Lesson Plan for Buffalo Soldiers

Lesson Plan for "Buffalo Soldiers"
by Fostina Paolino

Introduction to Lesson

P.A.S.S. objectives
Language Arts: The learner will

I.A.1.	expand vocabulary through word study, reading of literature, and class discussion (e.g. meaning in context).
I.A.4.	determine the meaning of unknown words by using a glossary and/or dictionary.
I.B.1.	read and comprehend both the fiction and nonfiction that is appropriately designed for the second half of grade four.
I.B.2.	using reading strategies independently, predict content of text, and formulate questions that might be answered by the text.
III.A.	select a topic, formulate questions, and select appropriate resources for research.
III.H.	compile research information into a written report.
V.B.2.	communicate through narrative, expository, and descriptive paragraphs.

Social Studies: The learner will

I.B.1

Locate, describe, and compare the human characteristics and early settlement patterns of regions in the United States and Oklahoma (locations of ethnic group concentrations, the impact of the westward movement, languages, economic activities, and cultural patterns).

Teacher's purposes for the lesson:

Teach students techniques to decipher unknown words, gather information related to an original research topic, and compose narrative paragraphs.

II.

Objectives

A.	After reviewing a passage from the "Buffalo Soldiers" story, the learner will apply the "Reread, Read On, Look It Up, or Ask an Expert" strategy to determine the meaning of unknown words with at least 75% accuracy.
B.	After reading the short expository passage "Buffalo Soldiers", the learner will write a one-sentence definition of the term Buffalo Soldier in his/her journal.
C.	Using an Inquiry Chart supplied by the teacher, the learner will gather and record information about a self-generated research topic, successfully completing the Inquiry Chart.
D.	After drawing five or more pictures pertaining to research collected about the Buffalo Soldiers topic, the learner will generate a narrative paragraph documenting the pictures, scoring 3 or better on each component of the scoring rubric.

III.

Procedures

Materials

1.	Transparency on "Strategies to Decode the Meanings of Unknown Words", overhead projector, transparency pens
2.	Transparency of "Practice Using Strategies to Decode Unknown Words"
3.	A copy of the "Buffalo Soldiers" Vocabulary Practice for each student
4.	A copy of the "Buffalo Soldiers" story for each student
5.	Student's personal composition journal for recording a one-sentence definition of the term Buffalo Soldier in his/her journal
6.	Transparency of a blank Inquiry Chart
7.	A copy of the blank Inquiry Chart for each student
8.	Transparency of the Narrative Paragraph Example
9.	A copy of the "Buffalo Soldiers Narrative Paragraph Practice Page" for each student
10.	A copy of the "Narrative Paragraph Scoring Rubric" for each student
11.	A copy of the "Buffalo Soldiers Word Search" for each student

Anticipatory set

Key vocabulary: Buffalo Soldier, Ninth and Tenth Cavalry, deserted, decrepit, task, officers, command, prejudice, frontier, cowardly, survey party, moldy, lice, inspires, Inquiry Chart, narrative paragraph, topic sentence, and scoring rubric

Key concepts:

Brave black men served their country after the Civil War by enlisting and serving as members of the 9th and 10th Cavalry in the U. S. Army. Nicknamed "Buffalo Soldiers" by the Native Americans, these men did jobs no one else would do. They worked hard, but they were not treated well. They were given old equipment, worn out horses, and bad food. But even in bad conditions, the Buffalo Soldiers still fought for peace in the West. Brave and heroic figures, the Buffalo Soldiers helped shape the West. The history of the Buffalo Soldiers still inspires people today.

Inquiry Charts can help make writing research papers easier by helping people organize their research questions, information sources, data collected, etc.

Drawing action cartoons of the story line can help writers write better narrative paragraphs that are more sequential and detailed.

