SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Runaway with the Seminole Indians

Teacher(s) Name: Megan Langton (other group members: Azure Gipson, Samantha Klein, and Beverly
Zambrano
Thematic Unit Theme/Title/Grade Level: Native Americans" Back to our Roots: A unit About Native
Americans" 2nd Grade
Wiki space address: http://ucfgr2nativeamericanssp15th.weebly.com
Daily Lesson Plan Day/Title: Day 2 (Tuesday), Runaway with the Seminole Indians
_______________________________________________________________
LearningGoals/Objectives LearningGoal:
ThestudentswillknowthattheNativeAmericanIndianswerethefirst
Whatwillstudents
accomplishbeabletodoat inhabitantsofNorthAmericaandexplorehabitats,food,clothing,shelter,
rituals,andcustoms.Thestudentswillnotethedifferencesandsimilarities
theendofthislesson?Be
amongthethreetribes:Seminole,Sioux,andInuitandtheywillbeableto
suretosetsignificant
makeassociationsbetweenthosecultures.
(relatedtoSSS/CCSS),
challengingandappropriate
LearningObjectives:
learninggoals!
1. Thestudentwilldevelopanawarenessofhowthreetribes:Seminole,
Sioux,andInuit,arealikeandhowtheyaredifferentbasedontheir
regionsofNorthAmerica.
2. ThestudentswillrecognizethatNativeAmericanswerethefirst
inhabitantsofNorthAmerica.
3. Thestudentswillunderstandtheimportanceoflocationpertainingto
whatatribeeats,theirclothingandtheirshelterandhowtheyrelate.
4. ThestudentswillcompareandcontrasttheirclothingtotheSeminole
clothing.
NCSSThemes
NCSStheme(s):
!.People,places,andenvironments:Thestudyofpeople,places,andhuman
CommonCoreState
environmentinteractionsassistsstudentsastheycreatetheirspatialviewsand
Standards(CCSS)
geographicperspectivesoftheworldbeyondtheirpersonallocations.Students
NextGeneration
SunshineStateStandards needtheknowledge,skills,andunderstandingtoanswerquestionssuchas:
Wherearethingslocated?Whyaretheylocatedwheretheyare?Whatdowe
(NGSSS)Listeach
meanbyregion?Howdolandformschange?Whatimplicationsdothese
standard.Cuttingand
pastingfromthewebsiteis changeshaveforpeople?Thisisnotjustaboutplacesandclimatebutalso
aboutthepeoplefoundandwhattheyprovide.Itisfocusedoninteractionswith
allowed.
theenvironmentanddrawingonpersonalexperiences.
http://flstandards.org.
2.Culture(anthropology):Systemofbeliefs,knowledge,valuesandtraditions
athomeandaroundtheworld.Humanbeingsseektounderstandtheir
historicalrootsandtolocatethemselvesintime.Knowinghowtoreadand
reconstructthepastallowsonetodevelopahistoricalperspectiveandto
answerquestionssuchas:WhoamI?Whathappenedinthepast?HowamI
connectedtothoseinthepast?Howhastheworldchangedandhowmightit
changeinthefuture?
CommonCoreStateStandard(s):
1. SS.2.A.2.2ComparetheculturesofNativeAmericantribesfrom
variousgeographicregionsoftheUnitedStates.

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Assessment
Howwillstudentlearning
beassessed?
Authentic/Alternative
assessments?
Doesyourassessmentalign
withyourobjectives,
standardsandprocedures?
Informalassessment
(multiplemodes):
participationrubrics,
journalentries,
collaborative
planning/presentation
notes,etc.

Design for Instruction

Student Activities &
Procedures
Whatbestpractice
strategieswillbe
implemented?
Howwillyou
communicatestudent
expectations?
Whatproductswillbe
developedandcreatedby
students?
ConsiderContextual
Factors(learning
differences/learning
environment/learning

