Name Siri Fiske
Date
August 5, 2005
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Standard: Reading 2.4 Evaluate new information and hypotheses by testing them against known information and ideas. Social
Studies/ 4.2.3 describe the Spanish exploration and colonization of California, including the relationships among soldiers,
missionaries and Indians. 4.2.5 Describe the daily lives of the people, native and nonnative, who occupied the presidios, missions,
ranchos, and pueblos.
Objective: Using this lesson along with a book previously read, Island of the Blue Dolphins, the students will be able to verbally
articulate that historical fiction is a genre of writing and that what appear to be facts are often fiction. Students will learn about
the rescue of the lone woman and deepen their previous understanding about the relationship between the merchants,
missionaries and the Indians (Chumash and Gabrielino).
Syntax of the Model of
Teaching
Motivation
Description of the Lesson
Tell the students that we are going to continue learning about the
TRUE story of the island of the Blue Dolphins – the rescue!
Technological/MultiMedia Enhancement
Prior knowledge will include: Reading the book, extensive work on the
Missions and Spanish exploration, a few lessons on Native Californians,
lessons on the first 14 slides of this Power Point (with an emphasis on the
idea of fact vs. fiction).
Input of Information
(how and why, what mode and with
what kind of aides)
Have the students adjust their seats and face the screen. Show the
Power Point beginning on slide 15 (see slides). Teacher will
disseminate information as outlined on slide notes.
Checking Comprehension
Before I begin lecturing about the power point I will ask students if
someone can tell us why, from the previous lesson, people from the
mainland would go to San Nicholas Island. (I will scaffold questions
to get them to answer -otter hunters, looking for pelts).
There will be several questions asked during the slide show lecture
to check that students are comprehending the information (see
specific questions on slides). I will visually check my ELL students
when I ask the questions to see if they are engaged.
(did they understand, do you need
to input in a new way?)
Structured Practice
(in a structured way to insure
success)
Guided Practice
(in a more difficult way to really
show you they are grasping the
concept)
Closure
( how do you bring to a close and
sum up what learning was to take
place)
Quickly refer to our social studies bulletin board and ask them where
on our time line of California history would this take place? Quickly
again ask, is this description of the interaction between the Indians
and other people similar to other descriptions we have heard?
Everyone will write one paragraph in their journal about what was
the most surprising difference between the book and the information
from the lesson.
I will reiterate why she died –diet, why (using previous mission
knowledge) she was baptized even though she didn’t understand
the language, culture and religion.
Assessment
(how do know the student learned
what you hoped to teach)
OCT. 2002
I will know if they learned if they answer the questions during the
slide show. I will also read their journals and see if there is variation
in their writing topics –indicating that the class understood more than
one contradiction between the lesson and the book.
Power point show
Independent Practice (reflection of degree some students reached the objective.)
As a follow up to the whole set of lessons there will be a homework/in class assignment in the form of a set of
worksheet/ writing assignment packet. To cover this particular lesson the children will answer two questions in writing.
1. “Using both sources of information, the book and the class lesson, why did the lone woman get left alone on the
island?” 2. “What was it like for the lone woman to be rescued?” In addition the next time the class reads a book (any
genre) I will ask them about the different genres of writing and how can they know before reading a book if it is fact or
fiction?
OCT. 2002