BOTRM.P.

5th
Author:NicoleJohnson
Datecreated:09/25/20152:28PMEDTDatemodified:05/03/20168:07PMEDT

VITALINFORMATION
TotalNumberofStudents

23
12Boys
11Girls

Area(s)StudentsLiveIn

Suburban.DixieSchoolDistrict.

Free/ReducedLunch

Approxiamtely1013percent

EthnicityofStudents

White11
Hispanic3
AsianIndian1
Asian1
Guamanian1
Biracial
WhiteandAsian2
WhiteandKorean1
WhiteandAsianIndian2
WhiteandAfricanAmerican1

EnglishLanguageLearners

Natasha
OverallCELDTscore:Intermediate
Reading:Intermediate
Writing:EarlyAdvanced
Listening:EarlyIntermediate
Speaking:EarlyAdvanced

Jose
OverallCELDTscore:EarlyIntermediate
Reading:Beginning
Writing:Intermediate
Listening:Intermediate
Speaking:EarlyAdvanced

Andy
OverallCELDTscore:Intermediate
Reading:Beginning
Writing:Intermediate
Listening:EarlyIntermediate
Speaking:Intermediate
StudentswithSpecialNeeds

Andy,Jose,KeninreceivespecialEdserviceswiththeresourcespecialistaswellasspeech.Keninalsoreceivesoccupational
therapy.
Dovas,Jayden,andIsabellaareGATE(GiftedAndTalentedEducation)students.

Subject(s)

Elementary,LanguageArts(English),Reading,SocialStudies

TopicorUnitofStudy

BloodOnTheRiverMultiplePerspectives/PointofView

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Grade/Level

Grade5

Comments

KEYCONCEPTS&STANDARDS
BigIdea&Essential
Questions

ThestudentswillhavebeenreadingBloodOnTheRiverbyElizaCarbone,andwillbeuptochapter18atthispoint.They
willhavebeenintroducedtothedifferentcharacters,boththesettlersandthenativeamericans.Thestudentswilluse
thisactivitytodiscussmultipleperspectivesandthinkabouthowthedifferentcharactersthinkandact.

LearningOutcome(s)

TLWparticipateinacollaborativediscussioncomparingthePowhatanIndiansandJamestownColonistsinaclasswide
VennDiagram.
TLWchooseacharacterfromBloodOnTheRiver(orcreateacharacterfromthebook)anddescribethecharacterspoint
ofviewthroughdirectquotesanddescriptionsofwhatthecharacterwouldthinkorfeelbasedonevidencefromthe
text.

Summary

Standards

TheclasswilldiscussthedifferencesofthesettlersandthenativeamericansinElizaCarbone'sBloodOnTheRiverasa
whole,throughtheuseofavenndiagram.Theywillthencreateacharactercutoutofeitheracharacterfromthestory,
oramadeupcharacterthatcouldbepartofthestory(i.e.aNativeAmericanfromthetribethatisn'tinthestoryora
settlerthatlivesinthecolonybuthasntbeendescribedbytheauthor).Thecutoutswillhavespeechandthought
bubblestoreflectthedifferentperspectivesofthecharactersinthestory.

CACaliforniaCommonCoreStateStandards(2012)
Subject:EnglishLanguageArts&LiteracyinHistory/SocialStudies,Science,andTechnicalSubjects
GradeRangeforELACCRAnchorStandard:K5
Strand:Writing
Area:ResearchtoBuildandPresentKnowledge
CCRAnchorStandard:
9.Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch.
Grade:Grade5students:
ContentArea:LiteratureK5
Strand:Reading
Domain:KeyIdeasandDetails
Standard:
1.Quoteaccuratelyfromatextwhenexplainingwhatthetextsaysexplicitlyandwhendrawinginferences
fromthetext.
Domain:CraftandStructure
Standard:
6.Describehowanarratorsorspeakerspointofviewinfluenceshoweventsaredescribed.
Strand:SpeakingandListening
Domain:
ComprehensionandCollaboration
Standard:
1.Engageeffectivelyinarangeofcollaborativediscussions(oneonone,ingroups,andteacherled)withdiverse
partnersongrade5topicsandtexts,buildingonothersideasandexpressingtheirownclearly.

Comments

ASSESSMENTS
Assessment/Rubrics

Theformativeasssessmentsforthislessonare:
TTWlistentostudentswhiletheyarediscussingtheVennDiagram.Theteachershouldmakesureeveryoneis
collaboratinginthediscussion,duringthepartnersharingandwholeclasssharing.
TTWcollectthecharactersthattheyhavecreated,butwillhavebeenwalkingaroundduringtheworktimetohelp
makesurestudentsareontrack.

