The Navajo Native Americans

Jigsaw Lesson Model

Pages 318-320
rade 3 ! "istor# $ocial $cience
1% MAT&'(AL$)P'&PLANN(N
Materials
Printed handouts: Navajo Tribe Lifestyles
Printed expert group fact sheets
Printed home/learning group charts
Printed quizzes
Printed certificate of recognition
*oca+,lar# - List -e# voca+,lar# terms needed .or this lesson
Native merican! a member of any of the indigenous peoples of the mericas
"ulture! the beliefs# customs# arts# traditions of a particular group of people
rt! expression of human creative s$ill and imagination# usually in a visual form li$e painting#
sculpture# etc%
"eremony! a formal religious or public event celebrating an event
Literat,re
Printed articles from navajopeople%org
2% /0J&1T(*&
$t,dents will2
o &ead and discuss parts of Native merican Navajo Tribe life%
o 'or$ in collaborative groups to summarize important facts about Navajo life%
o 'or$ in collaborative groups to teach important facts about Navajo life%
o ssess their o(n participation in the collaborative process%
$tate the 1ognitive Ta3onom# and)4A..ective) Ps#chomotor5 Level
1A $tate &nglish "istor# $ocial $cience $tandards
)%* +tudents describe the merican ,ndian nations in their local region long ago and in the recent
past%
-% .escribe national identities# religious beliefs# customs# and various fol$lore traditions%
*% .iscuss the (ays in (hich physical geography# including climate# influenced ho( the local
,ndian nations adapted to their natural environment /e%g%# ho( they obtained food# clothing#
tools0%
11$$ &L6 $tandards
1olla+orative
-% 1xchanging information and ideas (ith others through oral collaborative discussions on a
range of social and academic topics%
(nter7retive
2% Listening actively to spo$en 1nglish in a range of social and academic contexts%
1ollege and 1areer 'eadiness Anchor $tandard 11$$
+L 3rade )
Presentation of 4no(ledge and ,deas
5% &eport on a topic or text# tell a story# or recount an experience (ith appropriate facts and
relevant# descriptive details# spea$ing clearly at an understandable pace%
1
3% A$$&$$M&NT
(n.ormal2 This lesson (ill be assessed informally as the teacher (al$s the room listening in on group
(or$% The teacher (ill be observing (ho is participating# and (ho is giving the most input%
8ormal2 Learning (ill be formally assessed by the teacher grading their fact sheets# information charts#
and their individual quizzes /summative assessment0%
rades will +e recorded in the teacher grade +oo-%
9% L&$$/N /P&N(N)P:'P/$&
;Good morning students. Today we are going to continue our study of Native American Culture. Today
we are focusing on the Navajo Tribe. However, today, you are going to be the teachers of this lesson,
as we are going to use a new style of learning called jigsaw. This lesson is important for us because
Native American Culture is a huge part of our history as Americans, and it is important that we learn
about all of the cultures in our society. This lesson is also important because it is going to teach us how
to learn in groups, cooperating with one another.
<% M/T(*AT(/N 8/' L&A'N(N
&3trinsic- +tudents (ill be motivated to gain the a(ard of achievement at the end of the lesson6 the
certificate posted on the classroom achievement board%
7otivation for this lesson (ill include students (anting to gain the achievement certificate# (hile at the
same time being motivated to learn because they get to (or$ in groups (ith their peers%
=% L&$$/N 0/6>
$te7 1 'eview)Ma-e 1onnections to Previo,sl# Learned Material
The teacher (ill open (ith the youtube video http://(((%youtube%com/(atch8
v9:+;.1jd*<=g to revie( previous learning about Native mericans%
$te7 2 $tate /+jectives .or the Lesson
After this lesson you !students" will be able to tell your peers about important parts of life
in Navajo Tribe life. #ou will be able to wor$ in collaborative groups and you will be able
to teach others about what you have learned.
$te7 3 Present New Material
$te7 12 (ntrod,ce Jigsaw Model
%$ay students, today we are going to try a new $ind of activity. &t is called a 'igsaw
activity. This activity will re(uire everyone to participate and to wor$ together. )ach of
you will be put into a group of * students. This is called your +home group. #ou will each
get an article about a part of Navajo &ndian Tribe life. #ou will read your paper (uic$ly,
basically just to loo$ it over in your +home group. After you have reviewed your handout,
you will form +e,pert groups. This will be a group of students that all have the same
handout. %nce in your +e,pert group, you will discuss the main points of your handout.
