Student: Kenzie Teel School: Sweetser Elementary

IWU Supervisor: Professor Schuler Co-op Teacher: Mrs. Fagan

Teaching Date: November 1, 2019 Grade Level: 4th Grade (Title 1)
Audit Trail:
 Talked with Mrs. Fagan on October 16,2019 about confirming the date of teaching
for November 1st, 2019.
 Talked with supervising teacher about the topic and confirmed the Native American
topic on October 17, 2019.
 Emailed Mrs. Fagan a rough outline of the general content that is being considered to
teacher to see if she has any suggestion on October 21, 2019.
 October 23, 2019, I received an email back from Mrs. Fagan about the lesson plan
content and adjustment to be made.
 On October 24, 2019 I met with Dr. Karr to discuss suggestions for adjustments on
content for the lesson plan.
 On October 26, 2019 I sent the revised lesson plan to Mrs. Fagan to check over and
approve the content being taught and how it would be taught.

LESSON RATIONALE
 The reasoning behind this lesson is to have students recognize that environments
affect each part of daily living creating different cultures including those during the
Miami Indian times of the past and the students’ times of the present.

READINESS
I. Goals/Objectives/Standard(s)
A. Goal:
a. Students will understand the different aspects of the Miami Indiana’s ways of life
including housing, food sources, and language.

B. Objective:
a. Students will be able to create a dwelling out of the given objects to symbolize the
limited resources available to Miami Indians and recognize the importance of
culture and environmental impacts on everyday living.

C. Standards: NCSS/ IAS

a. 4.1.2 Identify and describe historic Native American Indian groups that lived in
Indiana at the time of early European exploration, including ways these groups
adapted to and interacted with the physical environment. Examples: Miami,
Shawnee, Potawatomi and Lenape (Delaware).
b.NCSS: # 1: Culture

II. Management Plan

a. Materials:
o Anticipatory Set materials:
 Paper with boxes on it
o Stations materials:
 Memory game (paper pieces)
  Reading article
 Packet of paper (fill out during each station)
 Native American location Map Paper
 Native American location Map
 Pencil
 Clear direction stands

Building Bag Materials:

 Paper (10 pieces)

 Spaghetti
 Tape
 Sticks (10 sticks)
 Cloth
 Marshmallows (10 total)
 Cardboard (3 pieces)
 Construction paper (5 pieces)
 Pencils (4 total)
 ½ pieces of paper ripped (5 pieces)
 Duck tape (5 pieces)
 Highlighters (3 colors)

b. Time: 45-55 minutes

c. Space
o Anticipatory set:
 Students will be seated at their seats while they fill out the “Personal
Culture” paper and listen to the key points of culture and how it
impacts people.
o Stations:
 Students will get back into their building groups and two stations will
be on one side of the room while the other two stations are on the other
side of the room. Students will walk from one side of the room to the
other when the timer switches.
o Conclusion:
 Students will be seated on the carpet area in the front of the room, and
as each group presents their dwellings project they will get their
project from the back table and stand at the front of the class.
 d. Behavior
o During the anticipatory set the students will sit quietly and write their three
aspects of culture down on their paper, if they finish early, they will sit quietly
in their chairs until everyone is done. They will raise their hand to speak if I
ask a question. During the stations they will be allowed to talk in a low
volume voice to their tablemates but they need to be focused on what the
station directions are asking them to do. Once the timer goes off the students
will quietly stop what they are going and start cleaning up their materials (this
will happen after each rotation). The students will wait at their station until I
say that it is time to move to the next station. Once at the next spot the
students will read the directions and start their work. Once stations are over,
the students will clean up and come sit on the carpet quietly and listen to each
group present their buildings.

III. Adaptation to Individual Differences and Diverse Learners—

a. For the students who do their work well and get done quicker than the group
during the reading section, I will provide them the rest of the article to start
reading instead of only the highlighted section.
b. I will provide the directions for each station on the table because my students are
visual learners and need a reminder to go back to if they forget what they are
supposed to be doing at a station.
c. I will place an aide at the reading station because some students struggle reading,
and I want someone there to constantly be guiding and able to help if needed that
way they do not have to stop the reading all together to figure out one word.

