George Mason University

Graduate School of Education

Form D
Mandatory

ELEMENTARY EDUCATION PROGRAM

LESSON PLAN FORMAT
Intern: _________Katherine Hogan___________ Grade Level: ___________4th_____________
Title: __L4 - Native Peoples of Virginia: Identify/Locate State Recognized Tribes__ Date: _____
I.

Objectives
SOL: VS.2g The student will demonstrate knowledge of the physical
geography and native peoples, past and present, of Virginia by
Key Concept includes: g) identifying and locating the current state-recognized
tribes.
o K: The students will know the different Native American tribe names.
o U: The students will understand that American Indians have lived in
Virginia for thousands of years.
o D: The students will be able to determine which regions these tribes
lived in.

SOL Writing: 4.7d The student will write cohesively for a variety of purposes
Key Concepts include: d) organize writing to convey a central idea

II.

Materials for Learning Activities

For Students
o S.S. notebook
o Sheet with Indians names & regions
o Paper
Loose-leaf and final paper
o Pencil
o Markers
o Possible Extension Activity
Paper
Pencil
For Teachers
o Smart board
Video: https://www.youtube.com/watch?v=HnPKzZzSClM
Power point on current tribes

III.

Procedures for Learning Activities

Introduction (8 minutes)

o Say, Today class were going to start out by watching a video on

Native Americans and then well talk a little bit about it afterwards.
o Play video through YouTube

Instruction (10 minutes)

o Say, When weve been discussing Native Americans we always talk
about them in the past tense. By watching this video what are some of
the things that you learned?
Pause for thinking and response time.
o Based on what they said try to flow into this part of the conversation.
Say, We always talk about them in the past but there are still Native
Americans alive today. The majority of them dont live like they used
to they live just like you and I do today.
o Today were going to talk about the different tribes that are STILL
AROUND TODAY. The state of Virginia recognizes 11 American
Indian tribes. Here they are. Point to the board and say them out
loud.
o Say, Im going to read them and youre going to repeat after me.
Say them out loud and have them echo you.
o Say, All but one of these live in the same region of Virginia. All but
the Monacan Tribe live in the Coastal Plain/Tidewater region. The
Monacan tribe lives in the Piedmont region.
Activity (20 minutes)
o Go over pneumonics. What they are/how to create them. Have some
examples and write them on the board.
o Say, Im going to split you up into groups and you and your group
are going to create a pneumonic to help you remember the different
current Indian tribes in Virginia. I have the tribes up on the board.
Get creative and work as a TEAM. I want you to write it out,
brainstorm and plan on loose-leaf paper first. THEN Im going to give
you a final copy paper and you will write it in marker on there.
Closing (7 minutes)
o Get students attention and have them share the ones that want to share
their pneumonics. The point of this activity is to help kids remember
the tribe names. Its an entertaining way to engrain the names in their
brains. They should be able to come up with some fun and
entertaining pneumonics too. With all the different pneumonics being
shared there is bound to be one that will stick with each student. It
also helps students bring their creativity and ideas together down on
paper.
o Exit Ticket:
Say, I want you to take out a sheet of paper and answer this
question. What pneumonic stuck with you and do you
remember which words stood for which tribe names? When
youre done turn it into the turn-in bin.

IV.

Assessment
Informal/Formative Assessment:
o Exit Ticket: Which pneumonic stuck with you? What was the
pneumonic and can you remember what each word in the pneumonic
stands for?

V.

Differentiation
Multiple Intelligences
o Visual/Spatial: Showing them the video, having them see that Native
Americans are still around today will make that fact more of a reality
to them.
o InTERpersonal: Theyre working in groups on pneumonics. They
will learn other pneumonics from their peers and other groups may
have a pneumonic that sticks better than the one they created in their
group. Students dont always think of things the same way their peers
do. They gain a peers point of view during any turn and talk period.
Student Centeredness/Choice: Turn and talk portions of the lesson. The
pneumonic activity makes the learning student centered because they are coming
up with their own ways to remember something. Theyre picking something that
works for them (instead of me giving them something that may or may not work).
Possible Extension Activity: Have the students pick a current Native American
Tribe in Virginia and have them write what kind of industries the people in the
tribes could be a part of now.
ELL Students/ Special Education and/or Special Needs Students
o I printed out a sheet with the tribes and the locations so that ELL
students and English Language learners dont need to write or spell
anything at the beginning and theyd have something to go off of when
they fill out their exit ticket.
o The pneumonic activity is also adjustable for each student because
they are picking and creating a method (pneumonic) that works for
them.

VI.

Technology Integration
Smart board
o YouTube
Video: https://www.youtube.com/watch?v=HnPKzZzSClM
o Power point on current tribes

VII.

Reflection