Lesson Plan Format
Teacher Candidate: Mackenzie Rooney Date: 10/27 Time: 2:30
Cooperating Teacher: Anne Warren Coop. Initials:
Group Size: 21 Grade Level: Fourth
Subject or Topic: Native Americans Section:
I. Objectives, Standards and Assessments
A. Standard(s)
Standard - 8.3.4.C
Explain how continuity and change in U.S. history have influenced personal development and identity.
Belief systems and religions
Commerce and industry
Technology
Politics and government
Physical and human geography
Social organizations
B. Performance Objectives (Learning Outcomes) and Assessment Plan
Learning Objective Formative Data Collection Connection to Summative
The student will be able to… Assessment Tool Assessment (when applicable)
Design/Plan for each
objective
1. Explain what being Native Class discussion/
American/ Indigenous means Poem
2. Recall facts about Native Class discussion/
Americans Poem
3. Create an acrostic poem with Class discussion/
the word Indigenous using the Poem
content learned about Native
Americans
II. Instructional Materials
Teacher Materials (and quantities)
Google slides
Powwow Video
Acrostic Poem 21
Student Materials (and quantities)
Social Studies notebook
Pencil
III. Subject Matter Explanation
1. Prerequisite Skills and/or Prior Knowledge
Students may have heard of Columbus Day being referred to as National Indigenous
Peoples Day now. They also may have celebrated this day in class before because we
do have school on Columbus Day. Students may also culturally have a Native
American background.
2. Lesson Content
Native Americans were the first people in North America. Christopher Columbus was
mistaken to call these people Indians. The lesson gives a brief overview of what it
means to be Native American, what their beliefs were, different tribes, different
dwellings, and powwows.
I. Implementation
A. Introduction
1. Hook/Activation of Prior Knowledge
To begin ask “What does it mean to be Native American? Have you learned about
them before? Have you seen the word Indigenous before?” Allow students to
share.
2. Setting Today’s Objective
Today friends we are learning about Native Americans. They are an important
part of our history and were the first people in North America. We will learn
about their beliefs, the different tribes, and how they lived, and then create a poem
about them to bring our new knowledge all together.
B. Development
To begin, have the Google slides set up on the screen. Once slide 1 is on the screen
and students are ready to begin start with the introduction and access students’ prior
knowledge.
On slide 2, share the word Indigenous. Students have already shared what they think
this word means and say, “Indigenous means originating or occurring naturally in a
particular place, native” “So now we know what Indigenous means does that change
what you think Native Americans are?” Allow students to share.
On slide 3, have a student read about Christopher Columbus. Reinforce this slide by
saying “Have you heard of Columbus Day? That day was to celebrate him because he
was believed to have found America and started a new life for Europe, but now we
like to recognize this day as Indigenous People Day. The Native Americans were here
first, and Columbus took their land to make his own. Columbus referred to them as
Indians, but we call them Native American or Indigenous people. It is disrespectful to
call them Indians.”
On slide 4, have the students read about Native American beliefs out loud. Further
explain, “Native Americans lived in tribes, they were their people whom they lived
with and had similar beliefs. Although each tribe had its own culture everyone had
deep respect for the Earth and Nature. They lived off of nature and would leave no
waste. This means if they hunted a buffalo they would use every part of the buffalo
for food, clothing, or even to build their homes.”
On slide 5, read each tribe to the students and explain what they are known for.
On slide 6, show the students the different Native American dwellings. “A lot of
Native American houses are made from grass, mud, dirt, and branches. A wigwam is
grass and mud in a dome shape, but there is also a plateau mud put house that is made
mostly from mud! There are plank houses or long houses that are made from wood
and branches. They also lived in cliff houses, they would build homes on the side of a
mountain or on a cliff. Certain tribes would live in tippees using animal hides and
branches. We already discussed that Native Americans lived off of nature but these
homes are great examples, the homes differed based on what region they were in,
certain tribes used igloos if they were in snowy cold areas, and others used a mud
house on a plateau. They used what nature had to offer them and were grateful.”
On slide 7, students read it aloud.
On slide 8, “We are going to watch a video about Powwows, it will explain more in
the video, but you are going to see Native American dancing!” Play the video, once it
is over ask the students to share one type of dance they saw.
“Okay, friends after we think-pair-share we are going to work on an acrostic poem.
We have been learning about poems in ELA so this is perfect timing, who can remind
me what an acrostic poem is? Great, it is when you have a certain word and have to
use each letter to begin your line. We are going to create a poem using the word
Indigenous. With everything we have learned today try your best to fill out each line.
You will have time tomorrow for morning work to complete it as well. But first let’s
think about one think we learned today then pair with your elbow buddy then we are
going to share with the class.”
C. Closure
Have students think-pair-share one new thing they learned today about Native
Americans. Think to themselves, pair with their elbow buddy, and then share with the
class. After instruct students to begin working on the acrostic poem, they are allowed
to discuss with their elbow buddy but should keep their volume low.
D. Differentiation
ELL students will be paired with a student, and they can complete the poem together
using the same words.
E. Accommodations
Peer-to-peer assistance
Teacher-to-student assistance
V. Reflective Response:
A. Report of Students’ Success in Terms of States Objectives
(Reflection on student success written after lesson is taught, includes remediation for
students who failed to meet acceptable level of achievement)
B. Personal Reflection on Teaching Effectiveness
(Questions written before lesson is taught. Reflective answers to questions recorded
after lesson is taught.)
VI. Resources (in APA format):