#ou will rehearse what you are going to present to your +home group about your
handout. #ou will then go meet bac$ with your +home group and teach your group
members about what you and your +e,pert group studied.
$te7 22 Name? Teach? and Practice Targeted $ocial $-ills
Teacher (ill explain that during their time in their >expert group? students are to practice
the follo(ing collaborative s$ills:
-% s$ questions for learning%
*% ssist group members by ans(ering questions%
)% "ontribute to the discussion%
5% =e a good listener%
2% &espect your group members%
2
$te7 32 Assign heterogeneo,sl# ro,7ed $t,dents to &37ert @ Learning ro,7s
Teacher (ill assign students to groups of 2% The teacher should assign groups (ith a
variety of learning levels along (ith distributing 1L or dvanced Learners amongst the
groups as (ell%
The teacher (ill number students off from -!2 and assign them to a table% The teacher
(ill then hand out one of each of the 2 handouts to one of each of the 2 students at each
table% The teacher (ill then instruct students to quietly read over their handout# (ithout
sharing information (ith their home group members%
3roups should resemble the follo(ing:
+tudent - @ Navajo rt
+tudent * @ Navajo Aomes
+tudent ) @ Navajo Bood
+tudent 5 @ Navajo "ulture
+tudent 2 @ Navajo "lothing
Teacher should allo( around 2 minutes for students to revie( their handouts%
$te7 92 Assem+le &37ert ro,7s @ $et Tas-
fter students have revie(ed their handouts the teacher (ill set the tas$ for the expert
groups%
%$ay students, you are now going to leave your home group to meet with your e,pert
groups. & would li$e e,perts for Navajo Art to meet at Table -. ),perts for Navajo Homes
to meet at Table .. ),perts for Navajo /ood to meet at Table 0. ),perts for Navajo
Culture to meet at Table 1. ),perts for Navajo Culture to meet at Table *.
&n your e,pert groups, you !students" are going to discuss your handouts with one
another. 2emember, you are rehearsing for when you return to your home group. %nce
you go bac$ to your home group you will report bac$ with what you have learned at your
e,pert group. Also, be sure to follow the guidelines we tal$ed about for collaborative
behavior. 3e good listeners and participate in discussion. & will be coming around to
chec$ on the groups as you are meeting.
+tudents in their expert learning groups (ill be instructed to read through their
information pac$ets# discuss the information (ith their group members# and decide (hat
they feel is the most important information to share (ith their home groups% The teacher
(ill hand out the Navajo 1xpert 3roup Bact +heets% +tudents (ithin their expert groups
(ill (rite do(n the four most important facts from their handout to share (ith their home
groups% fter they have (ritten these do(n# they (ill rehearse ho( they (ill teach this
information to their groups%
$te7 <2 &37erts Teach in their Learning ro,7s
Cnce bac$ in their learning groups# the teacher (ill instruct students to teach their
learning group about their aspect of Navajo life% The teacher (ill instruct students to
teach by having one student at every group teach% Bor example: rt 1xperts tal$ first%
Aomes 1xperts tal$ second%# etc% 'hile the experts are teaching# the other group
members should be (riting do(n $ey points about that aspect of Navajo Life in the
appropriate box on their Navajo Bact "hart (or$sheet%
This (ill continue until all five members of each group has taught their group members%
$te7 =2 Meas,re ro,7 @ (ndivid,al Acco,nta+ilit#
+tudents (ill be given a 3roup 'or$ &ubric to evaluate the participation of their 5 group
members% The rubric assess participation# maintaining focus# offering help# as$ing
3
questions# contributing ideas and positive feedbac$% +tudents (ill turn these rubrics in to
the teacher (hen they are completed%
The teacher (ill evaluate individual accountability by grading each studentDs 1xpert
3roup Bact +heet and Aome 3roup "hart%
$te7 A2 &val,ate @ Provide Team 'ecognition
t the end of the lesson# the teacher (ill hand out a quiz to every student% The students
(ill ta$e the quiz and after# the teacher (ill total the points for each home group based
on the quizzes% The team/s0 (ith the most points (ill receive recognition%
The quiz has 2 questions at * points each% +o each student can get up to -E points and
each group can get up to 2E points%
1xample:
3roup - @ 55/2E
3roup * @ 5E/2E
3roup ) @ 2E/2E
3roup 5 @ 5;/2E
3roup 2 @ );/2E
,n the scenario 3roup ) (ould receive special recognition of a certificate of achievement%
The teacher (ill fill out the certificate (ith the 3roup and the individuals names to post
on an achievement board in the classroom%
A% $t,dent Bor- &3am7les)Technolog# $,77ort
Attach sam7les o. st,dent wor-%
Add technolog# s,77ort
htt72))www%#o,t,+e%com)watchCvDE$86&jd2F0g
8% 'e.lective Thin-ing)1,rric,l,m &val,ation !G<0 PointsGGGG
'e.lection is a ver# im7ortant 7art o. each lesson% Please ta-e the time to tho,ght.,ll# 7re7are #o,r
re.lections% 8ollow the .ormat 7rovided +elow% 1are.,ll# edited and thoro,gh writing is e37ected%
SLOs- Candidates earning a master of science in education will be scholar practitioners who in the context of the Christian
worldview:
1. Demonstrate advanced understanding of the trends, issues, and research associated with education in general and with their
respective specialization.
