Indian Culture Edu Final

Jacki Thorpe EDU 505 Lesson Plan Lesson Planning Waynesburg University Pre-Instructional Planning: The thought process that leads to the development of quality, meaningful lesson plans Guiding questions that will provide the framework for the lesson. Who will you be teaching? Identify student grade level as well as academic functioning level and specific needs of individual children. The lesson will be presented to a fourth grade classroom which includes three students with special needs: gifted, behavioral, and learning disability. Who if anybody will assist with the presentation of this lesson and what will their role be? The regular classroom teacher, special education teacher for the special accommodations with special needs children What is the long range goal which is tied to this lesson? The student will be able to share their knowledge of the contributions of the Native American Indian Culture with their class members through small group presentations. What is the specific learning objectives for this lesson? The student will be able to list/name at least three contributions the Native American tribes passed down to them. The student will be able to locate the Native American tribe in their state. The student will be able to identify the ten tribes which have made significant contributions to our nation. They will also be able to classify these contributions in various categories. What prerequisite skills/knowledge will students need to effectively access and participate in this lesson? The students will have prior knowledge of using the computer using Grolier Online, Excel, and Webquest. This lesson will follow a previous unit relating to cultural contributions.

When within the stages of learning will this lesson be presented? Is it a learning acquisition lesson, learning fluency lesson, learning maintenance lesson, or learning generalization lesson? This lesson is presented at the learning acquisition level. The material is being introduced and student investigation, exploration, and discovery are beginning. When will this lesson be completed? (Will it be a one day lesson or multi-day lesson)? This is a set of three lessons and each lesson will be distributed over a timeframe of one to two days depending on student progress. Where should this lesson be presented to ensure maximum student success and participation? The lesson will initially be presented in the regular classroom and depending on the number of computers available may be moved into the computer lab for a portion of each lesson so each student will have adequate time to use the computer with their project/presentation/research. Why are you planning to teach this lesson? Why must the information/skill be presented to the students? The lesson is being taught to provide the students with the skills of recognizing the important roles and impacts different cultures have on their culture. It is also hopeful that this lesson will give the student the desire to explore and discover different cultures and their impacts. How does this lesson relate to PA Academic Standards? This group of lessons identifies the contributions of the Native American to US history. Academic Standard 8.3.3 How does this lesson relate to the previous lesson? How does this lesson relate to future lessons? This lesson will relate to previous lesson on cultural contributions and encourage students to research and explore the contributions of their specific assigned tribe. The lesson will lead to student discovery and promote student creativity. How will you determine if students have met the lesson objective? The groups will give a presentation on three tribes. The presentation will use technological integration using Glogster and videos to represent their assigned

tribe. The main concepts which must be displayed include cultural contributions, tribe location, and tribal traditions. How should this lesson be presented to ensure maximum student access and participation? The lesson will begin as whole group lecture and powerpoint presentation to increase motivation. The class will then be broken into groups of four and work cooperatively with teacher guidance.

LESSON PLANNING WAYNSBURG UNIVERSITY

Color Code Key: BROWN – LESSON 1 ORANGE –LESSON 2 BLUE – LESSON 3

WRITING THE LESSON PLAN: TRANSLATING THOUGHTS INTO A PLAN OF ACTION Pa. Academic Standards addressed during this lesson: 8.3.3 Identify contributions of individuals and groups to United States history . (All three lessons) Lesson Objectives: The student will be able to identify and state five traditional Native American crafts. The student will be able to discover and name at least five contributions which Native Americans have made to the United States culture. The students will be able to list the ten largest Indian tribes in the United States and name the tribes in their state. Assessment Plan (What will be done to determine if lesson objectives have been met) The students will design their own beadwork, identify three different kinds of baskets, and explain in the form of a short report how kids make their own moccasins. The students will make a word document chart indicating the following contributions of Native Americans to U.S. culture: FOODS, ANIMALS,

MATH, NON-EDIBLE PLANTS, MEDECINES, GOVERNMENT, AND ECONOMY. After seeing a list of the ten largest Indian tribes the students will use an interactive map to find tribes in their state. They will develop a Glogster poster using the Native American Image Bank to identify the tribes. Materials: Computer (Webquest), beadmaking supplies, Computer report Computer (Grolier-Online Computer printed report) Computer (Grolier-Online, Excel, Computer printed report) Inclusion Techniques for Students with Special Needs. Special needs students will be paired with a peer to design their beadwork. This will be completed in a cooperative learning environment of four students in each group. The student with special needs will work with an appropriate peer and the special education teacher as well as the regular teacher will offer one- on- one guidance depending on the special need. The teacher will have students in groups for this lesson. To ensure that all group members participate equally, there will be extra guidance provided by the teacher. The special needs students will have predetermined tasks in regard to developing the chart. The special needs students will work with a peer and both will develop the Glogster poster. Again the teacher will provide extra assistance through guided worksheets identifying the tribes. Enrichment Techniques: ALL 3 LESSONS Centers will be stationed around the classroom providing activities such as creative writing, supplemental reading materials, art centers: All relating to Native American Culture. Lesson Differentiation: ALL 3 LESSONS Depending on the special need the teacher would implement assistive technology and behavioral incentives. Most importantly since the computer is integrated in these lessons pre-planning is essential that every student can interact on the websites through peer assistance, paraprofessional help, motivational worksheets, and appropriate reading level materials. Lesson Presentation:

