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Name: Kathleen Burns

Unit Title

“Historical Leaders of Georgia”

Grade Level

2nd Grade

Lesson Title

“All About Mary Musgrove”

Curriculum Areas Addressed

Reading, English, Writing, Social Studies

Time Required

48-53 minutes

1 minute: Attention Getter

10 minutes: Review Game

3 minutes: Introduction of Mary Musgrove

15 minutes: Reading story, pointing out different elements in text, & asking questions to review story.

8 minutes: Make “Foldable Four.”

10-13 minutes: Letter Writing

2 minutes: Closing: Ask questions.

Instructional Groupings

Are you using whole group, small groups, partners, quads, homogeneous, heterogeneous?

A whole group lesson of 8 high-leveled Reading students will be taught. The homogeneous group will be broken up into partners for “Foldable Four” activity.

Standards

List the state or national standards that you are using in this unit/lesson.

SS2H1 The student will read about and describe the lives of historical figures in Georgia history.

a. Identify the contributions made by these historic figures: James Oglethorpe, Tomochichi, and Mary Musgrove (founding of Georgia); Sequoyah (development of a Cherokee alphabet); Jackie Robinson (sports); Martin Luther King, Jr. (civil rights); Jimmy Carter (leadership and human rights).

SS2CG3 The student will give examples of how the historical figures under study demonstrate the positive citizenship traits of honesty, dependability, liberty,

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trustworthiness, honor, civility, good sportsmanship, patience, and compassion.

ELACC2RI1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

ELACC2RI6: Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

ELACC2L4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

ELACC2L6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

ELACC2L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

As a result of this lesson/students will…

Be

Be confident. Be respectful. Believe in the power of an individual to make a difference. Believe in the possibility and achievement of greatness. Be a leader. Be dependable.

Understand (Essential questions, big ideas, principles, generalizations, rules, etc.)

Enduring Understanding(s): The types of relationships built among individuals of different cultures can affect outcomes for whole societies.

Essential Questions:

“Who is Mary Musgrove?” “How did the character/citizenship traits of Mary Musgrove allow her to make major

contributions to Georgia?” “How did Mary Musgrove influence Georgia’s past and present?” “How can you show the positive trait of “dependability” in your own life?”

Know (Facts, vocabulary, how-to’s, information that is memorable – knowledge you will assess)

Topics: Historical Leaders of Georgia

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Disciplinary Concepts: Indians & Leaders

Interdisciplinary Concepts: Relationships

Facts:

What is an interpreter and dependability?o An interpreter explains words from one language in another language.

What contributions did Mary Musgrove make to Georgia?o Mary Musgrove served as an interpreter between James Oglethorpe and Tomochichi.

She helped them to communicate and maintain peace. What leadership characteristic did Mary Musgrove display?

o She displayed the leadership characteristic of dependability.

Do (Skills) (Thinking skills, skills of the discipline – skills you will assess)

Read questions and use knowledge to verbally speak aloud answer. Construct and organize “Foldable Four” facts about Mary Musgrove. List characteristics of Mary Musgrove. Identify the major contribution of Mary Musgrove. Define dependability. Produce a letter. Relate self to others by comparing leadership characteristics. Effective communication Read letter aloud to others using appropriate pauses between sentences.

Steps in the Lesson (Include the attention getter or the hook for the lesson, the introduction, the lesson procedures including ideas for whole-class, small group, and individual instruction, differentiated activities)

Attention Getter or Hook

To catch the students’ attention, the teacher will pull out a beach ball for students to play an interactive review game.

Introduction

“Today we are going to begin our lesson by reviewing information we learned yesterday about James Oglethorpe. We are going to form a circle and toss the beach ball to one person at a time. When you catch the ball, look to see which question on the beach ball your right thumb landed on. Read the question aloud to the class. Then, answer the question. After you answer, toss the ball to a classmate who has not answered yet. Everyone will get a chance to answer one question. Afterward, we will begin our discussion of our

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new leader for the day.”

Body or Procedure

1. Arrange children in circle on the carpet. Play review game over James Olgethorpe.2. Sit whole group on carpet. Introduce new leader of the day. Hold up Mary Musgrove’s

picture and tell the children to predict in their minds who this might be from the information learned in class about our other leaders of the past two days. Allow predictions to be shared of who our “Leader of the Day is. [Students: “Mary Musgrove.”]

