Created by Morgan Raether
Biography:
Morgan Raether has been teaching at Jeffers High School in Painesdale, MI for eleven years. She graduated from Northern Michigan University with a Bachelor's Degree in Secondary English Education with teachable minors in both German and Math. Additionally, she graduated with a Master's Degree as a Reading Specialist from NMU. Morgan has a passion for literacy and is able to focus that passion this year as she begins a new role at Jeffers as a part-time Reading Specialist, while she is teaching German and College & Career Prep as well. In her spare time, Morgan enjoys playing games, reading books, and snuggling her three cats.
Title of Lesson: “America was not discovered by Columbus” Research and Presentation
Subject Area: English Language Arts
Grade Level: 11-12
Approximate Time to Do Lesson: 2 Weeks
Tags: AIM, American Indian Movement, Red Power, Civil Rights, Wounded Knee
Overview: The theme of this lesson is to research Native American topics through primary sources in the Upper Peninsula and how they affected that area and others. The importance of this lesson to student learning is to gain research skills, especially with primary sources, work through the writing process, and create and give a presentation. Lesson methodology should include: teacher reading, annotation, research, lecture and scaffolded practice of APA formatting, mini-lessons on presentation skills, credibility, and primary source analysis, and student public speaking. This lesson addresses critical information literacy by encouraging students to research topics from a Native American perspective in order to analyze the effects of various social factors on Native Americans in the U.P. and beyond.
Standards Addressed:
- CCSS.ELA-LITERACY.RI.11-12.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- CCSS.ELA-LITERACY.RI.11-12.10 - By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently.
- CCSS.ELA-LITERACY.SL.11-12.1 - Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
- CCSS.ELA-LITERACY.SL.11-12.4 - Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
- CCSS.ELA-LITERACY.SL.11-12.6 - Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
- CCSS.ELA-LITERACY.L.11-12.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Modifications for Diverse Learning Needs:
- Transkribus for reading difficult writing (app.transkribus.org)
- TTS Reader for text to speech (https://ttsreader.com/)
- Typing Notes in Google Docs for those with writing accommodations
- Extended Time for those with time accommodations
- One-on-One Presentations for those that are unable to present in front of the class
Lesson Objectives:
- Students will apply credibility and the search for primary sources to their research.
- Students will engage with each other to research and create presentations.
- Students will create a presentation using APA formatting and primary sources.
- Students will present their research in paired groups to the class.