PLAN FOR INSTRUCTION

IV. Anticipatory Set (3 minutes)

I will walk around and set a piece of paper in front of each student while talking to them.

“How are you guys doing today? Are you ready to learn some new information? I think we
are going to have a lot of fun with the activities today, but first I would like you to fill out the
paper that I have placed in front of you. I want to know what language you speak, where your
home is or what it looks like, and what types of foods you like to eat. So, I am going to give you
about three (3) minutes to write or draw a picture describing the three boxes are in your life.”

The teacher will walk around answering any question that the students have and check to
make sure they are filling in the boxes correctly. I will also set a timer for 3 minutes to signal to
the students when the time is up.
 “Time is up, now I want to you to look at the things you wrote down and then think about
what your neighbor might have written. Do you think you wrote the same things? If not, why do
you think they were different?”

Allow student time to think about what they wrote verses their neighbors for thirty seconds
(30 sec.). I will walk around and pass out the colored grouping stickers that the students need for
their groups at stations.

Three students will share one of their three boxes (One student will share language, one
student will share home, and one student will share food).

V. Purpose:
a. “Today we are going to be learning about the Miami Indians and different ways
they interacted with their environment and how culture came out of these
interactions including housing, food, and language.”

VI. Lesson Presentation (Input/Output)

Input: (2 Minutes)
After allowing the students time to think about themselves compared to their neighbors.

“Everyone in this room did not write the same things, and that is okay. We all come from
different backgrounds that have shaped our lives differently. Culture plays a big role in this
because it shapes us into who we are from the clothes we wear, to the foods we eat, to the way be
act. Each group of people has a culture and today we are going to be looking at the Miami
Indian culture and how they interacted with their environment to survive.”
“Now, today we are going to do four (4) stations, each one representing a different aspect of
culture. You will be in group with your classmates based on one for fours colored stickers I gave
you (Red, Blue, Green, Orange). Each station has the directions listened on the paper that is on
the stand, so I am going to give a general description and I expect you to read the direction to
completely understand what I would like you to do. I will give you a packet that I you need to fill
out a section at each station.”
Students will still be sitting at their desks and watching me as I walk around the room to
introduce the stations.
“Station one will be language, at this station you will be playing a matching game with
words from the English language and matching them to words from the Miami Indian language.
Station two will be food, you will be reading an article about the foods the Miami Indians grew
and completing a Thought Web in your packet. The third station is going to be the Mapping of
the tribes, you will look at the different locations of the Indian tribes that were near the Miami
Indians; and the fourth group will be a building project, you will be given a set of materials to
build a house/structure. Now, each station will be eight (8) minutes longs and the timer will be
on the board, when the music/ timer goes off I need you all to stop what you are doing at the
station, clean up, and wait to move to the next station. Now I need the Red stickers to stand up
and move to the language station. Now, the Blue stickers, please go to the reading station. Green
stickers, please go to the mapping station. Now, Orange sticker please go to the building
station.”
 Once all the groups are at their stations, I will start the timer for eight minutes and let the
students start their stations.
“Now, I am going to start the timer for eight minutes. When that happens, I would like
you to read the directions on the table and start doing the activity.”

Output: (38 Minutes)