Comments

MATERIALSANDRESOURCES
InstructionalMaterials&
Technology(handouts,etc.)

venndiagram
documentcamera
charactercutoutfigureoneforeachstudent
charactercutoutresponsesoneforeachstudent
crayons,coloredpencils,ormarkers
constructionpaperforbackground
glue

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scissors
Attachments:
1. BLOODONRIVERLesson(dragged)1.pdfCharactercutout
2. BLOODONRIVERLesson(dragged)2.pdfCharacterresponses(withspeech&thoughtbubbles)
3. BLOODONRIVERLesson(dragged).pdfCharacterresponses(withoutspeech&thoughtbubbles)

Comments

IMPLEMENTATION
SequenceofActivities

HookTTWhavethestudentsgatheratthecarpetandturnonthedocumentcamera.TTWsay"Sofarwehavebeen
introducedtoalotofcharactersinthebook,BloodOnTheRiver.Buttherearetwogroupsofpeoplethatwehavemet,
whatarethetwogroups?"ThetwocategoriesareJamestownColonistsandPowhatanIndians.Studentsmayprovidea
varietyofanswerssuchassettlers,colonists,sailors,gentlemen,peoplefromEngland,NativeAmericans,Indians,
natives.TTWpromptthestudentstoanswerwithmoredetailsuntilthetwocategoriesaregiven.Thiscanbedoneby
askingquestionssuchas"Whatisanotherwordforsettlers?"or"Wherearetheycolonistsfrom?"or"Whatisthename
oftheirtribe?"or"NativeAmericansiswhattheyarecallednow,butwhataretheycalledinthebook?"
1. TTWthenwritethetwocategories(JamestownColonistsandPowhatanIndians)inaVennDiagramdisplayedon
thedocumentcamera.
2. TTWsay"TurnandtalktosomeonenexttoyouaboutoneortwoqualitiesthatareuniquetotheJamestown
ColonistsonlysuchastheyarefromEngland."TTWwriteFromEnglandundertheJamestownColonistssection.
3. TSWturnandtalkaboutoneortwoqualitiesforJamestownColonistsforapproximatelyoneminute.
4. TTWaskforaraiseofhandstosharethequalitiesthestudentscameupwith.Possibleanswerscouldinclude:
SpeakEnglish(Whatlanguagedotheyspeak?)
Wearsmoreclothesshirt,coat,shoes,fancyclothing,etc(Whatkindofclothesdotheywear?,Arethey
dressedappropriatelyfortheNewWorld?)
Livesinhousesmadefromtrees(Whatkindofhomesdotheyhave?)
Havedifferentchoresbecauseofrankings(Aretheyallequals?Dotheyhavespecificjobsfortheir
rankings?)
Useguns(whatkindofweaponsdotheyhave?)
Getsickeasily(aretheyhealthy?)
5. TTWpromptsomeoftheseanswersifnotmentionedbyaskingthequestionsintheparenthesesabove.
6. TTWsay"Nowturnandtalkagaintosomeonenexttoyouaboutoneortwoqualitiesthatareuniquetothe
PowhatanIndians."
7. TSWturnandtalkaboutoneortwoqualitiesforPowhatanIndiansforapproximatelyoneminute.
8. TTWaskforaraiseofhandstosharethequalitiesthestudentscameupwith.Possibleanswerscouldinclude:
SpeakAlgonquian[ahlgonekeyan](Whatlanguagedotheyspeak?)
Differenttribes,somegood,somebad(WereallthetribesinVirginiagood?)
Wearverylittleclothingbreechcloth,duringwintermantle,leggings(Whatdotheywear?)
Wantweaponsfromthecolonists,havebeadsandpinstotrade(Whatdotheywanttotradewiththe
colonists?)
9. TTWpromptsomeoftheseanswersifnotmentionedbyaskingthequestionsintheparenthesesabove.
10. TTWsay"Nowthatwehavethedifferencesfilledout,turnandtalktoapartnernexttoyouaboutwhataresome
qualitiesthatarethesameaboutthePowhatanIndiansandtheJamestownColonists?"
11. TSWturnandtalkaboutoneortwoqualitiesforPowhatanIndiansforapproximatelyoneminute.
12. TTWaskforaraiseofhandstosharethequalitiesthestudentscameupwith.Possiblyanswerscouldinclude:
LivinginVirginia(Wherearetheyallliving?)
Humanbeings(Aretheyallpeople?Dotheytakecareoftheirfamilies?Dothey

