Name: Jennifer Wend

School: Adrian Grade: 3rd grade Subject: Social Studies

Date/Time: 2/13/13

Unit Plan Driving question/Theme/Title: Michigan Studies

Lesson title/Topic: Chippewa Tribe

STANDARDS/BENCHMARKS/GLCE addressed in this lesson: 3 H3.0.4 Draw upon traditional stories of American Indians (e.g., Anishinaabeg - Ojibway (Chippewa), Odawa (Ottawa), Potawatomi; Menominee; Huron Indians) who lived in Michigan in order to make generalizations about their beliefs. 3 H3.0.5 Use informational text and visual data to compare how American Indians and settlers in the early history of Michigan adapted to, used, and modified their environment. 3 H3.0.6 Use a variety of sources to describe interactions that occurred between American Indians and the first European explorers and settlers in Michigan.

STUDENT LEARNING OBJECTIVES/OUTCOMES Through these learning activities, the learner will demonstrate the ability to: The student will be able to identify the ways in which the Chippewa tribe lived in the past. The student will recognize the differences between the Chippewa life in the past and their life in the present. Students will demonstrate the ability to follow directions and construct a replica of a Chippewa Wigwam.

Time: 20 min

INSTRUCTIONAL ACTIVITES: Student will be presented with the book The Chippewa by Alice Osinski. This is an informational book on the Great Lake tribe called the Chippewas, also known as the Ojibwa tribe. Introduction: This lesson will start out by asking the student if they know of any of the Native American tribes that were once very popular in the state of Michigan. Engagement: The student and the teacher will read The Chippewa together. Throughout the reading of the book, the teacher will ask questions that pertain to each page that has been read. This will help to check for understanding of the reading and it will help to clarify any misunderstandings. Anticipatory set: So what things do you know about the Native American tribes that once occupied most of Michigan? (Student will respond using prior knowledge. The reading will continue with making predictions and questioning. The strategy of reciprocal teaching will be lightly followed throughout the reading. Conclusion/closure After the reading of the book is finished the student will be asked to recall some of the information that was talked about in the reading. This will help to promote better understanding and comprehension. The student will also be asked if there is anything that they do not understand of if they need anything clarified which will reverse the roles of the reciprocal reading teaching strategy.

Assignment/follow up Extension: After the reading is done and all questions are answered. The student will be asked to recall what types of homes the Chippewa tribes lived in. After the student answers we will return to the page in the book that talked about where they lived. We will then look at the picture of a wigwam that is on the page. I will then ask questions to recall information about the wigwams such as what they are made of and what they are used for. I will then get out the materials that are needed for making a wigwam. I will then explain that we are going to use these materials to make our very own replica of a wigwam. Accommodations: Extra assistance will be given to those students that need the help. Also, if needed the pieces of the construction paper and materials needed can be precut or given patterns

If time permits, we will read an Ojibwa legend, The Legend of Sleeping Bear by Kathy-jo Wargin.

Assessment: Students will be assessed by observing their ability to follow directions and participate in discussions. LIST of MATERIALS and CLASSROOM SET UP needs:

The Chippewa by Alice Osinski Construction paper Glue/tape Brown paper bag Scissors Markers/colored pencils

SAFETY/CAUTIONS: Be careful using scissors LIST of RESOURCES: The Chippewa by Alice Osinski More Than Moccasins by Laurie Carlson