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Teacher(s) Name: Kayley, Courtney, Jerred (Kayley presenting)

Thematic Unit Theme/Title/Grade Level: Native Americans, 2nd grade


Wiki space address: http://ucfgr2nativeamericanssp16.weebly.com/
Daily Lesson Plan Day/Title: Day 1, Introduction to Native Americans
Learning
Goals/Objectives
What will students accomplish
be able to do at the end of this
lesson? Be sure to set significant
(related to SSS/CCSS),
challenging and appropriate
1.
learning goals!

Learning Goal:
Students will be able to compare and contrast the cultures of Native
American tribes from various geographic regions of the United States.

Learning Objectives: *you MUST have objectives to meet all


standards
The student will be able to identify key details/ideas that make up the
Native American tribe regions of the United States.
2. The students will utilize a map and globe to locate the different Native
American regions.
3. The students will utilize the internet and interactive whiteboard to further
their knowledge on this region of the United States during this time
period.
4. The students will utilize photographs to better understand this group of
Native Americans and their culture.
NCSS theme(s):
NCSS Themes

Culture, Time/Continuity/Change, People/Places/Environments


Florida Standards
Florida Standard(s):
(FS)

LAFS.2.SL.1.2: Recount or describe key ideas or details from a text read


Next Generation
aloud or information presented orally or through other media.
Sunshine State
Next Generation Sunshine State Standards:
Standards (NGSSS)
SS.2.A.1.2: Utilize the media center, technology, or other informational
List each standard. Cutting
and pasting from the website sources to locate information that provides answers to questions about a
historical topic.
is allowed.
http://www.cpalms.org/Public/ SS.2.A.2.1: Recognize that Native Americans were the first inhabitants in
North America.
SS.2.A.2.2: Compare the cultures of Native American tribes from various
geographic regions of the United States.
VA.2.S.1.3: Explore art from different time periods and cultures as
sources for inspiration.
LAFS.2.RI.3.7: Explain how specific images (e.g., a diagram showing
how a machine works) contribute to and clarify a text.

Assessment

How will student


learning be assessed?
Authentic/Alternative
assessments?

Does your assessment


align with your objectives,

standards and procedures?

Informal assessment
(multiple modes): participation
rubrics, journal entries,
collaborative planning/presentation
notes, etc.

Unit Pre-Assessment:
Students will take a Kahoot! quiz two weeks prior to the start of this unit.
https://play.kahoot.it/#/lobby?quizId=3ced136e-29eb-48b2-bb34-fee267df00b5

Unit Post-Assessment:
Students will retake this same quiz at the end of the unit on Friday.
https://play.kahoot.it/#/lobby?quizId=3ced136e-29eb-48b2-bb34fee267df00b5

On-going daily (progress-monitoring) Assessment:


The on-going/ alternative assessment will/could change depending on the
activities and objectives on the individual, daily lesson plans!
This should include ONE SCALE that aligns with your GOAL (1, 2, 3, 4) where

students are self-assessing and you are assessing their depth of knowledge
regarding the subject matter.

Design for Instruction


Student Activities &
Procedures

What best practice


strategies will be implemented?

How will you


communicate student
expectations?

What products will be


developed and created by students?

Consider Contextual
Factors (learning
differences/learning
environment/learning styles) that
may be in place in your future
classroom.
Exceptionalities
What accommodations or
modifications do you make for
ESOL
http://teachsocialstudies.wikispaces.
com/file/view/ESOLStrategiesComp
rehensibleInstruction.pdf/42902857/
ESOLStrategiesComprehensibleInst
ruction.pdf
and ESE (Gifted/Talented students,
Learning/Reading disabilities, SLD
etc.)

