Lesson Plan : Native American Tribes
Teacher Name: | Kennedy |
Grade: | Grade 5 |
Subject: | Social Studies |
Topic: | Native American Tribes |
Content: | Chapter about Native American cultures, homes, crafts and tradtions. Chief, tribe, village, culture, crafts, totem, shelter, region |
Goals: | Students will be able to discuss Native Americans tribes, cultures, crafts, types of food eaten, type of hunting/fishing, types of homes for each of 5 regional tribes. Students will be able to write summaries of each tribe. |
Objectives: | TLW use the language of social studies by creating note pages on each of the regional tribes' common practices (language) TLW develop the skill of note taking by completing a notes chart for each tribe; noting cultural practices |
Materials: | photocards of crafts, hunting, fishing, homes, regional landscapes, foods, totems, etc. (15 cards) Textbook, dry erase board, sample notes chart, vocabulary cards |
Introduction: | Introduction to regions of U.S. occupied by tribes; show map and regional divides. Discuss with students the different weather patterns of each region, ie. cool, wet northwest; hot humid southeast; dry arid southwest, etc. |
Development: | Lay out photocards and guide students in matching landscapes, food practices, crafts, etc. to tribe/region. Think aloud determinant characteristics for matching. Model reading expository text; demonstrating and using text features as benchmarks for taking notes. Emphasize and explicitly note language of social studies. |
Practice: | Students discuss use photocards to create notes on tribes associated with each region, noting homes, foods, crafts, etc. Students practice taking notes discussing use of notes chart, following teacher example. |
Accommodations: | Scaffolded summary statements for beginning ELL's. Posted vocabulary with pictures and definitions. Premade notes outline with gap - fill for beginning ELL's. Extended time as needed; modified language; clarify text and continuous comprehension review. |
Checking For Understanding: | Students will verbally answer comprehension questions for each tribe. Students will compare notes with each other. Each student will share summary statements for one tribe. |
Closure: | Tell why you think hunters/fisherman/gatherers got food the way they did. |
Evaluation: | Written notes Charts Discussion/participation Summaries |
Teacher Reflections: | This was not one lesson! This was a very busy 4 lessons! We have completed 2 and it is working a charm. However, I had intended it to take two class periods, possibly 3. At the pace the students are working, it will be 4 or even 5. The lesson design, however, is working well. |
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