Stage Immerse Invite curiosity, build background, surround with materials, modeling, thinkingaloud

Small-Group Inquiry Model For Inquiry Project Teacher Role Starting with a map of the world I will say how did humans get here? Making sure to emphasize that no idea will go unheard. Leading questions will be: Where do you think the people came from? What continent or part of the world? How did they travel here by boat, road, or other means of transportation? When did they travel here? Why did they travel here, because they have to have a reason?
http://educationportal.com/academy/lesson/nativeamerican-history-origin-of-tribesand-cultures.html#lesson Watch the video The students will then be given the task. The students will break into 5 groups of 5-6 kids by selecting out of a hat with the labels, NW, SW, M, NE, and SE.

Student Role

The students will have many ideas and thoughts and we will take 5 minutes to journal on how people got to the United States. We will pair share some ideas We will whole class share some ideas The students will watch the video The students will note the three ideas Pair share what idea they like best Class share what idea they like the best They will complete their journal entry with what theory they like the most and why. Think about what the task means. While the students listen they will find their new table in the direction they have chosen. If they have desks they will cluster them together if they work at tables they will move to those respective tables. The students will gather the necessary resources. The rest of the time will be just going through the resources.

In my class all though a large rectangle I will have boxes with the resources in the respective areas of the room by cardinal

direction. Eastern woodland (northeast), Southeast, Great Plains will be in the middle, Southwest and Northwest. Question toss-where the students will write down any questions and toss them on the floor by the whiteboard I will be modeling and teaching two strategies with 2 of the more advanced books. Warpaths by Steele, Crossing Bok Chitto, and Brother Eagle, Sister Sky. These 3 books are important but will not be used in their entirety. I will select sections of the books that will help the groups learn about Native American history and culture. The other book I will be modeling along with them is native homes. This book covers the different shelters of the area and key information about how they lived. I will be asking important questions like why did they use those materials? Do you think this holds up well for their life style? The goal by the end of my read aloud and modeling is for the The students will listen carefully as I use the document camera and read the text aloud to them, writing any information they deem necessary, knowing that they are going to retell what they hear from the book Warpath The students will use Reaction Review Guide with Crossing Bok Chitto, and Brother Eagle, Sister Sky. The students will with these sections start writing down comparisons and contrasting elements with their particular region. Students with the leading questions from the Native Homes book will then be allowed to finally dig into their resources. After seeing how I modeled and asked certain questions, hopefully they will be able to independently start thinking about the resources and their regions. The students will look at their History Alive and America Story books first. Those are clustered by region. They will pair off that book 2 others will work through the If I Lived With series which I will have numerous copies of. The last student

Investigate Develop questions, search for information, discover answers, modeling strategies, guide discussions, conferring

 Stage Coalesce Intensify research, synthesize information, modeling organization and evaluating sources, identify key ideas, conferring

Go Public Share learning, demonstrate

children to begin to think about questions of their region. Note card assessment to see what questions there are. Teacher Role The students will return to the resources. The task will be shown once again. They will begin to compile the most valuable research to put in presentation form. They will begin with a long list of research and decide what information is most important to the task. PowerPoint or Keynote will be modeled by me to start the day. A sheet with quick tips and FAQs on the program will be handed out. Facilitate by walking around checking to see if the students are on task. Meet with groups to clarify anything and discuss note card assessment. Reminder of the fact sheet to be used on the giant map. Quick checks of thumbs up and thumbs down Meet with each group before the

will work with a laptop going through the 5 websites researching information. The students will trade off the resources every 5-10 minutes. Student Role I would like them to begin by sharing the information they have found and recorded in the notebooks. The students will continue to work through the textbooks, informational texts, and websites. The students will begin to decide what relevant information to the task is. Taking strategy information and finding a way to include it into group information. Using the Immersion videos and incorporating it into the groups region. Designing the PowerPoint or Keynote slides. Discussing who will say what. Putting information on note cards Compiling any pictures Putting together the fact sheet to be put on the giant map.

Students take notes

learning in a variety of ways, understand, reflect, create new questions

presentations start. What group is going first? Time 5 minutes Talk about eye contact Grading by myself Graded on, quality, pictures, content, and completing the task. Rubrics handed out. Students take notes Final quiz on compare and contrasting the regions.

Listen intently for any differences between their regions. Be respectful and listen to other students presentations. Open Note quiz Put their region fact sheet on the big map that is hanging on the wall.

Rationale for Strategies: Read Remember Represent Retell I will use this strategy with Warpaths by Steele. This book is an upper level book and I will only be reading the first chapter. It does have some pictures of pre colonization and really sets up the period right before first contact. This book will be read by me, the students will take down the important information about the text and try to retell to partners and the whole class about what I have just read. This strategy works really well with this text because of its upper level reading I can make sure the students are gathering what they need from the text. All though just one chapter, I can see if they are taking the information that I deemed necessary. The consistent telling and retelling by the students peers and classmates will make sure the information sets in. This benefits the students greatly because they can hear their classmates put their own spin on the information and it will allow for ELL and other learners to hear it in a voice other than the teachers. It will also help the ELL to tell their own perspectives. This also benefits the class because it allows us to start off on the right foot. With the challenge of this upper level text it will allow me to voice certain vocabulary and difficult phrases into words the students can understand.

Reaction Review Guide For the chapter books Brother Eagle, Sister Sky and Crossing Bok Chitto, the students will be able to hear historical fiction about how lives were for Native Americans. These are chapter books that tell narratives which I am not really concerned about more of the culture the books talk about. The other book is Native Homes, this book talks about the different types of homes Native American people lived in. This book is important for not only their task but to get the creative juices flowing. The students will realize that the homes the Natives built were adaptations to their environment and helped the people survive. The homes were also meaningful to the culture. Teepees are easily deconstructed and moved to the next camp site for the nomadic plains people. These are the types of informational pieces I would like the students to see. This strategy will allow me to model how to look for certain pieces of information in books with a lot of text. I can easily model this with the chapter books that I have preselected parts of different chapters. The Native Homes book will allow me to do it in a more direct way. During this strategy students will be sharing information with partners and their group as a whole. This allows strategy will hopefully be enough for students to work through the texts on their own. With the prior scaffolding of the other strategy with Warpaths, the students will have 2 different strategies to find information in their text and website resources. Differentiation Individual questions with the question toss and an exit card allows me to target questions on group scale but with individual questions. Individual conferencing allows me to meet with students one on one to answer specific questions during the days. The group conferencing before presentations allows me to figure out what problems groups are having. This will allow me to make sure presentations are clean and have no technical issues. Struggling Readers and ELL students are working with groups and hearing a voice other than mine most of the time. Groups will always be divided into subgroups for website and text resource work. The videos will allow the students to visual images of what they are learning about. The strategies will allow students to put the text in their own words. Also all of the books that I have deemed upper level will be modeled by me. The texts are all for grades 3-5. Scaffolding The consistent work of the strategies will help the students go back and look at the work previously done. The assessments like the exit cards and the question toss will allow me to look at possible questions before moving on. The meeting with groups will allow

me to target group and individual questions towards the final project. The journal with the engagement and the strategies on the second day allows the students to visit work from prior days that may answer certain questions. The FAQ sheets for the technology portion of the inquiry will allow students to find answers for themselves.