This is the heart


of the lesson plan. Be as specific as possible. This
section includes EVERYTHING!
1.Teacher will start the lesson of Native Americans by activating student
background knowledge. Teacher will lead students in a class discussion by asking
questions like:
Does anyone know what or who Native Americans are?
Can someone tell me why theyre important?
How have we impacted them?
Do you think all Native Americans dress, act, and speak the same?
(5-7 minutes)
ESOL: 1, 4, 6, 13, 14, 15 ,22, 36
UDL: 3.1
2. The above answers to our questions will then be displayed in our anchor chart
TKL (Think, Know, Learn)
ESOL:6,7,9,11,13,15,30,50
UDL: 1.1, 1.2, 3.1, 3.2

http://www.udlcenter.org/aboutu
dl/udlguidelines/udlguidelines_
graphicorganizer

3. Teacher will now play a video clip from History.com to demonstrate that
Native Americans were the first inhabitants.
http://www.history.com/topics/native-american-history/native-americancultures/videos#the-buffalo-and-native-americans

(3 minutes)
ESOL: 11,13,15,17
UDL: 1.1, 1.2, 1.3, 2.5, 4.2, 5.1
4. Teacher will discuss video clip with students. Teacher will ask students what
they learned and that information will be added to the TKL anchor chart.
(3 minutes)
ESOL:1,14,15,22,30,50
UDL: 1.1, 3.2
5. Teacher will introduce the read out loud: Children of the Earth and Sky.
Teacher will perform book walk. Teacher will ask questions like:
By looking at the cover what do you think this book will be about?
Teacher will also remind the students of title, author, and illustrator.
(2-3 minutes)
ESOL: 4,13,14,22,36
UDL: 2.2, 2.3, 3.1, 3.2, 3.3

6. Teacher will read the read aloud (Children of the Earth and Sky), and ask
questions/explain throughout the text to make sure students comprehend the text.
This will also be a time for the teacher to identify new vocabulary words. Ex:
reservation, tribe, settlement etc. The words will then be added to the classroom
word wall.
(10-12 minutes)
ESOL: 1, 5, 6,14,15,20,23
UDL: 1.1, 1.3, 2.1, 2.3, 3.2
7. After the read out loud is complete students will partake in another classroom
discussion. Students will talk about the 5 different tribes discussed throughout the
text. Have students self assess themselves here by saying self assess yourself at
a 4 and so on.
4 if you feel that you can teach others about this topic
3 if you feel that you understand this information
2 if you feel you need extra help
1-if you are unsure about this topic
(8-10 minutes)
ESOL: 1,6, 14, 15, 22,36

UDL:6.2, 6.3, 6.4, 9.1, 9.3


8. Then students will return to their assigned groups/tables. Sticky notes will be
at each table, and as a group students will write down information about the
tribes discussed in the book.
(5 minutes)
ESOL: 2, 4, 6, 10, 15, 16, 32, 37,50
UDL: 1.1, 1.2, 1.3, 2.3, 3.2, 3.3, 8.3
9. Using the smart board the teacher will pull up the web address
http://mrnussbaum.com/flash/indians3.swf
-this is an interactive website that will reinforce some the information learned
from the book. This site will be utilized to show students the location of each of
the tribe regions. This site also gives informational facts about each of the region
of tribes. This information will be beneficial as students can get a better
comprehension of the unique characteristics of the different tribes.
The teacher will point out the location of each tribe region using (North, East,
South, and West). Teacher should also utilize a globe to aid students in
understanding the different regions.
(8-10 minutes)
ESOL: 1, 4, 6, 8, 13, 14, 15, 17, 29, 30
UDL: 1.1, 1.2, 2.5, 3.2, 4.2, 5.1, 6.3

10. Teacher will now pass out the map of the United States of America that has
each region outlined. Students will need to identify each tribe region as well as
color it in.Using a key/legend. Students will then write 1 word and draw a
picture that will help them associate it to the tribe region.
(7-10 minutes)
ESOL: 4, 6, 7, 13, 15, 16, 17, 29, 30
UDL: 1.1, 1.2, 3.2, 3.3, 6.3

12. Have students self assess themselves now. This time ask the question self
assess yourself if you feel you are confident of the locations of each tribe region.
4 if you feel that you can teach others about this topic
3 if you feel that you understand this information
2 if you feel you need extra help
1-if you are unsure about this topic
(Students will display their number over their chest)
(2 minutes)
ESOL: 1, 6, 14
UDL: 6.2, 6.3, 6.4, 9.1, 9.3
-smartboard
-anchor chart (TKL)
-crayons/colored pencils
-map of United States
-Book: Children of the Earth and Sky
-sticky notes
-pencils
-internet access
-globe
Discussion Notes: Make comments here related to ideas for assessment measures, parent involvement, field trips, or
extension to the unit plan ideas.

