ED 345 Calvin College Lesson Planning Form

Teacher:
Katie Klomp Date: 11/30 Subject/ Topic/ Theme: Social Studies
I. Objectives
What is the main focus of this lesson?
This lesson is meant to tie up loose ends and finish comparing the regions by focusing on the social
aspects of the North and Southeastern regions. Students will be assigned their final project
How does this lesson tie in to a unit plan? (If applicable.)
This the is final lesson of the unit. We will discuss the similarities and difference between the last two
regions.
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
I can find similarities and differences in the family structure, values, tribe status, and the running
of the tribe in the Northeast and Southeast Woodlands.
I can use a Venn diagram to compare and contrast to groups of people.
I can find important details in a given text.
5 U1.1.1 Use maps to locate peoples in the desert Southwest, the Pacific Northwest, the nomadic
nations of the Great Plains, and the woodland peoples east of the Mississippi River (Eastern
Woodland). (National Geography Standard 1, p. 144)
5 U1.1.2 Compare how American Indians in the desert Southwest and the Pacific Northwest
adapted to or modified the environment. (National Geography Standard 14, p. 171)
5 U1.1.3 Describe Eastern Woodland American Indian life with respect to governmental and
family structures, trade, and views on property ownership and land use.
(National Geography Standard 11, p. 164, C, E)
CCSS.ELA-LITERACY.RI.5.6: Analyze multiple accounts of the same event or topic, noting important
similarities and differences in the point of view they represent.
II. Before you start
Prerequisite knowledge
and skills.
Assessment
(formative and
summative)

Native Americans of the Northwest, Southwest, Great Plains, Northeast,

Southeast
Finding similarities and differences
Questions historians ask and why
Formative: reviewing the regions, group work with the Venn diagram, class
discussion
Summative: Check Up #2, Native American Project

Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION
Multiple Means of Representation
Options for Perception
Students will be read as well as discuss the
similarities and differences. This will also
be visual on the board with use of the
diagram.

Options for Language/Symbols

Students will be able to show the
similarities and differences through written
words as well as the diagram

STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction
Students will be able to move
about the room and discuss the
information with peers

Options for Expression

Students may display the
information on their comparison
sheets in any format.

AFFECTIVE
Multiple Means of
Engagement
Options for recruiting interest
Students will be able to move
around the room and decide as a
group whether or not their
information is similar or different.
They will also be able to write on
the board.
Options for Sustaining Effort &
Persistence
Students will work with peers and
must work together to find the
correct information.

Options for Comprehension

Students will use the diagram,
conversation with peers, and reading to
self

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?
Do you need to set up
your classroom in any
special way for this
lesson? If so, describe it.

Options for Executive Function

Students will need to take the
information they found and
decide if it is similar or different to
that of another region.

Options for Self Regulation

Students will look back up at the
board to see what they need to be
looking for. The information will
be left on the board in the
diagram for them to follow along
with.

Class Map, Information Sheets (Nations of the Southeast & Nations of the
Northeast Coast)
Project paper, Plan your project sheets, white board, puzzle pieces, Check
Up #2
Students will begin in their desks and then will move about the room. At the
end of the lesson they will return to their seats and face the board.

III. The Plan

Tim
The description of (script for) the lesson, wherein you describe teacher
Parts
e
activities and student activities
Motivatio
n
Go to the map, have the student review by naming the
(Opening/
clothing/houses/food/traditions for when you point each region.
Introducti
Ask the students what they have been comparing when they are asked to
on/
compare the regions, what aspects?
Engageme
Today we are only going to look at 2 regions, the Northeast and the
nt)
Southeast. We are going to find similarities and differences between these
two focusing on family structure, status in the tribe, and how the tribe is ran.
Developm
ent

Closure

Explain to the students how they will be split into two groups. Together, they
will read their information and then find things that they notice about the
family structure/status/how the tribe is ran (WRITE these on the board).
The students will need to come up with a mass list that they will share with
the other group.
Pass out the information sheets
Give time for the students to read the information and then to meet with
their group. They may do this around the room.
When finished, allow students to come up and write their answers up on the
board.
Go through the students answers and input then into a Venn Diagram explain what that diagram is
Ask the students what they notice between the two groups - similarities
(where do we put these on the diagram?) and difference (where do these
go?)
Ask students to take out their Native American Comparison Sheets spend
time working with a partner on finishing this.
Have students create a Venn diagram on the back of the page similar to the
one on the board.
When students have finished the comparison sheet, call them back and ask
if there are any questions.
Have the students take Check Up #2
Review the questions that historians ask.
Pass out the project assignment read through with the students (as well as
the rubric)
Pass out the Plan Your Project sheet.
Take questions.

Your reflection on the lesson including ideas for improvement for next time:
I thought that this lesson went well. The majority of the problems that I faced were behavior
(this lesson being on the first day back from a 5-day weekend). The students worked well in
groups for the most part. There were a few students that were not paying attention or
working with their groups. I had to walk past and ask them what they should be doing. This
worked for a few minutes. Next time I would like them to have smaller groups. Perhaps it
would work to split them into 4 smaller groups and then have each team meet and discuss
before we share to the whole group.
The description/question time for the project did not fit in this time, but I took a few minutes
after lunch to talk through it with the students. Boy, were there a lot of questions!