SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: Jacquelyn Gonzalez, Danielle Eidson, Ameri, Kelli

Thematic Unit Theme/Title/Grade Level: Culture (Native Americans: Iroquois, Chinook, Cherokee, Navajo,
Sioux, and Nez Perce)
Wiki space address:
Daily Lesson Plan Day/Title: _______________________________________________________________
LearningGoals/Objectives
Whatwillstudentsaccomplishbeable
todoattheendofthislesson?Besure
tosetsignificant(relatedto
SSS/CCSS),challengingand
appropriatelearninggoals!

NCSSTheme(s):Culture(NativeAmericans(Iroquois,Chinook,Cherokee,Navajo,
Sioux,NezPerce))
LearningGoal:
StudentswillbeabletocompareNativeAmericansfromdifferentregionsandthe
UnitedStates.
LearningObjectives:
StudentswillbeabletocomparetheculturesoftheCherokeeandNavajo
tribes.
StudentswillbeabletouseIpadstolocateinformationthatprovidesthem
withanswersaboutNativeAmericans.
StudentswillbeableidentifythemainofpurposeofIfYouLivedwitha
Sioux.
StudentswillrecountkeydetailsfromtheNezPerceofthePlateauRegion
readaloud.
StudentswilluseinformationandillustrationsgainedfromtheNezPerce
activitybooktounderstandwheretheyarelocated.

NCSSThemes
CommonCoreState
Standards(CCSS)
NextGeneration
SunshineStateStandards
(NGSSS)Listeachstandard.

Next Generation Sunshine State Standards NGSS:

http://flstandards.org.

Language Arts Florida Standards LAFS:

LAFS.2.RI.2.6
Identify the main purpose of a text, including what the author wants to
answer, explain, or describe.

Cuttingandpastingfromthe
websiteisallowed.

SS.2.A.2.2
ComparetheculturesofNativeAmericantribesfromvariousgeographic
regionsoftheUnitedStates.
SS.2.A.1.2
Utilizethemediacenter,technology,orotherinformationalsourcestolocate
informationthatprovidesanswerstoquestionsaboutahistoricaltopic.

LAFS.2.SL.1.2
Recount or describe key ideas or details from a text read aloud or
information presented orally or through other media.
LAFS.2.RL.3.7
Use information gained from the illustrations and words in a print or
digit text to demonstrate understanding of its characters, setting, or
plot.

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Assessment
Howwillstudentlearningbe
assessed?Authentic/Alternative
assessments?
Doesyourassessmentalignwith
yourobjectives,standardsand
procedures?
Informalassessment(multiple
modes):participationrubrics,journal
entries,collaborative
planning/presentationnotes,etc.

Design for Instruction

Student Activities & Procedures
Whatbestpracticestrategieswillbe
implemented?
Howwillyoucommunicatestudent
expectations?
Whatproductswillbedevelopedand
createdbystudents?
ConsiderContextualFactors(learning
differences/learning
environment/learningstyles)thatmaybe
inplaceinyourfutureclassroom.
Exceptionalities
What accommodations or modifications do
you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities
(SLD), etc.

UnitPreAssessment:
Twoweekspriortoteachingthelesson,theteacherwilladministera17
questionquizcontainingtrueorfalseandmultiplechoicequestions.The
studentswilltakethisquizontheinteractivewhiteboard,usingiclickers.The
quizwillbeonthemostimportantaspectsoftheNativeAmerican(Iroquois,
Chinook,Cherokee,Navajo,SiouxandNezPerce)tribes.
UnitPostAssessment:
Thiswillbethesamequestionsfromthepreassessmentusingadifferent
format.Itwillbeadministeredattheendoftheunit,andwillalsocontain17
multiplechoiceandtrueorfalsequestions.Studentswilltakethetestonthe
interactivewhiteboardandusetheiclickertochoosetheiranswers.The
teacherwillbeabletoprintthepreandpostassessmentsinordertocompare
theresults.
Ongoingdaily(progressmonitoring)Assessment:
Theteacherwillconductselfassessmentsbyallowingstudentstousethepin
wheelontheirdesk.Thestudentwillpointthearrowinthedirectionofthe
numbers0,1,2,3,4dependingontheirunderstandingoftheSiouxandNez
Percetribe.Theteacherwillusequestioningstrategiestoobserveandtake
anecdotalnotesofstudentprogress.Theteacherwillalsoassessstudentsby
referringtotheirflipbook.Eachstudentswillcreateaflipbookonthefirstday
ofthelesson,andnoteimportantinformationthroughoutthelesson.Onthelast
day,thestudentswillcreateamuralontheirtribes
flagwhichrepresentsthe5majoraspectsoftheirtribe.Theteachershouldbe
lookingforfood,clothing,housing,language,andtransportation.
Introduction to Unit: Developing Background Knowledge
The student will develop background knowledge about Native Americans by
1. In order to review for previous day, students will be asked to open their
journals, and write 3-4 sentences comparing and contrasting the
Cherokee and Navajo tribes. (Gifted:
2. Students will also include an illustration to accompany their sentences.
(ESOL/ESE accommodation: visual)
3. Students should be able to display their knowledge from the previous
day by accurately completing the assignment.
Introduction to Sioux: Anticipatory Set
Teacher will introduce the topic of Sioux to students by
Students will be introduced to the topic of the Sioux tribe by
1. The teacher will use the interactive white board to explore a website
that includes a map of the regions. (ESOL/ESE accommodations:
complex graphic organizers and diagrams)
http://mrnussbaum.com/flash/indians3.swf
2. The students will have the opportunity to come up to the board and
click on the Sioux tab in the middle of the map.
3. In order to keep students engaged, they will be chosen to come up and
explore the different areas of the Sioux tribe by clicking and pointing at
the tabs. (ESOL/ESE accommodations: gestures with speech)