Method(s): Post photographs and prints of Buffalo Soldiers around the classroom. Invite a Buffalo Soldier re-enactor to visit the classroom to share information with the students. [Contact Trooper Fred E. Gray, Charter Member and President, Ninth & Tenth (Horse) Cavalry Association, P.O. Box 1741, Lawton, OK 73502, phone (580) 353-1234, email trooperfreddieg@sonetcom.com] Ask the question: "What do you do when you come across a word you do not understand when you are reading?" Solicit answers from the students and write them on the board. Then ask, "What do you know about the Buffalo Soldiers?" Again, record students' responses on the board.

Student purpose statement: Say, "Today you will learn

strategies good readers use to decipher unknown words
how to gather information related to a research topic you wish to investigate, and
ways to compose narrative paragraphs that tell a story in the right order with more vivid details.

Lesson activities

1.	Input: Say, "Let's look at some words that you will see in today's story about the Buffalo Soldiers." Show the words on a transparency. Review the suggestions recorded by the teacher on the board that students about how to find out the meanings of unknown words.
2.	Modeling: Present the transparency on "Strategies to Decode the Meanings of Unknown Words" on the overhead projector and model the process for the students.
3.	Guided practice: Provide additional practice using the two examples on the transparency of "Practice Using Strategies to Decode Unknown Words."
4.	Checking for understanding: Have the students work independently to complete the Vocabulary Words from the Story "Buffalo Soldiers" practice page. Check their work by walking around the room and observing students as they practice the comprehension strategy. Re-teach as necessary. Provide each student with a copy of the story. When students have completed the practice page, have them read the story silently and practice using the strategy in a real reading situation.
5.	Culminating activities (independent practice): Say, "Today you are going to learn to use an Inquiry Chart to investigate questions you have about the Buffalo Soldiers." Show the students a blank Inquiry Chart on a transparency on the overhead projector and work with the students to complete it based on a research topic generated by the students related to the Buffalo Soldiers. Provide each student with a copy of the "Buffalo Soldiers Inquiry Chart" and allow him/her to generate his/her own research topic. Review all of the topics before students proceed with their inquiry charts. Assist students as necessary. Say, "Today we are going to review writing narrative paragraphs. Take a look at this example of how to use cartoons or story boards to help you tell a story in the right order using vivid details that help your reader see what you see." Show the students the transparency of the "Buffalo Soldier Narrative Paragraph Example" and review the process of using cartoons or story boards to help write narrative paragraphs. Provide each student with a personal copy of the "Buffalo Soldiers Narrative Paragraph Practice Page" which will serve as a guide (scaffold) for this assignment. Also provide each student with a copy of the "Narrative Paragraph Rubric" and explain how the assignment will be graded.
6.	Sponge activity: Provide each student with a copy of the Buffalo Soldiers Word Search puzzle that reinforces vocabulary words for this story.

IV.

Closure

A.	Summary of what has been learned: Say, "Today you learned strategies good readers use to decipher unknown words, how to gather information related to a research topic you wish to investigate, and ways to compose narrative paragraphs that tell a story in the right order and include more vivid details. You also learned more about the history of Lawton by researching topics about the Buffalo Soldiers."
B.	Transfer: Say, "Now that you have learned these four strategies, you can unlock the meanings of unknown words, do the background research necessary for writing a research paper, and write better narrative paragraphs."
C.	Student evaluation and assessment: Did the learner define "Buffalo Soldier" and use the word meaningfully in an original sentence in his/her journal? Did the learner apply the "reread", "read on", "look it up", or "ask an expert" strategies to determine the meaning of unknown words with at least 75% accuracy? Did the learner gather and record information about a self-generated research topic, successfullly completing the Inquiry Chart? Did the learner generate a narrative paragraph documenting five pictures, scoring 3 or higher on each component of the scoring rubric?
D.	Teacher evaluation: Reflect on students' mastery of objectives (including re-teaching), teacher's personal response to the lesson, and changes that should be made before the lesson is taught again.