Resources/Materials

Teacher(s) Name: Kayley, Courtney, Jerred (Kayley presenting)


Thematic Unit Theme/Title/Grade Level: Native Americans, 2nd grade
Wiki space address: http://ucfgr2nativeamericanssp16.weebly.com/
Daily Lesson Plan Day/Title:
Learning
Goals/Objectives
What will students accomplish
be able to do at the end of this
lesson? Be sure to set significant
(related to SSS/CCSS),
challenging and appropriate
learning goals!

Learning Goal:
Students will be able to compare and contrast the cultures of Native
American tribes from various geographic regions of the United States.
Learning Objectives: *you MUST have objectives to meet all
standards
The student will be able to identify key details/idea that make up the
Northwest Region of the United States.
The students will collaborate with peers to complete an art artifact that is
representative of this region of Native American tribes.
The students will utilize the internet and interactive whiteboard to further
their knowledge on this region of the United States during this time
period.

NCSS Themes
Florida Standards
(FS)

Next Generation
Sunshine State
Standards (NGSSS)

List each standard. Cutting


and pasting from the website
is allowed.

http://www.cpalms.org/Public/

Assessment

How will student


learning be assessed?
Authentic/Alternative
assessments?

Does your assessment


align with your objectives,

standards and procedures?

Informal assessment
(multiple modes): participation
rubrics, journal entries,
collaborative planning/presentation

The students will utilize photographs to better understand this group of


Native Americans and their culture.
NCSS theme(s):
Culture, Time/Continuity/Change, People/Places/Environments
Florida Standard(s):
LAFS.2.SL.1.2: Recount or describe key ideas or details from a text read
aloud or information presented orally or through other media.
Next Generation Sunshine State Standards:
SS.2.A.1.2: Utilize the media center, technology, or other informational
sources to locate information that provides answers to questions about a
historical topic.
SS.2.A.2.1: Recognize that Native Americans were the first inhabitants in
North America.
SS.2.A.2.2: Compare the cultures of Native American tribes from various
geographic regions of the United States.
VF.2.F.3.2: Work with peers to complete a task in art.
VA.2.S.1.3: Explore art from different time periods and cultures as
sources for inspiration.
LAFS.2.RI.3.7: Explain how specific images (e.g., a diagram showing
how a machine works) contribute to and clarify a text.

Unit Pre-Assessment:
Students will take a Kahoot! quiz two weeks prior to the start of this unit.
https://play.kahoot.it/#/lobby?quizId=3ced136e-29eb-48b2-bb34-fee267df00b5

Unit Post-Assessment:
Students will retake this same quiz at the end of the unit on Friday.
https://play.kahoot.it/#/lobby?quizId=3ced136e-29eb-48b2-bb34fee267df00b5

notes, etc.

On-going daily (progress-monitoring) Assessment:


The on-going/ alternative assessment will/could change depending on the
activities and objectives on the individual, daily lesson plans!
This should include ONE SCALE that aligns with your GOAL (1, 2, 3, 4) where
students are self-assessing and you are assessing their depth of knowledge
regarding the subject matter.

Design for Instruction


Student Activities &
Procedures

1.

What best practice


strategies will be implemented?

How will you


communicate student
expectations?

What products will be


developed and created by students?

Consider Contextual
Factors (learning
differences/learning
environment/learning styles) that
may be in place in your future
classroom.
Exceptionalities
What accommodations or
modifications do you make for
ESOL
http://teachsocialstudies.wikispaces.
com/file/view/ESOLStrategiesComp
rehensibleInstruction.pdf/42902857/
ESOLStrategiesComprehensibleInst
ruction.pdf
and ESE (Gifted/Talented students,
Learning/Reading disabilities, SLD
etc.)

This is the heart


of the lesson plan. Be as specific as possible. This
section includes EVERYTHING!
Review of the previous day: Teacher will have students get out their maps from
the previous day as the teacher will pull up the site
http://mrnussbaum.com/flash/indians3.swf The TKL will be displayed for the
class.
(1 minute)

http://www.udlcenter.org/aboutu
dl/udlguidelines/udlguidelines_
graphicorganizer

2.

Students will discuss the different characteristics of each tribe region learned
from the previous day. Students will utilize the TKL chart to recall information
and to add information to the Know column of the TKL chart.
(4 minutes)
ESOL: 1, 3,4, 6, 7, 13, 14, 15, 17, 22, 29, 30, 50
UDL: 1.1, 1.2, 1.3, 3.2, 6.3, 6.4, 8.3

3.