teachtheirchildrenhowtoliveagoodlife?Sothosewouldaresomequalitiesofwhatitmeanstobehuman)
Willingtotrade(Dotheyallwanttotrade?)
13. TTWwritetheword"Characters"underneaththeVennDiagram
14. TTWask"Whataresomeofthecharacterswehavebeenintroducedtointhestorysofar?"
15. TSWsaycharacterslike:
Samuel
Richard
ReverandHunt
CaptainSmith
CaptainRatcliffe
Pocahontas
MasterWingfield
Namontack(onlyiftheyhavestartedreadingch18)
16. TTWintroducethenextpartoftheprojectbysaying"Thesedifferentcharactersallhavedifferentperspectives
andpointsofviewinthestory.Whatyouwillgettodowhenyougobacktoyourdesksisdescribecharacterfrom
thestory,andincludeinformationabouttheirperspectives.Youcaneitherchooseacharacterfromthelistwe
cameupwith,oryoucanmakeupyourowncharacterthatwouldbelonginthestory,howevermakingupyour
owncharactermightbealittleharder,becauseyouwon'thavedetailsfromthestorytohelpdescribeyour
character.AmadeupcharactercouldbesomeonelikeagirlcolonistoramotherofoneofthePowhatanIndians."
17. TTWhavealreadymadeanexampleofthecharacterCaptainRatcliffeandwillholditupwhileexplainingeach
section.TTWexplaineachspeech/thoughtbubblethatneedstobefilledout:
Ithink:"Writeasentencethatdescribeswhatthischaracterthinks.Thiscouldbetheirfeelingstowards
anothercharacter,theirfeelsabouttheirlivingsituation,thingstheyaresadormadabout,thingstheyare
happyabout,oranythingelsethattheywouldthink."
Thesearetheeyesthat:"Writeasentenceaboutwhatyourcharacterhasseen,ormightseeinthebook.
Thiscouldbeadescriptionofthescenery,thepeopletheyarewith."
Thesearetheearsthat:"Thiscouldbesomethingthatyourcharacterhasheardormighthearinthebook.
Thiscouldbesoundsinnature,oranothercharacterspeakingtothem."
Isay:"Ifyouchooseacharacterthatisonourlistthisneedstobeadirectquote.Howeverifyoumakeup
acharacteryouwillhavetocreateaquotethatyourcharacterwouldsayinresponsetoasituationinthe
book."
Thisistheheartthat:"Thisoneisalittlemoreuptoyourinterpretation.Whatdoesyourcharacterfeel?
Whatkindofpersonarethey?Dotheylovesomeone?"
Thesearethehandsthat:"Writeasentencethatshowswhatthecharacterdoes,feels,orexpresseswith
theirhands.Dotheybuildsomethingwithttheirhands?Dotheyusetheirhandstocommunicatewith
others?"
Thesearethefeetthat:"Wheredoesyourcharactergo?Dotheywalkbarefoot?Dotheyliketorun?"
18. TTWtellthestudents:

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"Whenyougetyourpaper,putyournameandthecharacter'snamethatyouchooseonthebackofthepaper.
Thenyouaregoingtobeginfillingoutthecharacterresponsebubbles,inpencil,basedonyourcharacter'spoint
ofview.
Takeyourtimewiththis,andyouwillneedyourbookouttofindevidence.
Whenyouthinkyou'redone,raiseyourhandandIoranotherteacherwillcheckyourwork.
Ifyouaredone,thenyouwilltraceoveryourwordswithathinblackorbluepen.
Whenyouarefinishedwiththat,Iwillpassoutyourcharacterforyoutodraw.
Whenyouaredrawingtheirclothesandfeatures,
Iwantyoutotryyourbesttomakethemlookliketheywouldduringthistimeperiod.
Forsomecharacters,youshouldbeabletofindsectionsinthebookthatdescribewhatthecharacteriswearing."
TTWwritethesestepsontheboardasshesaysthemtoprovideavisualreminderfortheELsandspecialneeds
students.
TTWaskstudentstosharethenameofthecharactertheythinktheywillwanttofocusonwithapartnernextto
them.(30seconds)
TTWaskforaraiseofhandsandwilldrawpopsiclestickstocalloneachstudenttosharewhatcharactertheywill
workon.Whentheysaytheircharacter,TTWgivethemtheircharacterboxesandexcusethemtogototheir
seatsandbeginworking
TSWputtheirnameandthecharacter'snameonthebackandbeginfillingoutthecharacterresponseboxes
usingtheinformationontheVennDiagramandtheirbooks.
TTWwalkaroundandhelpstudentsfindquotesanddetailsabouttheircharacters.
TSWtracetheirsentencesinablueorblackthintippedpenwhentheyhavefinished.
TSWdecoratethecharactercutoutstomakeitlooklikethecharacterfromthebooktheyhavechosenusing
coloredpencils.

