Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Sarah Black

Grade Level: 5th Grade
Subject: Social Studies
Date: 10/30/18- 10/31/18
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
5.H.2.1 Differentiate the cultures of various American Indian tribes

ESSENTIAL UNDERSTANDING 2
There is variety and resiliency among individual Tribal people as identity is developed, defined and redefined by
entities, organization and people. A continuum of tribal identity, unique to
each individual, ranges from assimilated to traditional lifestyle. There is no “generic American Indian”.
Students will be able to compare and contrast Oceti Sakowin traditional family roles and responsibilities to
contemporary societies.

List the Rationale (cite theories or theorists):

For this lesson I am using some of the multiple intelligences seen in with Dr. Archer. Students are being talking,
creating projects and using hands on activities to learn about this lesson. I also am using Archer for when I am doing
discussion and reading the book out loud.

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound).
Use the following format: “Students will be able to…”
Students will be able to list the characteristics of cultures.
Students will be able to create a ven-diagram comparing native American women roles to women in our culture.
Students will be able to create a ven-diagram comparing native American men roles to men in our culture.
Students will be able to create a ven-diagram comparing native American children to themselves.
Students will able to play and host two native American games children play in their culture.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

The learning objective are appropriate for a fifth grade level because students should have had experience with ven-
diagrams before. Students are able to comparand information and be able to compare it to their life’s. Students are
able to comprehend what they are reading to pick out the main points out of the passage.
Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of
gifted students, those of students’ physical needs, and those due to cultural characteristics).
In this classroom there is 7 boys in the class and 12 girls. There are 6 students on IEP’s and 3 students who leave the
rooms for extra reading help.

Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
There are a couple students when comprehending readings for main ideas they need it narrowed down for easier
comprehension. One student is not allowed to watch movies unless they are educational. There are three students
who need writings to be made easier with fill in the blanks and word banks. One student needs there work checked
before turning in to make sure its neat, clear and all work is shown. Another student needs a extra one on one help to
make sure they are understanding the assigned material.
List the materials/resources you will need to teach the lesson.

iPads
Smartboard
Balls of playdough
Blanket
Stones/ Balls
Paper towel roll to represent a corn rob.
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it
will enhance instruction and student learning.
Students will use their iPads for creating their three ven-diagrams. All pages to be filled out will be air dropped to the
students iPads. The smartboard will also be used during the discussion to write down the students ideas.

Accommodations: Base this on the information you provided for Classroom Demographics and Knowledge
of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners
and accommodate differences in students’ learning, culture, language, etc. *
KWL charts will be created for each student and will be air dropped. Comparing charts will be created for all three
different of roles for the assignments students will be creating.

Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.

On the first day (Monday) of the lesson students will be air dropped a KWL chart they will be filling out. Students will
first fill out the k portion of what they already know about Native American Cultures. In the w portions student will be
able to write down questions about what they want to know about Native American Cultures.

Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated
they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts,
graphs if applicable)
I will use the pre-assessment as a tool to figure out what more information I will add to my lesson to answer
the questions they wrote in what do I want to learn more about column. I also will look at the column of
what they already have learned to make sure I am not spending my whole time on information they already
know.
Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental needs
in order to keep students on task and actively engaged throughout the lesson.