Next students will be asked to put away their maps, as the class will participate in
a review game of the location of the different tribe regions.
(1 minute)

4.

Students will work with their group mates and will be given a blank map. As a
group students will work together to place each region in the right location and
give one characteristic of each.
(7 minutes)
ESOL: 1, 2, 3, 4, 6, 10, 13, 15, 17, 30, 32
UDL: 1.1, 1.2, 1.3, 3.1, 6.3, 6.4, 8.3, 9.3

5.

Each group will be given a tribe region to say one characteristic from that region.
(4 minutes)
ESOL: 2, 3, 4, 6, 10, 13, 15, 16, 22, 29, 32, 37
UDL: 3.2, 6.3, 6.4, 8.3

6.

Review activity will be completed, and students will move onto the next topic.
California intermountain and northwest tribal regions.

7.

Read the article from


http://www.beaconlearningcenter.com/Documents/2973_3700.pdf
to teach students about the california intermountain region.
(4 minutes)
ESOL: 1, 6, 11, 14, 16, 17, 27, 29, 30
UDL: 1.1, 1.2, 1.3, 2.1, 2.3, 3.2, 3.3, 4.2, 6.3

8. Teacher will pass out graphic organizer Native American Research


students will use this graphic organizer later.
(1 minute)

9. Students will get into their groups. Each member of the group will be
responsible for an ipad. Students will use their ipads for utilizing QR codes.
Students will visit 3 areas of the room, each area will have a QR code that will
give students information pertaining to the california intermountain tribal region.
Once students have visited the QR site, they will begin to fill out their graphic
organizer Native American Research. Students will then rotate around the room
until they have been to all 3 QR code stations.
(6 minutes each station= 18 total minutes)
ESOL: 1, 2, 3, 4, 6, 7, 8, 15, 16, 17, 27, 29, 30, 32, 33, 46, 50
UDL: 1.1, 1.2, 1.3, 2.3, 3.2, 3.3, 4.1, 4.2, 6.3, 7.1, 8.1, 8.2, 8.3

Station1:

Station 2:

Station 3:

10. Students will return to their tables where they will begin the next topic about
the Northwest region.
11. Teacher will introduce the artifact or artifake of the totem pole to the class.

ESOL: 1, 3, 13, 14, 17


UDL: 1.1, 3.1, 3.3, 6.3
12. Teacher will explain that to the Northwest Coast Indians, the totem pole
provided a means of communicating their stories, myths and legends. The totem
pole is an arrangement of symbols or memory devices in sequence created for the
purpose of recalling a story or event. These symbols function as a form of writing
pictures, not written letters, as they convey meaning. Further, these stories
conveyed symbolically a visual expression of what the Indian culture meant.
(5 minutes)
ESOL: 1, 3, 13, 14, 17, 22
UDL: 1.1, 1.2, 1.3, 2.3, 3.1, 3.3, 6.3
13. Students will create their own totem pole using a cardboard paper towel roll.
Students will be asked to create a totem pole that tells a story about themselves
by using 3 different animals. Students will utilize this site on their ipad
http://www.legendsofamerica.com/na-totems.html
Using a QR code that will displayed in the center of each table. This site will
allow students to recognize and know the symbolic meaning to each animal. Then
students will pick 3 animals that they would say describe themselves.
(4 minutes)
ESOL: 1, 4, 6, 16, 17, 29
UDL: 1.1, 1.2, 2.1, 3.2, 3.3, 4.2, 7.1

14. Students will draw a picture of each animal that they choose using
construction paper. Students will then be asked to color each animal before
cutting out the animals.Students will glue the cut out animals to their cardboard
paper towel roll to create their own totem pole.
(10-15 minutes)
ESOL: 1, 2, 4, 6, 8, 13, 14, 15, 16, 17, 29, 30, 46
UDL: 1.1, 1.2, 1.3, 2.1, 3.2, 3.3, 7.1