THEFOLLOWINGSTEPSMAYHAVETOBEDONEONADIFFERENTDAYDEPENDINGONTIME.

26. TLWcutandpastetheboxesandthecharacterontoapieceofcoloredconstructionpaper.

27. Closure:Whenallstudentsarefinished,theworkwillbedisplayedontheirdesks.Eachstudentwillbegiventwo
postitnotesandwillwalkaroundtodoaGalleryWalk.Theywillusetheirpostitnotesto
writequestions,commentsorsimilaritiesanddifferencesbetweentheirownworkandtheotherstudents'.TTW
tellthestudentsthatoncesomeone'sworkalreadyhastwopostitnotes,theyhavetocommentonsomeone
else'swork.
GroupingStrategies

WholeThestudentsstartoffthelessonatthecarpetwherewewillbediscussingthesimilaritiesanddifferences
betweentheJamestowncolonistsandthePowhatanNativeAmericans.
SmallDuringthetimewherethestudentsareatthecarpet,theywillbeturningandtalkingtoapartneraboutthe
similaritiesanddiffferencesbeforesharingoutloud.
IndependentAfterthediscussiononthecarpet,thestudentswillmovetotheirdeskstoworkindependentlyon
creatingtheircharacters.

DifferentiatedInstruction

Todifferentiatethelesson,thestudentsaregivenchoiceswiththeircharacters.Themadeupcharacterprovidesa
challengefortheGATEstudentsandchoosingacharacterdirectlyfromthebookmakesitmoreclearfortheELLsand
specialeducationstudents.Havingavisualsamplewillbehelpfulforallstudentsbutespeciallyhelpfulforvisual
learners,ELLsandspecialeducationstudents.Havingtheteachercheckinduringstudentworktimehelpsallthe
studentsbutisespeciallyhelpfulforanyELLsorspecialeducationstudentsthatmightstrugglewiththelesson.For
thosestudentsthatarestruggling,theteacherwillbeabletorefertospecificpagenumbersforthecharacterthat
studenthaschosen.Lastly,theclassroomisalreadysetupwithpreferentialseatingsothatstudentsfeelcomfortable
workingnexttothestudentstheyarenearbywhiletheyareonthecarpet.Attheirdeskstheyarepairednextto
someonethatwillbehelpfultothem.OneELstudent'sdeskhasbeenplacedneartheteacher'sdesktohelpkeephim
ontask.

Comments

REFLECTIONS
PriortoLesson

PriortothelessonthestudentswillhavebeenreadingBloodOnTheRiverandwillbeuptochapter17,possibly18.
Theywillhavereadaboutallthecharactersthattheywillbechoosingfrom,sotheywillhaveanideaofwhattowritein
thespeech/thoughtboxes.
However,achallengeIanticipateisthestudentsfindingspecificevidencetohelpthemdescribetheircharacter's
thoughtsandfeelings.Somestudentsmaystrugglewithfindingalltheneededinformationneededforsomeoftheminor
characters,andwillhavetomakeaneducatedguessastowhatthatcharacterwouldthinkorfeel.
Ialsoanticipatethatthestudentsmayfinishatdifferenttimesandthelessonwillneedtobefinishedthefollowing
week.

PostLesson

Thestudentswereabletoactivelyparticipateinthediscussion,andhelpmecreatetheVennDiagram.Theyallhad
somethingimportanttosayandtheyevencameupwithideasthatIhadnotthoughtof.
Theircharactersallwerecreativeandshowedthattheyhaddoneresearchandthoughtindepthaboutwhattheir
charactersmightsay,do,orthink.Theyallturnedoutreallywell.EvenJose,whoshoweduplate,wasabletodothe
researchwithsomeassistancefromme.IwasproudbecauseatfirsthewasconfusedandthoughtReverandHuntwas
ahunter,butafterwediscussedwhataReverandmeant,helateraskedmeifheshoulddrawabibleinhischaracter's
hand.Hehadmadetheconnection!
Thepicturewalkattheendwentwellbecausetheywereallabletoseeandcommentoneachother'swork.Itwasa
littlehectic,butthatwasexpected.
TheonechallengeIexperiencedduringthelessonwasthechatting.ThestudentsweresittingtoolongandIshould
havehadthemgetupmoreinbetweenactivites.Ialsohadsometechnicaldifficultieswiththedocumentcamera,butthe
teachershowedmehowtodoitsoI'llbereadynexttime.IalsowouldhavehadthestudentscopydowntheVenn
Diagramontheirownpapersothattheywouldhavebeenmoreinvolvedinthecarpettime.Butoverall,Ithinkthe
lessonwentverywellandthestudentsenjoyedtheactivity.

Comments

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