Teacher: Diana Arzola Subject: Social Studies Grade Level: 4th

Overall Goal of Lesson: Compare the cultures of American Indians in Texas prior to European colonization such as Gulf,
Plains, Puebloan, and Southeastern;

Instructional Objectives: By the end of this class, students should be able to distinguish the differences between the native
Americans in Texas.

Texas Essential Knowledge & Skills (TEKS) & ELPS: Key Vocabulary: Indian, Teepee, Totem Pole, Adobe,
§113.15. (b) Knowledge and skills. (1) History. The Tribe, Pueblo, Matrilineal, Nomadic, Sedentary, Hide,
student understands the origins, similarities, and Adobe
differences of American Indian groups in Texas and
North America before European exploration.
Higher Order Questions: What is the relationship and similarities each native tribe contain? How are we different compared
to native Americans?
Student Activities: The following activities contain a variety of guidance and independent activities. Students are encouraged
to create connections with the new information. Students are given the opportunity to work independently using the different
resources a technology device provided.

Modifications/ELL Strategies:
For dyslexic and ELL students the teacher will give
an attached vocabulary sheet. This will give them a
visual and definitions of the main vocabulary
discussed in this unit.
Anticipatory Activity for Lesson: Begin with giving each student 3
post it notes, each student will fill out the ‘Know’ in the KWL chart.
Students will then place it on the chart, and then repeat the process for
‘Want to know/Wonder’ in the KWL chart.

Time Teacher Input/Lesson Activity PowerPoint describing the different regions (gulf, plains, Puebloan,
southeastern) and the different Indian tribes in each region. Go over interesting facts about their culture and
15mi lifestyle. How they are alike? How they are different?
n
Modeling: Fill out an anchor chart as a class, discussing the differences and similarities that were reviewed on
the PowerPoint. Answer any questions the students the students may have.
5min
Guided Practice 3 different rotation groups
5min ● One group will be working on a matching game with key vocabulary words and important terms.
● The last group will complete a foldable, using articles and electronic devices (iPad, phones, laptops) to
find any information or interesting facts about each region.
Each group will work for 5-10 minutes as teacher walks around and assists where needed.

Independent Practice: Have students use electronic devices (iPad, phones, or laptops) to participate in a
5min Kahoot game, with questions over the material covered throughout the lesson.

Lesson Closure: Take rotation sets. Have them write one thing they learned and place their notes on the
KWL chart. Have a discussion afterwards.
5min
Assessment Methods/Strategies: I will be using the KWL chart. “L” stands for learned. Using the chart, I am
able to understand the different level of understanding for each student.
5min
Resources (supplies, equipment, software, etc.): This game will include:
Anchor Chart paper, Sticky notes, PowerPoint slides, mobile devices (cell phone/ iPad), a selection of resource articles.

Reflection: Each student should be given the opportunity to interact with their classmates and technology. Technology is
advancing at a fast rate. There are many school districts involving technology in classes, for that reason students should be
given the opportunity to use and interact with technology. Once a student is familiarized with technology they are given an
additional resources to advance in school.