15. Students will write 1-2 sentences per animal to explain why they chose that
particular animal.
(5 minutes)
ESOL: 1, 4, 6, 8, 11, 13, 15, 16, 17, 29, 30, 33
UDL: 1.1, 1.2, 2.1, 3.2, 3.3, 6.3, 6.4
16. Have students turn to their shoulder partner and discuss what they have
learned for the day.
(2 minutes)
ESOL: 1, 2, 3, 4, 6, 10, 11, 13, 15, 16, 22, 32
UDL: 2.1, 3.2, 6.3, 6.4, 8.3, 9.3

Resources/Materials

-ipad
-map of tribal regions
-TKL chart
-smartboard
-markers
-colored pencils

-scissors
-glue
-colored construction paper
-native american research graphic organizer
-QR codes
-paper towel cardboard rolls
-california intermountain tribal region reading
Discussion Notes: Make comments here related to ideas for assessment measures, parent involvement, field trips, or
extension to the unit plan ideas.

Teacher(s) Name:
Thematic Unit Theme/Title/Grade Level: Native Americans, 2nd grade
Wiki space address: http://ucfgr2nativeamericanssp16.weebly.com/
Daily Lesson Plan Day/Title: Native Americans of the Great Plains and Southwest Regions
Learning
Goals/Objectives
What will students accomplish
be able to do at the end of this
lesson? Be sure to set significant
(related to SSS/CCSS),
challenging and appropriate

learning goals!

NCSS Themes

Florida Standards
(FS)

Next Generation
Sunshine State
Standards (NGSSS)

List each standard. Cutting


and pasting from the website
is allowed.

http://www.cpalms.org/Public/

Learning Goal:
Students will be able to compare and contrast the cultures of Native
American tribes from various geographic regions of the United States.
Learning Objectives: *you MUST have objectives to meet all
standards
The student will be able to identify key details/ideas that make up the
Great Plains and Southwest Regions of the United States.
The students will collaborate with peers to complete an art artifact that is
representative of this region of Native American tribes.
The students will utilize the internet and interactive whiteboard to further
their knowledge on this region of the United States during this time
period.
The students will utilize photographs to better understand this group of
Native Americans and their culture.
NCSS theme(s):
Culture, Time/Continuity/Change, People/Places/Environments
Florida Standard(s):
LAFS.2.SL.1.2: Recount or describe key ideas or details from a text read
aloud or information presented orally or through other media.
Next Generation Sunshine State Standards:
SS.2.A.1.2: Utilize the media center, technology, or other informational
sources to locate information that provides answers to questions about a
historical topic.
SS.2.A.2.1: Recognize that Native Americans were the first inhabitants in
North America.
SS.2.A.2.2: Compare the cultures of Native American tribes from various
geographic regions of the United States.
VF.2.F.3.2: Work with peers to complete a task in art.
VA.2.S.1.3: Explore art from different time periods and cultures as
sources for inspiration.
LAFS.2.RI.3.7: Explain how specific images (e.g., a diagram showing
how a machine works) contribute to and clarify a text.

Assessment

Unit Pre-Assessment:

How will student


learning be assessed?
Authentic/Alternative assessments?

Does your assessment


align with your objectives,
standards and procedures?

Informal assessment
(multiple modes): participation
rubrics, journal entries,
collaborative planning/presentation
notes, etc.

Students will take a Kahoot! quiz two weeks prior to the start of this unit.
https://play.kahoot.it/#/lobby?quizId=3ced136e-29eb-48b2-bb34-fee267df00b5

Unit Post-Assessment:
Students will retake this same quiz at the end of the unit on Friday.
https://play.kahoot.it/#/lobby?quizId=3ced136e-29eb-48b2-bb34fee267df00b5

On-going daily (progress-monitoring) Assessment:


Students will refer to their scale daily to indicate their comprehension of that
days topic.
1-Even with assistance, the student does not understand elements of the Native
American culture of Great Plains and Southwest Regions of the United States.
2-With assistance, the student understands elements of the Native American
culture of the Great Plains and Southwest Regions of the United States.
3-The student understands the Native American culture of the Great Plains and
Southwest Regions of the United States.
4-The student understands the Native American culture of the Great Plains and
Southwest Regions of the United States, and can teach another student about it.
At the beginning of the lesson, have students refer back to the anchor chart on the
interactive whiteboard, and explain to their shoulder partner what they recall
from the previous day. While this is going on, walk around the room and listen in
to student conversations.
During the actual lesson, be sure to ask questions of all students. Also, ask
questions that have multiple answers/that have information that could be added to
the initial response. Provoke higher order thinking and reasoning skills of all
students.

