San Pasqual."

Weeks before, in December 1846, Californios -- Mexican and Spanish settlers who lived in California before it was annexed by the United States -- waged a brutal attack on American forces led by General Stephen Kearney in the San Pasqual Valley. In response, a group of Luiseño Indians, who like many in this region, were sympathetic to the Americans, captured and executed 11 Californios in Pauma Valley, Miller said.

To avenge the deaths of the Californios, the commander of the Mexican army ordered a group that included Cahuilla Indians to kill the Luiseños.

The Cahuillas lured the Luiseños out of hiding in a steep canyon, then ambushed them, leaving between 30 and 100 dead. Heavy rains following the massacre hampered recovery efforts so the precise death toll remains a mystery.

"Local Indians were afraid to go back out there," said Darell Farnbach, president of the Vail Ranch Restoration Association. "The bodies were left about three weeks."

Early accounts pin the death toll at about 40, historians said. Years later, reports surfaced that more than 100 Luiseños had been killed during the attack. Miller's research suggests far fewer than 100 were killed, she said.

While the cemetery off Temecula Parkway is well-known as the final resting place of these Luiseños, they aren't the only ones interred here, Miller said. It's likely the cemetery was in use before the battle and a certainty that citizens were buried there for years after, she said.

Today, the cemetery is protected by high walls, but any grave markers have disappeared. All that remains inside is grass.


    1. After reading the excerpt, what are some of your initial reactions?


    2. What is the author's purpose?



3. What is the author's stance on the issue?



    4. How do you know? (Provide textual examples)


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