I will start out by going to station one which is the language matching game. At this
station the game will include words from the English language and the matching word from the
Miami Indian language. There will be a reference sheet that shows the same words in both
languages side by side because the students are not expected to learn the language in one glance.
After they flip over both cards, they will take the English word (or choose one of the Miami
Indian word) and write the word on the correct column in their packet and then find the
corresponding Indian language word and write it in the other column.
“So, did you read the instructions? Do you have any questions for my while I am here?
Allow time for students to respond, and answer if they have any questions.
Then I will move on to the second group which will be the reading/article group. The
students during this station will be reading an article with a highlighted section about the types of
food that the Miami Indians has available. Once the students have read the section of the article
they will fill out the concept web on food section in their packet. I will listen to their reading to
make sure words are being pronounced correctly and check understandings by asking questions
while they are doing the food organizer.
“How is the read doing? What is one type of food that the Miami Indians were growing?”
Allow time for students to respond.
“Do you think the Miami people only ate those three foods, and if not what other foods
do you think they ate?”
Allow students to think about the question and then allow them to write their answers on
the lines provided in the packet.
Then I will wonder over to the third group which will be the mapping group. So in this
group the students will have a map of Indiana and the surrounding state to show the location of
whether the other tribes lived in comparison to the Miami tribe. The teacher copy of the map will
be color coded based on the tribes to help the students fill out their map and color code it the
same way in their packets. Once they have color coded the area, they will label the tribes that
lived there.
“So, what is one tribe name that you learned from the map?”
Allow students time to think and look at their maps and then allow time for response.
“That’s great, now where did that tribe live?”
Allow time for students to answer what area the tribe lived in.
“Now, look at all the tribes, is there anytime that you found in common about where they
are living?”
Allow students time to look at the location and respond with a reason on why the tribes
live in a certain area. Respond accordingly to what the students say.
Finally, I will walk over to the fourth group which will be the building station. Each
group will be given a bag of materials depending on their group number because each bag
contains a different set of materials. Once the group has the bag, they are to build a structure/
house using only the materials provided. (No external resources). I will observe their structures
and base my questions off of how the students are building the structure.
 “What struggles are you facing?”
Allow students time to tell the struggles and watch them try an figure them out.
“How do you think you would have felt if you had to survive with the resources the
Indians had?
Allow students time to respond.
“Keep working hard, try thinking outside the box maybe it will help.”

During these stations they will be set for eight minutes each totaling to 32 minutes of
work time total. Once the timer goes off music will start to play and this will signal to the
students that there is a one minute clean-up station time until they move to the next rotation. The
station times will cover roughly forty minutes between work, clean-up, and transitions.

VII. Check for understanding.

 A check for understanding will occur when the students three students are reading aloud
what they put in their boxes about their culture. I will also check for understanding during
the anticipatory set by walking around and reading what the students are writing down
about their cultural preferences.
 During the stations, I will check for understanding by asking questions to the groups
about the section of content they are learning. My questions can vary depending on the
thought processes of the students and the depth of understanding they have on the
content.
 I will check for understanding of the content during the stations by looking at the packets
the students are filling out. I will check to make sure they read the directions, so that they
are answering the questions correctly. I will also check to make sure the answers are
correct to know if the students are gaining the right knowledge.
 Finally, I will check for understanding in the building presentations by making sure they
followed directions by only using the materials they were provided to build the house.
Then I will check for understandings by asking question about the struggles and
resources the had to use compared to the Miami Indians to see if the students can make
the connections of relations between lack of resources.

VIII. Review learning outcomes / Closure (5 minutes)

“Now, once you all have cleaned up you stations, please leave the materials and come sit
on the carpet area in the front of the room.”
Allow students one minute to clean up and sit on the carpeted area. I will move the
dwellings/houses closer to the front of the room so they are easier during the cleanup time.
“Now, the best part of the lesson, we get to see the houses that were built during one of
the stations! Can I have the Red team come up to the front and tell us about your house”
Allow the Red group to present their house and describe the materials they used to build.
“So, why is your house shorter compared to the other houses?”
Allow students time to respond, and respond accordingly with any follow-up questions.
“Great, now will the Blue group come up and present their house.”
Allow the Blue group to come up to present and talk about what materials they used for
their house.
 “Now, why do you think your house taller than the other houses?”
Allow students time to respond and respond accordingly with any follow-up questions.
“Thank you, now the Green group will you come up and present your house to the
class.”
Allow students time to present about the materials they used to build their house.
“What was hard about building with the materials you were given?”
Allow students time to respond and respond accordingly with any follow-up questions.
“Finally, will the Orange group come up and present your house.”
Allow students time to present their house to the class and describe the materials they
used.
“Now, why did you build your house with this style?”
Allow students time to respond and respond accordingly with any follow-up questions.
“Did each of these houses look the same?”
Allow students time to respond.
“No, each group had different resources to work with and different view on what a house
should look like. Culture develops when a group of people responds to the environment around
them depending on what is available to use. Now, what were three elements of culture that we
talked about today?”
Student says housing.
“Yes, housing was one. What else?”
Student says language.
“Correct language was one. What was the last one?”
Student says food.
“Correct food was the last one. Now, I want you to remember one important thing from
the lesson today, our culture may look different then the Miami Indians or another culture; yet
we are all shaped by the environment in which we live.”

