Social Studies- Storypath Early Northwest Coast People
The majority of the unit is structured with the foundation laid from the Storypath booklet, with some minor adaptations to assist in time management, to utilize having two teachers in the classroom, and to aid those needing more reinforced learning. The entirety of the unit is 26 days long, with overestimations of lesson time duration as stated from the curriculum. Children needing extra assistance with reading and vocabulary will be given one on one time with the assisting teacher.
In two instances, the class will be split in half and participate in hearing a story and reflecting on it, the following day the groups will switch and hear the other story.
Minor adaptations were made to the Storypath as the curriculum is aligned to Washington State learning standards. We believe few adaptations need to be made as the structure of this Storypath allows students to be motivated and have meaningful learning experiences. With student engagement in the unit they will develop a deeper understanding of early Northwest Coast people and evoke higher order thinking in classroom discussion and decision making. The Storypath is designed to activate multiple intelligences and allow students to development and expand their process of thinking.
McGuire, M.E. (2006). Early Northwest Coast People. Culver City, CA: Storypath.
In two instances, the class will be split in half and participate in hearing a story and reflecting on it, the following day the groups will switch and hear the other story.
Minor adaptations were made to the Storypath as the curriculum is aligned to Washington State learning standards. We believe few adaptations need to be made as the structure of this Storypath allows students to be motivated and have meaningful learning experiences. With student engagement in the unit they will develop a deeper understanding of early Northwest Coast people and evoke higher order thinking in classroom discussion and decision making. The Storypath is designed to activate multiple intelligences and allow students to development and expand their process of thinking.
McGuire, M.E. (2006). Early Northwest Coast People. Culver City, CA: Storypath.
The learning tasks and adaptations are appropriate to the development of students’ prior knowledge and personal, cultural, community assets because students can directly relate to their presence in the environment we are studying. They have already been provided with background knowledge in our trade simulation and many have traveled around Washington. We can develop further knowledge and understanding of Washington State by building upon what they know and use their interests to guide this development. Adaptions are made at multiple levels as students have different levels of knowledge or academic levels. Expectations will be set high as we know that they can all succeed as intelligent individuals. The biggest advantage we will have as teachers is our location as the community will be our most valuable resource.