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

4. The teacher will introduce the tribe by reading the short descriptions.

Content Focus: Teacher will provide students with

1. Together with the class, the teacher will read If You Lived with a Sioux.
(During reading block)
2. Throughout the story students will be asked to turn to their shoulder
partner and discuss these questions: (ESOL/ESE accommodations:
group work)
- Can you describe the location where the Sioux lived?
- What do you think would happen if the Sioux didnt have buffalo?
- Would you be able to create the Sioux clothes? What materials did
they use?
- How did the Sioux learn?
- What was the Sioux religion?
- Do you think you would be able to become a Sioux Chief?
- What did the Sioux make out of a buffalo?
- What happened to the Sioux when the American settlers came?
Learning Center 1: Text Evidence from If You Lived with a Sioux
Students will recount key details from the story by
1. Students will review 8 cards and categorize them as true or false.
2. Students will write the page number of where they found the
information in the book.
3. If the card is false, students will change the part that is incorrect and
write the page number of where they found the information in the book.
Learning Center 2: Sorting a list of foods into what the Sioux did/did
not eat
4. Students will cut out the name of the food and pictures of the foods.
5. Students will glue the name of the food and picture in the correct
category for foods Sioux do and do not eat. (ESOL/ESE
accommodations: visuals and text)
6. The students will hand these in to the teacher, in order to display them
on the walls.
Learning Center 3: Creating a teepee with technology
http://www.collectionscanada.gc.ca/settlement/kids/092/021013-tipie.swf
7. The teacher will provide the students with an example of a teepee the
Sioux might have lived in. (ESOL/ESE accommodations: show + tell)
8. Students will use this website to create their very own teepees on the
Ipads.
9. Students will explain to the teacher why they created a teepee and what
materials they might have used. (ESOL/ESE accommodations:
expand vocabulary by simple explanations)

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Learning Center 4: Answer 8 multiple choice question cards using QR

codes
10. Students will be able to answer questions about what the Sioux wore.
11. On each card, the teacher will include 4 answers and a QR code.
12. The students will scan the QR code in order to read the question.
13. They will circle the correct answer based on the text we previously
read.
14. A digital dictionary will be given with illustrations that go with the
items. (ESOL/ESE accommodations: digital dictionary)
Introduction to Sioux: Anticipatory Set
Teacher will introduce the topic of Nez Perce to students by
Students will be introduced to the topic of the Nez Perce tribe by
1. Teacher will introduce Nez Perce by playing I have, who has?
2. The teacher will pass out one card to each student.
3. The students will be asked to find their match and stand before the class
in the order they believe the cards should be in.
4. The students will take turns reading their card and the one that matches.
Content Focus: Teacher will provide students with
1. Students will watch part of the video on Nez Perce
https://www.youtube.com/watch?v=3OZrQf-BLIE
2. A Nez Perce activity booklet.
3. The teacher will provide students with a completed example.
(ESOL/ESE accommodations: modeling, show+ tell)
4. Together, the teacher and students will read through the passage and
highlight key information. (ESOL/ESE accommodations: scaffolding)
5. The students will work through the booklet in pairs.
(ESOL/ESE accommodations: group work, encourage talking)
Nez Perce Booklet
Students will be able to identify the location, climate, food, clothing, and
housing for the Nez Perce tribe by
1. Students will be able create their own Nez Perce Booklet.
2. Students will be able to use coding to track their thinking.
3. The teacher and students will read the Nez Perce of the Plateau Region
together.
4. The teacher will make frequent stops to ask various questions.
(ESOL/ESE accommodations: scaffolding)
5. The students will highlight key information in passage.
6. The students will cut around the words location, climate, clothing,
housing, and food in order to make flaps.
7. On each flap, students will describe the word and how it has to do with
Nez Perce Tribe.
8. The teacher will provide students with one example.
(ESOL/ESE accommodations: model, show + tell)

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Review:
Students will compare and contrast the Sioux and Nez Perce tribes by
1. Creating a Venn diagram on the interactive white board.
(ESOL/ESE accommodations: graphic organizer/ diagram)
2. Students will be able to point out where each tribe was located on a
raised map. (ESOL/ESE accommodations: hands-on)
3. Students will take turns coming up to the white board and inputting key
similarities and differences. They will point at each detail they wrote
and explain what it represents. (ESOL/ESE accommodations:
gestures)
4. Picture icons will be provided to use instead of just text. (ESOL/ESE
accommodations: visuals and text)
http://exchange.smarttech.com/details.html?id=d930d006-b0a9-4343-bdaf3205dc5398e3
Map/Globe
Venn Diagrams
http://exchange.smarttech.com/details.html?id=d930d006-b0a9-4343-bdaf3205dc5398e3
- http://www.collectionscanada.gc.ca/settlement/kids/092/021013-tipi-e.swf
- http://mrnussbaum.com/flash/indians3.swf
- If You Lived with a Sioux
- Welcome to Kaya's World, 1764: Growing Up in a Native American Homeland
(American Girl)
- Interactive White Board
- Teacherspayteachers.com/freenativeamericandownaload
- https://www.youtube.com/watch?v=3OZrQf-BLIE
DiscussionNotes:Makecommentshererelatedtoideasforassessmentmeasures,parentinvolvement,fieldtrips,orextensionto
theunitplanideas.

Resources/Materials