3. “Today we will be learning about the leader, Mary Musgrove, who was a major contributor to the founding of our state of Georgia. In 2nd grade, we have a standard that says we should read about historical figures who made lasting contributions to Georgia. We must know why he had such a big impact upon our state of Georgia.” Some of our big questions we are going to be looking at today are, “What contributions did Mary Musgrove make to Georgia?” and “How did her character/citizenship traits allow her to make a lasting impact to Georgia?”

4. Tape the picture of Mary Musgrove to the “Leader of the Day: Wall of Fame” poster. Tell kids that her character traits will be added underneath her name after we have read and discovered them.

5. Read biography, “American Heroes: Mary Musgrove.” Ask class to listen to facts about Mary Musgrove to discuss after the book is read. Ask “Who?,” “What?,” “When?,” “Where?,” and “Why?” questions throughout the story. Point out certain informational text features to students to help identify facts.

Page 2: “Where was Mary Musgrove born?” [Students: “Creek Village of Coweta near Macon, GA.”] “How long ago did he live?” [Students: “About 300 years ago.”]

Page 3: Look at the map. Show visual representation of difference in area of England from Georgia. “Who was Coosaponakeesa’s father?” [Students: “English settler named Edward Griffin.”]

Page 8: “How did Coosaponakeesa learn how to speak English?” [Students: “She moved to an English settlement.”] “What did her name change to? Why did it change?” [Students: “She needed an English name. It changed to Mary.”]

Page 12: “How many languages did Mary Musgrove speak when she came back to Coweta?” [Students: “Two-English and Creek.”]

Page 14: Discuss meaning of “communicate” from context within sentence & paragraph. [Students: “Communicate means to share or exchange information.”]

Page 15: Discuss meaning of “interpreter” from context within sentence & paragraph. Add “interpreter” vocabulary word to pocket chart.

Page 16: Bold print/highlighted-Discuss meaning of “dependability” from context within sentence & paragraph. Add “dependability” vocabulary word underneath Mary

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Musgrove’s name on the “Leader of the Day: Wall of Fame” poster. Page 20: Discuss character trait (dependability) of Mary Musgrove. Ask class, “How do

you show this character traits in your own life?” [Students: various responses] Ask, “In what ways do your friends and classmates depend on you?” [Students: various responses]

6. Ask, “What was the main purpose of the author for writing the text?” [Students: “To inform us of Mary Musgrove’s life.”]

7. Call on individuals to name one fact that each learned from the story.8. Model “Foldable Four” activity by showing example of “Foldable Four” to class.9. Arrange students around the room to work in partners to brainstorm information

learned today and individually make “Foldable Four” May Musgrove answering 4 questions:

a. “Characteristic.” Say, “List Mary Musgrove’s specific character trait, or word that described her in the story.”

b. “A leader is…” Say, “Write the definition of Mary’s character trait to complete the sentence.”

c. “How did she use her leadership characteristic?” Say, “Another way to think about the question is ‘What was her main contribution to Georgia?’”

d. “How can you be a leader like Mary?”10. Call students back to the carpet. Call on students to listen to answers found for each

box. Model with chart paper on board, so children can copy down correct answers if they need to.

11. Hold up “Tomochichi” letter example. Explain to class, “From the “Foldable Four,” you will take the sentences you have written and form a friendly letter addressed to Mary Musgrove. Remind students that one of the second grade standards is to write with words spelled correctly and capitalized. Correct punctuation also needs to be included. Commas need to be used after greeting and closing. “We need to practice how to write sentences in the correct form, so someone else can understand your thoughts from your writing. Next week, you will have a project which requires you to use correct capitalization, spelling, and punctuation. So, practice now to be ready.” Point out commas specifically in example letter.

12. Call students by table groups to go back to seat. Pass out “Mary Musgrove” friendly letter. Tell children to begin.

13. Students will read letter aloud to a partner.14. If time allows, two to three students will read letters aloud in front of the class. 15. Tell children to place letter in one of three baskets depending on which they think their

work belongs in. (“I did my best work.,” “I did okay work.,” & “I need more time.”)

Closure/Wrap-Up

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Ask questions to connect back to standards and essential questions.

“Who was Mary Musgrove?” “Why did Oglethorpe and others think Mary Musgrove was “dependable”? “How did Mary Musgrove’s actions impact Georgia?”

* Remind students to show parents the unit study guide being sent home in homework folders so that they will be able to help child study for the test next Friday.

