LSP: Data Retrieval Chart, Parallel Construction Organizer?

Prereading could be incorporated by promoting reading strategies. I would do this by pulling images from their text and presenting them in a powerpoint. We would talk about the setting, time period, and other notable features. I would use this time to introduce some of the relevant academic language. A reading strategy that I would incorporate is reading aloud by the teacher. Throughout this time, I would pause for questions. I would keep the passages short and also model metacognition. After the lesson, I would incorporate summarizing, discussion, or simulation as my post-reading activity. I can see where some days I would summarize with the students and led the class in a whole group discussion. However, there would be some lessons that I

would break the students up and assign each group to present a summary of an assigned section while other groups simulated the lesson.
Topic 24: Why would a teacher say “winter break” instead of “Christmas break”?
“Winter break” vs.

“Christmas Break” showing a subtle bias to students that celebrate the Christmas holiday. This is where it is imperative that a teacher knows her students and their background. By using the phrase “winter break” we are including everyone in the classroom.
Topic 25: Explain which one of the following you think would work best with your LSP: Data Retrieval Chart, Parallel Construction Organizer, or Story Analysis Organizer?
The Story Analysis Organizer would work best with my LSP. I feel this organizer best develops the students cause and effect and problem/solution comprehension. When discussing the Gold Rush I will highlight immigrants, development of a boomtown, and the economic effects of the Gold Rush.
Topic 26: Read “A Focused Children’s Book Lesson”. Explain why you like at least one feature of this and how you could incorporate it into your LSP.
One feature I liked from “A Focused Children’s Book Lesson” was the attention getters. Over the course of four days leading up to the assignment, the teacher asked the students questions to pull them into the lesson. The attention getters and “probing” required the students to think more critically about their decisions. These skills would come into use during their biography reports. In the days leading up to my lesson, I would ask the students, how far would you travel for an opportunity to become wealthy? I could also ask, would they be willing to give up everything if they knew there was a possibility that you would never find any gold? I would continue to ask questions related to the

situat
ions the gold miners endured with travelling and mining for gold.
Topic 27: Social Studies Writing Product -- Choose at least three of these that you think would be effective and engaging for your particular grade level. Of course, explain why you chose these.
• ABC Report: I feel this would help with academic language and content comprehension. I like the idea of even having the students add pictures below the sentence.
• Picture-story sequencing: Too many writing exercises can be overwhelming and boring. Adding a drawing product will give the students interested in art and opportunity to produce something while still concentrating on content.
• Response journals: Journal entries allows students to CONNECT and FEEL the content. By drawing an emotion from the student, the content can have an impact of the student and help the student connect to the lesson. This is great way to tie in social/emotional standards. However, a rubric to guide their writing and requiring appropriate academic language would be important if formally assessing.
• Magazine report: If I were to use this writing product, I believe I would do this as a group. I would probably assign roles within the group, one student would research, another student would do the writing, and then there would be an illustrator. I feel this would pull on others’ academic strength and teach collaborating skills.

Topic 28: Describe one piece of realia that you have or could include in your LSP.
I would love to bring in a real panning kit. I know they have them at Walmart and on Amazon. I also know that there are souvenir shops that have gold leaf flakes. I think the students would be excited to see gold flakes. I remember learning about coal and fluorspar, my mother worked for Department of Natural Resources so I will able to bring in samples for my classmates to keep.
Topic 29: Describe one type of chart or one type of statistic you could include in you LSP.
I could survey the class and then create a pie chart with the results. I would ask if they lived during the Gold Rush would they a) pack up their belongings and head west b) pan for gold and hope to hit the jackpot c) make a living selling goods and offering services to the miners. This would be a great attention getter during the economics lesson of my LSP.
Topic 30: Describe the map you will use in your LSP, including TOADSONLOGS!
During the geography lesson of my LSP, I will have the student break into groups and create a map of the Gold Rush. I could have the students create a map showing the immigrants’ journey to California. I will assign each group a different group of immigrants to map. We will present these in class. I would model how to create a map using the TOADS ON LOGS mnemonic device.
T- Title (JOURNEY TO THE GOLD RUSH)
O – Orientation A – Authors (Each student within the group will be responsible for some portion of the map. Everyone’s name will be on the map.)
D – Date (Possibly to approximate date their journeys began.)
S – Scale to explain the size of the map. (This is something I would need to walk around and help each group understand.)
L- Legend (I will give a hand out so that each group has the same symbols.)
O – Outline (I will decide this for each group.)
G – Grid (Again, I will probably have these already marked.)
S – Sources (Student will be able to use the maps in their text book or gather information on an approved website.

UNIT SIX
Topic 32: Explain how you could use one strategy for direct or indirect instruction in your LSP.
I would use a slide presentation with graphics and small chunks of information that highlights the academic language within context. I will draw the students’ attention to problems and ask the students to predict solutions. I will also discuss causes and then ask the students to come up with potential effects. For indirect instruction, place the students in groups and have the students research the goods sold and services needed during the gold rush. The students will be able to use their Ipad and textbook. They students will then present their “lesson” to the other groups. I will be walking around the room correcting any misconceptions and redirecting the students as needed.
Topic 33: Describe one concept in your LSP and describe how you will ensure students’ thorough understanding of it.
One concept in my LSP will be that many people still travel today to the United States in hopes of a better life. One way I will ensure that my students understand this is by relating the Gold Rush to the current immigration event in the media.
Topic 34: How will you enable the students to experience Active Learning?
I will enable the students to experience Active Learning by showing them a gold flake. Then I would allow them to think for a minute and have the students ask themselves the following question: Would I pack up everything, and risk my life travelling to search for gold? Asking question at the beginning of the lesson that the students can go back of the course of the lesson and reconsider would allow the students to participate in Active Learning.
Topic 35: Why is it so important that teachers promote students’ critical thinking skills?
It is important that teachers promote students’ critical thinking skills because critical thinking skills are used before their academic years. To teacher students to think critically, we are teaching them to be adventurous, sustain intellectual curiosity, to seek understanding, respect evidence, and several other skills that will help them make sense of the world around them.
Topic 36: Identify one problem related to your LSP that students could have to solve. What steps would you take them through to help them solve it?
Problem #1: What problems did gold miners face when they were traveling to California?
Problem #2: What problems did gold miners face when they arrived or were in California?
To solve the problems of the Gold Rush, I would give the students time to gather data by researching on the computer. The students would then need to form a hypothesis. As a class we would test the hypotheses by looking at the research they gathered. As a class, we would reach a solution.

Topic 37: Explain one approach to values inculcation that you might incorporate into your LSP.
During my LSP, I plan on discussing the diversity present during the Gold Rush. I will ask questions that lead to more virtuous considerations. We will discuss how immigrants were treated during the Gold Rush. The students have already discussed how women were treated during “pioneer days”. I will use prior knowledge to discuss how immigrants were treated.