EALR

4^th grade

1.2 analyze the historical development of events, people, places, and patterns of life in U.S., world, and Washington State history

Content

Integrating time, place, and play  (history, geography and culture)

Objective

Through a written personal reflection, group brainstorm, and a cooperative game the students will be exposed to various types of games and identify three new ones in preparation for cultural research. 

Materials

Chart paper, note cards, rules of game, chart with cooperative group rules on wall, unfamiliar game or toy. 

Accommodations

Heterogeneous groups for gender, status and ability. 

Specific accommodations:

Selective mutism: Student should be placed in a group with another student with whom he is comfortable and who will encourage and assist in this activity.

Behavior: Observers role is to monitor off task behavior and point it out when it occurs. 

Assumptions

Students have received training in cooperative group work and the various roles individuals might take (scribe, timekeeper, facilitator, observer, etc…).

Students can write and do research (for rest of unit).

Procedures

(Approx. 1 hour)

Opening:

Introduction of unfamiliar game or toy (discrepant event).  Have any of you ever been to another country or state where you learned a new game? (Disposition) (Show of hands, pick one or two students to share).

Phase 1: Explain Objectives and Establish Set (5 min.)

Introduce unit: Well, I have just introduced you to a new game.  Now, I will introduce you to a new unit we will be working on called Time, Place, and Play. We will be exploring how people from different times and different countries play.  To start the unit today we are going to do a cooperative brainstorm in order for you to explore the many different types of play you and your classmates are already familiar with.  First, you all will do a short journal write to get your brains thinking, then I will explain the rules for the brainstorm, then you will do the brainstorm, a short writing activity, and finally we will debrief the activity.  (Write all steps on the board.  Ask students who have trouble with attention to list the steps)

Phase 2: Present Information (lecture and/or text) (10 min.)

Reflect on learning a game (activating prior knowledge):

Everyone get out your journals.  I will write on the board a prompt for you to respond to. (On board: Think about a time when you learned about a new game.  Was it similar to one you already knew?  Where were you and who taught it to you?  Did you enjoy it?-Dispositions).  Stop and think about the questions for about 1 minute.  I will tell you when the minute is up and then you can start writing.  After one minute: Now start writing in your journals answering the questions on the board.  You will have about 5 minutes (Monitor students.  If they appear to need more than 5 minutes let them write until most are done.  Give 1 minute warning before they are asked to stop). 

Phase 3: Making transition to learning teams (15 minutes)

Rules and procedures: I have your teams divided up and I have selected roles for each of you while in your teams.  Everyone look up here at our poster of rules for cooperative teams.  (Have class read them aloud).  The expectation is that you will follow the rules we have established for cooperative teams.  Now we are going to brainstorm various forms of play.  These could be recreation, games, and sports.  While you are in your teams you will create a list of forms of play from the past and present, from around the world, ones you have done, or seen on television, or read about.  They can be played as sport, a children’s game, or any sort of enjoyable pastime.  I will give you about 15 minutes to make a list.  Then, each team will offer me one game I will put up on a chart.  If no other team has identified this form of play, that team will be given a point.  The team with the most points wins.  Raise your hand if you have a question about the directions.  (answer any questions that come up then start the activity).  

Phase 4: Helping students during team study (15 minutes)

Monitor for participation of student with selective mutism.  This student can read from journal prompt if desired or write down ideas on a piece of paper.

After 15 minutes have teams give their forms of play and write them on the chart paper. 

Phase 5: Debrief and Assessment  (15 minutes)

Debrief cooperative groups:  Now we will have a report out from the observers in the group about participation.  (Observers give examples with no names if students demonstrated off task behavior).  Now, any student who wishes to add to what the observers have said can.

Writing on note cards: (pass out note cards) You will have 5 minutes to write 3 forms of play on the note card I have passed out.  One form should be a game or sport you have never heard of.  The other two should be forms of play you would be interested in finding out more about.  Make sure you write your name on the top of the card. 

Post assessment

Students will write on a note card three games derived from brainstorm.  Two they are interested in researching and one they had never heard of before.  The list generated from this activity will be used for identification of possible research topics.  Eliminate items that would not work for further research and those that would elicit good discussions and vocabulary for the rest of the unit.