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Teacher Candidate:

Ashley Swier

Date:__Februaury 19, 2015____

Cooperating Teacher: ___Amy Krick

Coop. Initials

Group Size: _26_ Allotted Time __30 minutes___ Grade Level

Subject or Topic:

The Navajo


Fourth grade


8.3.4.D: Distinguish between conflict and cooperation among groups and organization that
impacted the history and development of the United States.
I. Performance Objectives (Learning Outcomes):
The students will be able to recall important information about the lives of the Navajo.
II. Instructional Materials
A. Textbook
B. PowerPoint
C. Study sheet
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea)
A. Prerequisite skills
a. Knowledge of Native Americans
B. Key vocabulary
a. Hogan a one-room Navajo home with a door facing east
C. Big idea
IV. Implementation
A. Introduction
a. The teacher will begin the lesson by asking the students what they know about
Native Americans and the life style that they live.
b. The teacher will write a few of the characteristics on the board.
c. The teacher will tell the students that they will be reading to find out more about
a specific group of Indians.
B. Development
a. The teacher will give the students the talking stick and they will pass that around
everything they switch readers.

b. As the students are reading the teacher will ask the students to pause reading and
the teacher will ask a series of questions throughout the section. There will be
sticky notes throughout the pages that will help guide the students.
i. Where did the Navajo live?
ii. What was the Navajos original name?
iii. Did the Navajo raise any specific animals?
c. The teacher will ask the students what the word hogan means.
d. The teacher will write the students definition on the board so that the students
can write it in their chapter notes.
e. If the students definition needs to be adjusted the teacher will do so.
f. The students will move on to the next section which is about a journey that the
Navajo took.
g. There are several questions that should be asked by the teacher.
i. Why was life at Bosque Redondo difficult for the Navajo?
ii. How was the journey for the Navajo?
iii. How long was their walk?
iv. Who was ordered by the government to stop the conflicts?
h. The students will read the rest of the chapter before viewing the powerpoint.
i. The teacher will show the students a short PowerPoint with information and
pictures regarding the Navajo.
C. Closure
a. After reviewing the PowerPoint the teacher will summarize the lesson to the
students and answer any questions that the students may have.
b. The teacher will say, Tomorrow we are going to be learning about another
group of influential people, The Spanish!
D. Accommodations/Differentiation
a. The teacher will allow students to move their seats to be able to see the
PowerPoint and be able to join in on a group discussion.
E. Assessment/Evaluation Plan
1. Formative The teacher will watch to see if everyone is paying attention and
participating in the lesson. The students who are not participating or listening to the
lesson will have to come in for recess and read the section due to not reading it in
2. Summative There is no summative assessment for this lesson plan.
V. Reflective Response
A. Report of Students Performance in Terms of Stated Objectives (after lesson is taught)
- The students were able to recall all of the information needed to keep the
group discussion inviting and interesting. A few students have been able to
visit this part of the country so they include input on what they saw and did. It
always makes the lesson more interesting since someone has been there

Remediation Plan
- Although the students understood the topic I would like to have more
information available so that the students can look at. In order to eliminate the
chattiness the students would read the lesson to themselves and then after
reading we would have a large group discussion.
B. Personal Reflection
Were the students engaged?
- The students paid attention for the most part but as the lesson progressed the
students became chatty. I reminded them to remember they should be gaining
tallies for their teams which seemed to help calm the chattiness.
How can I improve the lesson?

I really liked this lesson but I would love to have actual artifacts to show my
students. As I travel I will try to look for items that will be beneficial for my
classroom and items to place on display.

VI. Resources
Scott, F. (2003). The Midwest. In Regions: Scott, Foresman social studies ([Review ed., pp.
324-328). Glenview, Ill.: Scott, Foresman