I will keep students on task by asking questions one on one with students while they are working individually. I also
will read the first two pages of the assignment together as a class but will have students raise their hand to read the
next paragraph instead of just choosing. To give students a chance to talk I will let them think pair share with a
partner. I will keep the students on task by teaching at a good pace. During group activities I will let dojo pick the
partners because it already has set which students should work together and what students should not.
 Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills
required of the objective.
Tuesday: I will ask the students to go to assigned pages 18-19. I will first read the key vocabulary for the
chapter and explain the meanings. I will read the first paragraph and then will call on a student to read the
next paragraph and they will call on the next student who has their hands raised to read.
Wednesday: I will explain the rules of the games and show the students how to play each game. I will then
split the class in half to complete both games.
“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and
content needed to meet the learning objective(s).
Tuesday: As we are reading the chapter I will be asking the students questions about what we are reading.
Example: Native American children have to complete an important milestone before they can be considered
an adult in the Native Culture what do you have to complete to be considered an adult?
Answers: Graduating high school, getting a job, going to college, etc.
Next we will continue reading to the end of the page 19. I will then ask the students to think share pair with
a partner next to him. I will ask them to discuss three different characteristics of what a culture is?
Examples: types of work and tools, clothing and hairstyles, ceremonies an celebrations, arts and crafts,
languages, beliefs and food.
Then as a group we will go over and list all seven of them and write them up on the smartboard.
Wednesday Afternoon:
The first game is called Pass the Stone: Pass the Stone Game
Guessing games were popular among Native American children. Try this one: Spread a blanket on the floor
and invite children to sit with you in a circle on the blanket. Hold the two balls of clay in your closed hand.
Pass one of the clay balls to the child to your right, without letting the child see which ball you have passed.
Ask the child to guess which color ball you have passed. If the child guesses correctly, give him both balls.
This child then passes one clay ball to the next child. That child will guess which color ball has been passed.
If this child guesses correctly, both balls are passed to her and the game continues. If the child guesses
incorrectly, she moves out of the circle and the game continues. Continue the game until one child is left in
the circle. This game was found on scholastic.
CORN COB GAME
2 or more players
Equipment: One corn cob, flat stone to hold the corn cob, two flat stones to toss. If you
want to form teams, each team should have a set of equipment.
Play: Set the corn cob on end on a large flat stone. Players stand behind a line four feet
away. (As skill improves, players move back to greater distances from the cob.) The flat
stones are tossed toward the corn cob. Player tries to knock over the cob and have the
stone bounce back towards him. If cob is knocked over and stone falls behind where cob
was standing there is no score. If stone knocks over cob and lands even with the cob’s
upright position the player gets another turn. Scoring only occurs when cob is knocked
over and stone lands in front of the cob’s standing position. Player then scores one point.
The number of turns for each player or the winning score is predetermined and the player
with the highest score or first to reach the designated score, wins.
“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson
objectives?
Tuesday: Students will use their social studies books to read assigned pages 20-21 their textbooks that will
be used for activity next day.
Wednesday Morning:. After reading the assigned pages as homework on Tuesday students will complete 2
of the three compare charts that will be airdropped to their iPads. One will be comparing women, men and
children in the native culture to non-native American culture. After completing these students will take out
their kwl chart and fill out the learned portion on what they had learned from the two days. If there is not
enough time to fill out their kwl chart in morning they will fill it out after games in the afternoon.
Wednesday Afternoon: Students will complete the games that rules were explained in the we do portion.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an
interactive manner (whole/small group, etc.).
After the students complete the games I will ask the students three questions.
What are one of the seven characteristics of cultures?
What is one difference between roles in native culture to non- native culture?
What do you think about the games you played based of Native American culture to the games you play at
home?

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure students’
level of understanding toward the learning objectives after teaching the lesson.

For the post assessment I will use the answers from the learned portion of the kwl chart. I also will see how the
students answer in the three different compare charts.
 Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the
learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.

For this lesson I decided to make a kwl chart for my pre and post assessment to see what students already
know about Native American Culture. because it’s the first lesson of the unit. I wanted to see how broad
the answers were or minimal the information the students could recall.
Student A Known Information: That they used there resources as much as possible. They had leaders. Some
Tribes maybe with the herds of animals they hunted.
Student A Learned Information: That they all have an important part in the community. That story taking is
huge to Native Americans.
Student B Known Information: They lived in teepees. They killed bison, but they used everything off them.
They followed the bison when they moved.
Student B Learned Information: Children were believed religious. Men did the hunting and fishing. Women
took care of the children.
Based off my observation of the students kwl charts. As a teacher I would have had the students filled out
the learned portion after the whole unit was complete. Most students still could recall the most common
information and only a few could expand the ideas a little more. After the whole unit would be completed I
feel the students would give me the information I was looking for more in deph.

Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe
what went well and what areas you need to revise in the future. Cite examples (from video) that support your
conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision?
Cite examples from the lesson plan, video and/or student work that would prompt revisions.

Overall, I could have done a good amount different with this lesson. For starters, I could have used different
instructional activities in the lesson. Also, I should have had them in their groups from the start, so they could have
started their games separately and more efficiently. During the first video, I noticed I needed to be more on top of
when students had their text books out. In the pre-assessment it would have been easy to use the book to answer
questions instead of the student’s background knowledge or existing knowledge. In the third video it was hard to
hear, but when the students found out the balls were in fact squeaky dog toys, they began to play with them and they
became more of a distraction than an aid to the lesson. If I could in the future revise this I would either, ask ahead of
time for focus and not to squeak the balls or would have simply used normal balls. I feel that I found and created fun
activities to work on different skills with students. The next time I do this activity I need to better manage the quantity
of things that need to be done in the time limit, as per advice of my CT. I can always plan back up extra activities to fill
in time if the planned ones go to quickly.