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Lesson Title: Mt. Rainer Cont.

Lesson #: 2
Total time allotted: 1 hour
Grade level: 4th
Goals: Objectives:
CCSS.ELA-LITERACY.RL.4.7 -Students can understand the connection between the
CCSS.ELA-LITERACY.RI.4.1 and 2 written English and signed ASL versions of the texts.
CCSS.ELA-LITERACY.SL.4.1 -Students will use details and examples in the text
when explaining.
-Students will determine the main idea of a text.
-Students will engage in discussions.

Pre-requisite knowledge or skills


Have read the two texts required for the last lesson plan.
Turn-taking skills.
Basic ASL skills.
Understanding of Native American Tribes
Materials/Equipment/Supplies/Technology/Preparation
Watercolor paintings (may need to finish).
Different articles printed and on the smart board about changing the name of Mt. Rainier.
iPad or computers.

Procedure:

A. Anticipatory set, Motivation, or Hook: The teacher will hand back the half-finished

paintings and poems for the students to finish. The students will then present their work

gallery-style. Once complete the teacher will ask the students what they remember the

teacher saying the day before. Students respond with people wanting to change the name

of Mt. Rainier.

B. Teaching: The teacher will ask the students what they know about Native American

Tribes and write down the comments on the white board. The teacher will share articles

(listed below) and explain why people want to rename Mt. Rainier or why some people
dont. The students could add comments for the white board or the teacher can ask

students if these article reflect what they know about Native American Tribes.

C. Group Application: The students discuss their opinions about the name changing.

D. Independent Application: The teacher explains that the next day students will create

posters about why we should or should not change the name. Students can work alone to

research this topic more and find more evidence supporting their own beliefs and to put

on their poster.

E. Closure: Students can start creating their posters while the teacher walks around asking

questions and giving ideas.

Meeting Varying Needs:

Students with Dyslexia: Have aide work one-on-one to find different materials and information

online.

DeafBlind students: use braille reader or text-to-speech technology to meet students needs.

Have an aide work one-on-one with PTASL skills to find different resources online.

Assessment:

Formative:

The teacher can take note if students are participating in the discussion, can make connections

between the texts, and use examples of the text during their discussions.

Summative: Students can show their understanding by researching and collecting appropriate

materials. Students can show the teacher the posters they have started as a way to prove their

understanding of the task.


Articles:

http://www.seattletimes.com/opinion/editorials/after-mckinley-its-time-to-consider-renaming-

rainier-2/

http://www.npr.org/templates/story/story.php?storyId=146501063

http://www.bellinghamherald.com/news/state/washington/article33228600.html

http://blog.theclymb.com/out-there/5-mountain-naming-controversies/

http://www.seattletimes.com/seattle-news/puyallup-tribe-member-wants-mt-rainier-renamed/