Overthrow of the Hawaiian Monarchy

Presented by: Linda Sakai

Subject Area(s):

Grade Level(s):

Description:









Lesson Plan Guide

 



 

 

 



 


Lesson Designer:   Linda Sakai

 



 


Teacher ___      LMS __x_  (Check one/both)    

 



 


Summary of Lesson

 



 


In our research to investigate the overthrow of the Hawaiian Monarchy, as LMS, I will conduct a lesson for informational literacy skills with the informational process model Pathways to Knowledge® in the Presearch Stage. The students will connect their previous knowledge, their desire to expand their present knowledge and gain background knowledge to set the context for new learning for future knowledge. The student will develop essential questions needed to engage in inquiry.

 



 









Lesson Plan Title:  Generating Questions for Research

 



 


Unit Theme:  The Overthrow of the Hawaiian Monarchy: Analyzing  the Significance. 

 



 


Lesson Curriculum Area(s): Social Studies Hawaiian History/ Information Literacy/ Language Arts Note: More than one area may be relevant here.

 



 


Grade Level: Grade 7

 



 


Time Frame:  50 minutes per day/ 2 days

 



 


Description/Introduction: (Limit 75 words)In developing appreciation and engagement for the subject, students have watched the video Betrayal, formulated their opinions and shared them in dyads and small and large group discussions. Now in small groups the students will develop essential questions to guide their research. Three handouts will help them formulate questions. Afterward during the class discussion and group will share of these questions to help establish focus of their search.

 



 

Goals & Objectives:

Students will demonstrate the knowledge of the following:

 



 




 



 


Students will demonstrate the ability to

 



 


write questions with higher level thinking that are essential to their research project of analyzing the overthrow of the Hawaiian Monarchy.

Materials:

Articles, Paper, Pencils, Journals, Kagan's Question Matrix

 



 


Chong, J., & Tamayose T. (1993). Betrayal. Honolulu, HI: Kukui Foundation and Hawaii Public Television

 



 


Cleveland, Glover. (1893). Essential Documents in American History:         Essential Documents, 1492-Present, p5892, 13p. Available in full text in Searchasaurus.

 



 


Harrison, Benjamin. (1893). President Benjamin Harrison's message on the Annexation of Hawaii.

 



 


Pitzer, Pat. (May,1994). The Overthrow of the Monarch. Spirit of Aloha (The in-flight magazine of Aloha Airlines)

 



 


Web Sites

 



 


Dalton, J. & Smith, D. (1986) “Extending Children’s Special Abilities – Strategies for primary classrooms”  pp 36-7 Accessed on June 27, 2006, from http://teachers.ash.org.au/researchskills/dalton.htm

 



 


McKenzie, Jamie. The Question Mark(n.d.) Accessed on June 26, 2006, from http://question.org/




Information Process Model:

 



 


 Pathways to Knowledge® by Marjorie Pappas & Ann Tepe

 



 














Model Step

 



 

Related subskill(s)

 



 

 Stage 2:

 



 


Presearch

 



 

<!--[if !supportLists]-->·        <!--[endif]-->Establishes a focus for their search

 



 


<!--[if !supportLists]-->·        <!--[endif]-->Develops questions about the topic and identifying information needed.

 



 



<!--[if gte vml 1]-->




Sources:

Marjorie L. Pappas, PhD
LIS 686 Information Literary & Learning Resources
University of Hawaii

Harada, V. H. & Yoshina, J. M. (2004). Inquiry learning through librarian-teacher partnerships. Worthington, OH: Linworth.
Koechlin, Carol. (2004). Build Your Own Information Literate School. Spring, TX: Hi Willow Research & Publishing.
S.O.S. for information literacy. (n.d.). Syracuse University. Accessed on June 22, 2006, from http://www.informationliteracy.org/
Stripling, Hughes-Hassell. (2003). Curriculum Connections Through the Library. Westport, CT: Libraries Unlimited.

Procedures:















Teacher

 



 

LMS

 



 

Student

 



 

Has students divide in groups to share their list of questions.  Have each group agree on a list of 3 questions to contribute to the whole class. 

 



 


Has groups share their questions and guide class discussion to arrive at list of essential questions.

 



 


Posts the essential questions in the classroom where all can see. Assists LMS in facilitating brainstorming session.

 



 

Uses webbing to lead a brainstorming session on the monarchy.  Students are encouraged to use the essential questions as a catalyst for their brainstorming.

 



 



 



 



 



 

Participate in small group and large group discussions. 

 



 


Participate in brainstorming session on essential  questions and construct the beginning part of a mind map.

 



 



 



 


Make daily entries in their journals, reflecting on process.

 



 


Ask:

 



 


What did I learn?

 



 


What do I have questions about?

 



 


What surprised me today?

 



 

Assessment:

Assessment

 



 














Criteria

 



 

Methods

 



 

Students will demonstrate the ability to generate essential and foundation question to simulate personal curiosity and enthusiasm  to help with their research.

 



 


 

 



 


 Finding a Focus

 



 


Understanding of Skill:

 



 



  • Understands the hierarchy of questions.

     



  • Realizes the power of good questions.

     





 



 


 Do improved questioning skills better focus the time spent on locating and selecting so that there is more time for processing information and developing understanding?

 



 



 



 


Pre-writing, warm-up exercises can flow smoothly if they begin with a question-listing process.

 



 


"What do I mean by overthrow?"

 



 


"What do most people mean by overthrow?"

 



 


"When does overthrow become an issue in my life?"

 



 


"When was the last time someone betrayed to me?"

 



 


"How well are the ideas connected?"

 



 


"Am I assuming that my readers have background in this area?"

 



 

Direct instruction/modeling

 



 



  • Teacher presents an overview of assignment.

     





  • Teacher uses the think-aloud process to model how to write questions. This involves thinking aloud and voicing some of the questions that come to mind.

     




Interaction

 



 



  • Students work in small groups

     



  • Generate question from the matrix and the handouts.

     




Guided practice/feedback

 



 



  • Students write questions for their research.

     



  • Teacher and LMS circulate among students to provide direction and feedback.

     




Independent practice /feedback

 



 



  • Students use feedback to revise and adjust their selection of topics, research question and statement of purpose

     





 



 


Journal Writing

 



 



  • What did I learn about the theme or issue?

     



  • How does this connect with what I already know?

     



  • What resources did I explore?

     





 



 



  • What aspects of the theme or issue did I find interesting and important to learn about?

     



  • What questions  do I have about this issue or theme?

     




Rubric to assess effective research question.

 



 


I can ask questions that

 



 



  • Require more than a collection of facts.

     



  • Stimulate personal curiosity, enthusiasm.

     



  • Require comparison.

     



  • Direct personal reflection/opinion.

     



  • Promote analysis and synthesis of information.

     





 



 



 Rubric for assessing questions

 



 




































Criteria

 



 

Exceeding

 



 

Satisfying

 



 

Emerging

 



 

Focus/scope

 



 

completely

 



 

mostly

 



 

to some degree

 



 

Evidence of need for higher level thinking

 



 

completely

 



 

mostly

 



 

to some degree

 



 

Personal interest

 



 

Relates topic to self

 



 

Some ideas of how topic relates to self.

 



 

No mention of personal interest

 



 

Application of knowledge

 



 

fully done with concrete details

 



 

mostly done with adequate details

 



 

details are adequate, but could be developed further.

 



 


 



 


 

Credits:

Eileen Uchima, Island Pacific Academy Teacher

Supporting Files:

Standards: