4th grade humanities
This week, learners will continue researching information for their land grant interdisciplinary project. They will include either a character description of a Californio (ranchero) or a Native American. This will be a fun way to take on a character and use descriptive language to introduce themselves. For the next part, learners will include structures that they would like to have on their land. This will be integrated into their diseno (map) in Math class, where they will be using area/perimeter and scale to depict their land.
In addition, learners will continue reading Esperanza Rising as a whole class. Throughout the reading, we will be making predictions, checking for understanding by asking questions, and using context clues to learn higher level vocabulary.
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This week, we will continue with our social studies unit on the Rancho Era in California. To gain background knowledge for their interdisciplinary project, learners will read informational texts and respond to questions about life during the Rancho Era and how land grants were requested and distributed by the Mexican government.
Learners will then begin their interdisciplinary Land Grant Project. Learners will choose to either take on the role of a Native American or Californio (ranchero) living in California during the Rancho Era. Learners will choose an area of California for which they will write a land grant proposal to the Mexican government. To prepare for their persuasive writing piece, learners will research the geographical features and natural resources of their proposed land. We will continue reading Esperanza Rising as a class, and learners will reflect on the legacy of the Rancho Era in Mexico and California in the 1900s. This week, fourth graders will learn about how the Mission era impacted native culture by affecting their lives changing their culture. We will have a whole class discussion. First, have learners brainstorm what they think native peoples’ lives were like during the mission period. Then we will read various perspectives and learn about myths about California Indians and their lives during the Mission period.
Later in the week, learners will be introduced to the Rancho period. During this small unit, learners will learn about the impact that this period had on California history and how it shaped land distribution. Eventually, learners will be writing a persuasive piece to the governor of Mexico requesting land and draw a map of their land. Learners will begin reading a new book titled Esperanza Rising. This story takes place during the Mexican Rancho period and is about a girl who is living in California's migrant camps. It's a great example of historical fiction and the character is developed wonderfully throughout the book. Throughout the story we will be discussing areas of the story and answering comprehension questions. Welcome back! This week, learners will wrap up their work on their missions presentations, and present their Google Slides to a small group of peers. Learners will be assessed on their speaking/presentation skills, as well as the organization and details of the information in their presentation.
We will continue our social studies unit on the California missions, focusing on the geographic and economic factors of the placement of the missions, as well as the affect of the Spanish colonial period on the lives of native peoples in the region. Learners will read informational passages, watch video clips, and respond to questions. This background knowledge will prepare learners for their Trimester 2 interdisciplinary mission project. We will begin the humanities persuasive writing component next week. |
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May 2018
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