What will I differentiate? (content, product, process)

For Group Level 1, students with lower reading ability will be placed in closer proximity to teacher or by higher leveled reader for assistance in reading the question on beach ball in review game if needed. Teacher will give students “Mary Musgrove letter” with a prompt written at the beginning of the letter that the students have to finish.

For Group Level 2, students will roll ball back and forth to each other on ground instead of throwing it while standing in circle, so students with underdeveloped gross motor skills will feel confident and comfortable participating in the activity. Students will not have a prompt at the beginning of their “Mary Musgrove” letter.

*Students with lower reading ability will be placed in closer proximity to teacher or by higher leveled reader for assistance in reading the question on beach ball in review game if needed.

How will I differentiate for featured student 1? He will be given extra time to respond to review game question because he may need a longer period of time to form words in head before saying them because of speech IEP. Student will read his letter aloud to a classmate before reading it front of class to gain confidence before reading letter in front of teachers. His interest and need for shared conversation will be met.

How will I differentiate for featured student 2? The review game will be used as a hands on activity to cater to his preferred kinesthetic learning profile. His interest in games and sports will engage him into lesson. Proximity to teacher during review game will be given, so he can stay focused. One on one attention from teacher will be given, so he can say thoughts aloud before writing them down on the letter paper. Because he struggles in comprehension, one of his learning needs includes a teacher or student helping him to clearly understand in his mind before he writes thoughts down on paper.

Assessment (How will you evaluate the KNOW, Do, BE? What type of assessment will you use? What constitutes success for the students?

Use performance assessment to check off each individual’s ability to answer review question about James Oglethorpe during review game.

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Use informal assessment to see if students can name facts about Mary Musgrove during and after listening to the story.

Use formative assessment to check students self –made graphic organizer of Mary Musgrove for completion and level of understanding.

Use formative assessment in the form of a check list to check each student’s inclusion of specific points in the letter.

Students will choose between baskets labeled “Best Work,” “Okay Work,” and “Need More Time” to put letters in as a form of self-assessment.

Materials, Additional Resources, and Background Information (Any websites, materials, and background that you will need or use.)

Materials:

Beach ball Checklist for Performance Assessment Chart Paper Marker Pencils Picture of Mary Musgrove Tape Book for whole group: “American Heroes: Mary Musgrove” by: Vicky Willows Pocket chart Vocabulary cards of “dependable” & “interpreter” “Leader of the Day: Wall of Fame” poster board Computer paper “Tomochichi” Foldable Four example “Mary Musgrove” letter Modified version of “Mary Musgrove” letter “Tomochichi” letter example SmartBoard Laptop Flip Chart Checklist for “Mary Musgrove” letter 3 baskets 3 labels for each of the baskets Unit study guide

Resources:

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Website: Teacherspayteachers.com

Background Information:

Websites:http://www.georgiaencyclopedia.org/articles/history-archaeology/mary-musgrove-ca-1700-ca-1763, http://www.gpb.org/georgiastories/stories/mary_musgrove

Mary Musgrove was the daughter of an Indian mother and English trader. Mary Musgrove served as an interpreter between James Oglethorpe and Tomochichi because

she could speak English and Creek. The leadership quality of dependability made Mary Musgrove a leader because she was

always working to settle fights and disagreements between settlers and American Indians.Clear Links to Theories

Using Howard Gardner’s theory of multiple intelligences, I have catered lesson to multiple learners. (Kinesthetic learners-review game while tossing beach ball, visual/spatial learners- picture & book reading, intrapersonal learners-writing letter to Mary and connecting to text to self; interpersonal-working with partner to brainstorm ideas)

Connections to Technology and/or the Arts: Write example letter on Smart Board for students to see visual example before they write their own.

Description of Collaboration With Others: I collaborated with my host teacher for differentiation ideas for lower group on this lesson.

Date: _________________________

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Performance Assessment Checklist: “James Oglethorpe Review Game”

Names: Answered Question Correctly

Notes:

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Picture of Mary Musgrove:

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October 31, 2013

Dear Tomochichi,

You were a trustworthy and honest man. A leader is truthful and fair. They can be counted on. Because you kept your word in keeping peace with the settlers, the colony of Georgia was founded. I can be a leader like you by always doing what I say I am going to do. When I tell my mom I will help her with a chore, I will help her. Thank you for showing me ways to be a leader.

Your friend,

Miss Burns

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