2. SS.2.A.2.3DescribetheimpactofimmigrantsontheNativeAmericans.
3. SS.2.A.2.1RecognizethatNativeAmericanswerethefirstinhabitants
inNorthAmerica.
4. LAFS.2.RL.1.2Recountstories,includingfablesandfolktalesfrom
diversecultures,anddeterminetheircentralmessage,lesson,ormoral.
5. LAFS.2.W.1.1Writeopinionpiecesinwhichtheyintroducethetopic
orbooktheyarewritingabout,stateanopinion,supplyreasonsthat
supporttheopinion,uselinkingwords(e.g.,because,and,also)to
connectopinionandreasons,andprovideaconcludingstatementor
section.
UnitPreAssessment:
StandardNativeAmericanpretestwithmultiplechoice,trueorfalse,andfillin
theblankquestions.ThispretestistobeadministeredpriortoDay1instruction
coveringNativeAmericanmaterial.(thetesttemplateandanswersheetis
includedaftertheDay1lessonplan)
UnitPostAssessment:
Thepostassessmentistobethesamequestionsasthepretestwiththe
questions/formatofthequestionsswitchedinorder.Thepostassessmentwill
beadministeredonDay5ofthisunitplan
Ongoingdaily(progressmonitoring)Assessment:
Duringthewholegrouprecapatthecampfiretheteacherwillbeassessing
whichstudentsareengagedandwhichstudentsmayneedafurtherreviewof
thecontentpresented.Additionaltothattheteacherwillmonitorthelearning
centerstationsactivitiestoensureproperunderstandingisobtained.The
teacherwillkeeparunningrecordofobservations.Beforeleavingfortheday
thestudentswillberesponsibleforplacingapostitcardonthenumberthat
correlateswiththeirunderstandingofthecontentforthedayandaskany
questionsthatmayneedtobeansweredthenextdayduringreview.Thisscale
ispostedontheclassroomexitdoorandwillmakeiteasytogagestudent
progress.(samplescaleisprovidedattheendofthislessonplan)
Guiding Questions: Who were the Seminole Indians? Where did the Seminole
Indians live in North America? What type of food did the Seminole Indians
eat? What type of shelter did the Seminole Indians live in? What type of
clothing did the Seminole Indians wear?
Hook: Students will participate in an I have, who has? activity where they
will be given premade cards with a question and an answer to someone elses
question. Students will all work together to find out who has the answer to their
card, all while learning about the Seminole Indians. After they find their match
they will record their answers on the provided sheet. We will then over the
students questions and answers and record them on a Seminole graphic
organizer highlighting food, shelter and clothing.
1. Review around the campfire
a. With Native American music in the background, ask students to
share what they have learned so far about Native Americans

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

styles)thatmaybeinplace
inyourfutureclassroom.
Exceptionalities
What accommodations or
modifications do you make
for ESOL, Gifted/Talented
students, Learning/Reading
disabilities (SLD), etc.

from day one

b. Students will identify the region the Seminole are located on the
map and place the Seminole cut out there.
2. During the language arts block teacher will have an interactive read
aloud reading Legends of the Seminoles written by Betty M. Jumper and
Illustrated by Guy LaBree. This is a book of folktales told by the
Seminoles. The book introduces many characters like the mischievous
Rabbit, the Corn Lady, the Deer Girl. While reading we will be able to
ask questions and be interactive so they are better able to understand the
characters and the teacher will point to words and talk about the
different pictures provided to help ESOL and ESE student get a better
understanding. After reading we will discuss the central message of the
stories. Students will write a short piece about how the moral can be
used in todays society and what it means to them. Students will also
draw a picture that illustrates their writing which will also help ESOL
students.
3. Stations (Learning Centers): Students will take their Native American
satchel with them to the station to store their artifacts.
a. Food: Students will be provided an informational hand out on the
food that the Seminoles ate. Students will be coloring an ear of corn
and writing the information they learned inside of the corn. They
will also use the QR code provided, scan it with the iPad and will be
taken to a video of the Seminoles performing The Green Corn
Dance which was a special ceremony that was held before the corn
was harvested. (ESOL Accommodation: Students will be able to
view the corn dance and the informational handout will help
students when writing.)
b. Shelter: Students will be provided with an informational handout
on the shelter the Seminoles lived in. Students will be making their
own chickee. There will be an already built chickee example at the
station. Students will be writing on their palmetto leaves the
reasons they think the Seminoles lived in a shelter like this. (ESOL
Accommodation: Students will be able to refer to informational
handout and will also have example provided.)
c. Clothing: Students will be provided with an informational handout
on the clothing that the Seminoles wore. Students will draw a
picture of what they think the Seminole Indians would look like and
then they will draw a picture of themselves. Since both live in
Florida students will use a Venn diagram to talk about how their
clothes are similar and different to the clothes the Seminoles wore.
There will be books about the Seminoles at the center so student can
get a better understanding. (ESOL Accommodation: ESOL students
will benefit from the pictures provided and being able to illustrate
their responses, books will be available at center as a guide)
4. Self Check- At the close of this lesson the teacher will instruct the
students to take out their flip books and turn to the Seminole page. The
students will record one interesting fact that they learned during the
lesson and then the teacher will ask the students to each take one pot-it
note from the pad provided and think of and write down any questions
they may have about the material presented during todays lesson. As
they exit the classroom they will place the questions and their classroom

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

number on the scale on the door numbered 0-4 for the teacher to gather
the understanding level of the students and gather any questions that
need to be answered during the next days review.

Resources/Materials

Premade flip books

IPod with Native American Music App
Book: Legends of the Seminoles written by Betty M. Jumper and
Illustrated by Guy LaBree
IPad
Green Corn Dance video
QR code
Food, Shelter and Clothing worksheet
I have, who has? cards
Food, Clothing, Shelter worksheets
Writing worksheet
Green Corn writing paper
Venn diagram sheet
Seminole Books for centers The Seminole Indians by Bill Lund,
Seminole History and Culture by Helen Dwyer and D.L. Birchfield
Pencils, Crayons, colored pencils
Scissors
Pictures of chickee
Pictures of Seminole clothing
Pictures of Seminole food
Glue sticks

DiscussionNotes:Makecommentshererelatedtoideasforassessmentmeasures,parentinvolvement,field
trips,orextensiontotheunitplanideas.