Introduction/Motivational Activities/Anticipatory Set: ALL 3 LESSONS There will be three learning centers placed around the classroom to foster an interest in Native American Culture. One center will have a computer with limited access to various sites to explore different aspects pertinent to Native American Culture. This center will have some Native American artifacts such as beads, cornhusk dolls, and moccasins displayed. Another station will have a variety of writing prompts along with a diversity of reading, materials (books, national geographic photos) to allow students to write short stories and poems that relate to the Native American Culture. The third station will have a map of the United States and magnetic tribe magnets along with resource materials to help the student determine where the ten tribes are native to. The teacher will then explain to the children they will be exploring Indian Culture and will be creating and researching cooperative groups. Detailed Teaching Sequence: 1. The teacher will show a powerpoint presentation to the classroom depicting a variety of traditional Native American crafts. The children will make notes regarding the presentation – for example, what crafts do they find the most interesting and would like to know more about… 2. After the presentation there will be a whole class discussion on their thoughts relating to Indian crafts and their usefulness. 3. The students will be broken into groups of four per group with a computer for each group and they will be instructed to go to Webquest (they will have had previous experience with this site) and discover about the different Indian crafts, specifically beadmaking. They will identify three different kinds of baskets and see kids make their own moccasins on this web site. 4. The students will be provided the material necessary to design their own beadwork and work cooperatively with the other members of their group. 1. At the beginning of the lesson the teacher will ask the class to name some of the contributions which Native Americans have made to our culture. List on blackboard. 2. Students will be put into groups of four and research information utilizing Grolier-Online. There will be note-taking as this is being performed. 3. Students will then make a word document chart indicating the following contributions (They will have previous experience to Excel usage): Foods, Animals, Math, Non-Edible plants, medicines, government, and economy.

4. Students will print out document and be prepared to give an oral presentation to their classmates. 1. The teacher will list the ten largest Indian tribes on board: Navajo, Choctow, Sioux, Chippewa, Apache, Blackfeet, Iroquois, Pueblo, and Creek. 2. The students will be asked if they have any information to share regarding any of these tribes and their contributions. 3. Students will be told they will work cooperatively in assigned groups of four and using the computer they will find the tribes in their state using Grolier Online. 4. Students will use the interactive map on Grolier to locate the tribes in the various states. 5. Using the Native American Image Bank the students will produce a Glogster presentation on the contributions of two Native American Indian tribes of their choice to be presented to their class. Guided Practice/Independent Practice/Assessment Activities: The students will realize the significance of bead, winter counts, cornhusk dolls, moccasins, and baskets in the Native American Culture. They will design their own beadwork, identify three different kinds of baskets and observe other children make their own moccasins through the use of Webquest. This is implemented in a cooperative learning environment with the regular classroom teacher and inclusive teacher circulating the groups offering guidance. At the conclusion of the lesson the group will present their discoveries and beadwork to the class in the form of a group presentation. The students will make a word document chart indicating major contributions of the ten tribes and list under the previously stated categories. The students will list the ten largest Indian tribes in the United States and name the tribes in their state. There information will be compiled from the research on Grolier Online. At the end of the lesson the group will present their findings and share any newly discovered information with the class. Again the teacher and inclusion teacher will circulate giving guidance and suggestions. The teachers will ensure all students are participating with the technological integration. The students will see a list of the ten largest Indian tribes within the United States. They will use an interactive map to find tribes in their state using Grolier Online. The children will understand the widespread geographical

location of the various Native American tribes and their contributions to each specific state. Using the Native American Image Bank which has 450 photos, the students will produce a Glogster presentation or powerpoint on these contributions. This will be presented by the group to the class. Teacher guidance and suggestions will be given. Closure: At the conclusion of these three lessons, the class will come together as a group and there will be a class discussion on selected points of interest. The teacher will suggest some follow-up activities which may include the following: Native American food preparation, Native American Art creation, development of a play in regard to traditions and contributions of the Native American… perhaps a Native American speaker at a later date.