ED 345 Calvin College Lesson Planning Form

Teacher: Miss Vander HulstDate: November

Subject/ Topic/ Theme: Native American Names

I. Objectives
What is the main focus of this lesson?
The focus of this lesson is how Native Americans got their names.
How does this lesson tie in to a unit plan? (If applicable.)
This is the fourth lesson in a unit plan about Native Americans
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.
Students will be able to list the ways a Native American could get a name. (CCSS.ELA-LITERACY.SL.2.2)
Students will be able to answer questions about the text with their own thoughts and ideas as appropriate. (CCSS.ELA-LITERACY.SL.2.3)
II. Before you start
Prerequisite knowledge and skills.
Assessment
(formative and summative)

Students should be familiar with how Native Americans got here and what their basic needs
were.
Questions during reading
Homework when its turned in.

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

RECOGNITION

STRATEGIC

AFFECTIVE

Multiple Means of Representation

Multiple Means of Expression (Action)

Multiple Means of Engagement

Options for Perception

Information given orally and with pictures.
Options for Language/Symbols

Options for action/interaction

Students answer questions that are asked.
Options for Expression

Options for recruiting interest

Options for Comprehension

Options for Executive Function

Options for Self Regulation

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.
III. The Plan
Tim
Parts
e
Motivation
(Opening/
Introduction/
Engagement)

Development

Options for Sustaining Effort & Persistence

Elmo
A Boy Named Slow
Homework worksheet
No

The description of (script for) the lesson, wherein you describe teacher activities and student activities
Ask, Do you know how you got your name? Allow
students to respond.

Students respond, My mom and dad picked it

out before I was born.

Ask, Did you know that Native Americans got names

differently? They could also get multiple names
throughout their lifetime. Were going to read a book
that tells about a boy named Slow, and were going to
figure out how he got that name, and if it ever
changed.
Read A Boy Named Slow aloud to the class, showing
pictures on the elmo. Ask questions periodically to
make sure students are engaged.

Students listen.

When finished, hand out the worksheet/homework. Ask

them to see if they can fill out the first question by

Students answer the questions near the top of

the page.

Students look and listen, answering questions

that are asked.

themselves: How did Native Americans get their

names?
Review the correct answers as a class (How they acted
at birth, something brave or special that they did, or if
they had a powerful dream.)
Go over the homework with them. They are to find the
Closure
meaning of their name, and then pick a Native American
name based off of one of the three reasons that we
learned about.
Your reflection on the lesson including ideas for improvement for next time:

Students share their answers aloud with the class.

Students listen, and ask any questions they may
have.