PLAN FOR ASSESSMENT

Formative:
 The formative assessment will be the packet the students are filling out at each station.
The students will be answering roughly three to five questions per station about the
content they are learning in regards to food, housing, language, and location. I will assess
them by reading the packets while walking around and asking question to see if the
information they are writing down is correct.

Summative:
 The summative assessment will be presentation of the building houses at the end in front
of the class. Each group will go to the front of the room and talk about the materials they
used to build their house, why the built the house a certain way, and what they struggled
with. The students will also have to be able to answer the questions about their house that
I ask.
REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who did not, why not?
a. 100% (22/22) students were able to complete the lesson objectives of creating
a dwelling from limited resources just like the Miami Indians would have had to
use. Each student worked in a group and their group participated in creating the
dwelling.
2. What were my strengths and weaknesses?
a. My strengths during this lesson was knowing the materials and being able to
quickly answer students questions if any arised. A weakness that I noticed was
the students would get off topic as soon as I left their groups. They would be
fine and answering questions while I was there, but once I left they did what
they wanted.
3. How should I alter this lesson?
a. I would alter this lesson by making the reading section and mapping stations
individual work at their seats instead of at a table with the whole group. These
stations were the ones that the students would get off task quickly. So it would
still be considered a group station, but the work would be done individually.
4. How would I pace it differently?
a. I would shorten the Anticipatory set, so instead of writing down their answers
the students would talk in a small group to get their face-to-face communication
aspect. This also creates more time for the lesson because the students are not
having to write out their thoughts, they are able to just speak.
5. Were all students actively participating? If not, why not?
a. Yes, the students were actively participating in the building stations and
language stations. While at the reading and mapping stations there was not a
constant teacher there so the students tended to talk more which led to getting
off task quickly. Overall there was active participation from each student at each
station.
6. What adjustments did I make to reach varied learning styles and ability levels?
a. I posted the direction at each stations of the visual students or the students who
did not hear all the instructions the first time. There are many levels in a Title 1
room so I placed aides at each station that I thought would trouble the students
the most.
7. What area of content needs to be retaught and why?
a. I believe the reading section that talked about their foods needs to be retaught
because about ¼ of the students walked away from that station not knowing
what they read about. So, in a later lesson, this topic will be retaught so the
students will gain mastery.
8. What percentage of the students wrote down the correct answers for the concept web?
a. 80% wrote down the correct answers the first time for the concept web. They
were able to quickly recognize the bullet list in the reading was the answers they
needed to find. While the other 20% of students were able to correctly identity
the answers for the concept web after I corrected them and assisted in finding
the correct answers.
 9. Did the students answer the three parts of culture question correctly, if not what was said
and why?
a. 3/3 of the students were able to answer the three parts of culture questions at the
end. Each on provided the answer and then added an example of what they
learned from the lesson that related to that concept.

Name:_________________________________________________________________

Group Color:_______________________________________________

Station 1: Language Matching Game:

American Word: Miami Indian Word:

1._______________________________ _______________________________

2._______________________________ _______________________________

3._______________________________ _______________________________

4._______________________________ _______________________________

5._______________________________ _______________________________

Station 2: Article Reading:

Types of
Foods Miami
Station 4: Building a House

Materials:

1.___________________________________________________________

2.__________________________________________________________

3.__________________________________________________________

Name:__________________________________________________________

Language you speak Food you eat House you live in