2. Evaluate and conduct research to improve instructional practices and institutional cultures.
3. Employ leadership practices to optimize educational and institutional outcomes.
4. Articulate worldview and perspectives for enhancing student learning.
'e.lective $tatement .or Jigsaw Lesson ModelG
SLO 4: Articulate worldview and perspectives for enhancing student learning.
'elevance2 'hy is this assignment relevant to demonstrating your competence (ith this +LC8
This assignment is relevant to demonstrating my competence (ith +LC 5 because it sho(s my ability
to articulate (orldvie( and perspectives for enhancing student learning% The core of this lesson model
is to encourage collaborative learning through the perspectives of their peers# and the lesson content
enhances student learning through students learning (orldvie( and perspectives of other cultures#
specifically those of Native merican culture%
4
$igni.icance ! 'hy is competence (ith this artifact significant for a professional educator8 :sing care.,l
anal#sis and eval,ative tho,ght2
.escribe ho( this lesson model supports your professional development as an instr,ctional designer
as explicated in "hapters - and * of text%
o This lesson model supports my professional development as an instructional designer# through
its requirement to (or$ through the ..,1 instructional design model% , completed this design
model by first analyzing the vocabulary acquisition model% , determined the instructional goals
and objectives of this lesson plan model# along (ith the goals and objectives that (ere to be
met in accordance (ith )
rd
grade Aistory +ocial +cience standards% , also identified elements
li$e the physical learning environment and availability of materials that (ould be required to
complete this lesson# including the use of tables for group learning% , completed the design
phase by creating the actual lesson plan using the jigsa( model# (hile also using the lesson
plan format provided% Through the development phase# , created the instructional materials
needed for the lesson including# concept maps for expert groups# information charts for home
groups# a quiz created online and a certificate of achievement%
1xplain ho( this lesson supports helping students reach levels of deeper learning% Fse chart attached
for clarification on depth and complexity%
o This lesson helps students reach levels of deeper learning by requiring students to read
materials and collaborate in order to determine (hat parts of the text (ere important for re!
teaching to their peers% The main objective of this lesson is to have students learn
collaboratively% +tudents must become experts in one area of Navajo life and then teach that to
group members (ho do not $no( about that area of life% Through this lesson# students (ill have
a deeper understanding of (hat life (as li$e for the Navajo Native merican Tribes% This lesson
also provides complexity by having students be placed in the position of teaching their peers
and collaborating (ith one another%
Provide examples and rationale for appropriate use of this teaching model and (here it is suitable
throughout your curriculum% ,ndicate/discuss strengths/(ea$nesses based on theology/theory%
o This teaching model# because it focuses on collaboration# (ould be useful across content areas
and age groups# particularly in age groups (here students%
o +trengths: This lesson model promotes students (or$ing together to(ard a common goal and
promotes tolerance and acceptance of peers% ,t also ma$es students an integral and vital part of
their learning# as they become the teachers%
o 'ea$ness: This model may be difficult for 1L or +pecial Needs%
,nclude information concerning daptations/ccommodations for dvanced# 1L. and ,1P learners%
/Pay particular attention to dvanced learners0
o 1L. Learners
Provide students (ith reading material in their primary language# as (ell as in 1nglish%
o dvanced Learners
Bor advanced learners# the teacher could have these students research their topic of
Navajo Tribe life on their o(n# instead of giving them the printed handout% This
challenges these students to find information on their o(n%
Provide lin$s to the 1ommon 1ore $tate $tandards that support the use of this model and explain
details concerning ho( this lesson actually does (or$ to support the ""++%
o +everal "ommon "ore +tate +tandards of Language rts lin$ to and support the use of this
model% , have provided 2 of these standards belo(% The jigsa( model# and this lesson plan
particularly# (hen implemented (ill have students come to discussions prepared by having read
material# follo( rules of discussion# as$ questions to chec$ for understanding# explain their o(n
ideas and understanding# and as$ and ans(er questions about information from a spea$er% The
core of the jigsa( model itself# includes students learning through collaboration and group (or$#
(hich directly correlates to common core standards%

o
!!"".E#A$#iteracy."#.3.1.a
!ome to discussions prepared, having read or studied re%uired material& e'plicitly draw on that preparation
and other information (nown a)out the topic to e'plore ideas under discussion.
!!"".E#A$#iteracy."#.3.1.)
*ollow agreed$upon rules for discussions +e.g., gaining the floor in respectful ways, listening to others with
care, spea(ing one at a time a)out the topics and te'ts under discussion,.
!!"".E#A$#iteracy."#.3.1.c
As( %uestions to chec( understanding of information presented, stay on topic, and lin( their comments to
the remar(s of others.
!!"".E#A$#iteracy."#.3.1.d
E'plain their own ideas and understanding in light of the discussion.
!!"".E#A$#iteracy."#.3.3
As( and answer %uestions a)out information from a spea(er, offering appropriate ela)oration and detail.
Lin- to Theor# ! Ao( is this artifact supported by a competent research base8
1xplain (hy or ho( this lesson supports the umbrella theory /one of the four theories (e revie( in this
class0%
o This lesson model supports the umbrella theory# +ocial Learning Theory# in that it requires
students to learn from their peers in a social or group (or$ setting% +tudents listen to and learn
from their group members# and also teach their peers% +ocial Learning Theory is based on the
idea that children learn from observing the behavior of others%
Lin$ this lesson to one or more of the =ig ,deas and provide a rationale%
o =ig ,dea G-E by Crmrod# >Learning is best assessed by using an assessment instrument that
reflects the goals of instruction?% This lesson lin$s to this =ig ,dea# because the assessment
methods , chose for this lesson# reflect the goals and objectives of (or$ing in collaborative
groups and understanding the $ey facts of Navajo Tribe life including food# homes# clothing#
ceremonies and culture% The students ta$e a quiz that assesses their ability to recall learning
from each of the categories studied in the lesson% The lesson also has students complete tas$s
in (hich they (ill complete concept maps# (hich (ill assess their deeper understanding of the
selected content%
Lin$ this lesson to the Ne( Learning +ciences and provide rationale for your selection and descriptive
examples%
o The Ne( Learning +ciences# addresses the idea of scaffolding# or students actively participating
in constructing their o(n $no(ledge% This lesson model# lin$s to this learning science idea in
that it requires students to construct their o(n $no(ledge% The lesson has students read
information and decide (hat facts are important to learning about the Native merican Navajo
Tribe%
.iscuss curriculum resources that you have found useful for this teaching model /i%e%# TeacherDs
7anuals/texts/literature/e!resources0% List several technological resources you have found useful%
o Teaching 7odels: .esigning ,nstruction for *-
st
"entury Learners by "lare &% 4ilbane H Natalie
=% 7ilman
'eso,rces)Technolog#- 'hat technology did you select to support this lesson8 ,nclude interactive
applications and videos Iany/all technology suitable%
>o,T,+e video2 htt72))www%#o,t,+e%com)watchCvDE$86&jd2F0g
o This lesson opens (ith a video from National 3eographic (hich revie(s previous learning about
the Native merican peoples as a (hole% This (ill activate prior $no(ledge# in order to prepare
students for the lesson%
-
Pro.essional Actions)Areas .or growth ! 'hat are your next professional steps in this area to $eep moving
for(ard as a professional8
.iscuss (hat (ent (ell and (hat changes you have made for improving learning%
o This lesson effectively implements the jigsa( lesson model% ,t requires students to (or$
collaboratively (ithin multiple groups% The lesson also effectively teaches students about
important parts of life in the Navajo Tribe culture% ,t ma$es students and groups accountable for
learning and participation%
'hat (ould you do differently next time8
o Next time , (ould have students create a technology assignment as the summative
assessment% Bor example# spanned over more days# , (ould have home groups put together all
parts of learning into a po(erpoint to share (ith the class%
'hat more do you need to read or learn8
o , (ould li$e to learn more about ho( to implement the jigsa( method for content areas li$e
&eading and Language rts%
.