Design for Instruction


Student Activities &
Procedures

1.

What best practice


2.
strategies will be implemented?

How will you


communicate student expectations?

What products will be


developed and created by students?

Consider Contextual
Factors (learning
3.
differences/learning
environment/learning styles) that
may be in place in your future
classroom.
Exceptionalities
What accommodations or
modifications do you make for
ESOL
http://teachsocialstudies.wikispaces.
com/file/view/ESOLStrategiesComp
rehensibleInstruction.pdf/42902857/
ESOLStrategiesComprehensibleInst
4.
ruction.pdf
and ESE (Gifted/Talented students,
Learning/Reading disabilities, SLD
etc.)

http://www.udlcenter.org/aboutu
dl/udlguidelines/udlguidelines_g
raphicorganizer

The teacher will begin the lesson by reviewing the material learned on the
previous day of class. (3 min)
The teacher will then ask any of the students if they have ever been to any of the
middle states. The teacher will name examples: Oklahoma, Texas, Arkansas, etc.
If one of the students has been, the teacher will ask the student to describe what it
was like. The teacher will probe the student on the atmosphere. (3 min)
ESOL: 1, 4, 8, 14, 17, 22
UDL: 1, 3, 7.2, 7.3, 8.3
The teacher will then tell the students that they are going to be learning about
Native Americans of the Great Plains. The teacher will pull up a map on the
smartboard. The teacher will then explain that the Great Plains consist of the
center part of the United States. The teacher will tell the students that the Great
Plains region is a wide open region. The teacher will tell the students that trees
are scattered around in the Great Plains and that there is mostly land. The teacher
will point to the part of the map that contains the Great Plains. (3 min)
ESOL: 1, 8, 14, 17
UDL: 1, 2, 3.3, 7.2, 7.3, 8.3, 8.4
The teacher will then say that Native Americans of the Great Plains rely on the
buffalos and native plant species for food. The teacher will then show examples
of these species. The teacher will tell the students that they used the buffalo for
many uses and did not let it go to waste. The teacher will then explain that
because Native Americans of the Great Plains traveled a lot, they built their
homes to be able to move around. The teacher will explain that the tepees were
made of buffalo hide and sticks. The teacher will show a picture of a teepee. The
teacher will ask the students if they know what a bow and arrow is. The teacher
will explain that Native Americans of the Great Plains would use this weapon to

hunt. The teacher will then tell the students that the Native Americans from the
Great Plains ride horses to help them travel and hunt. (3 min)

5.

6.

ESOL: 1, 8, 14, 17, 22


UDL: 1, 2, 3.3, 7.2, 7.3, 8.3, 8.4
The teacher will then show a 3 minute video on the Native Americans of the
Great Plains. http://safeshare.tv/v/ss571420ac15c9d (3 min)
ESOL: 1, 6, 17
UDL: 1, 2, 3, 4.2, 7.3
The teacher will then ask the students if they have ever been in a desert before.
The teacher will then probe the student who has. If a student has not been to the
desert, the teacher will explain what it is like. The teacher will tell the students
that it is hot and dry. The teacher will explain that the students will be learning
about the Native Americans of the Southwest region that live in hot conditions. (3
min)

7.

8.

ESOL: 1, 4, 8, 14, 17, 22


UDL: 1, 3, 7.2, 7.3, 8.3
The teacher will pull up the map on the smartboard. The teacher will show the
students the region that is considered southwest. The teacher will tell the students
that the majority of this region is hot and dry. The teacher will tell the students
for this reason, sometimes the Native Americans of this region would live in the
desert. The teacher will tell the students that because it is incredibly hot in this
reason, the Native Americans of this region would have to wear clothing to
protect them from the sun. The teacher will then show the students an example of
the clothing. (3 min)

ESOL: 1, 4, 6, 8, 14, 17, 22


UDL: 1, 2, 3.3, 7.2, 7.3, 8.3, 8.4
The teacher will tell the students that the Native Americans of the Southwest
Region would grow corn, beans, and squash as their crops. The teacher will tell
the students that these Native Americans would also hunt animals native to the
area such as deer, rabbits, and sometimes prairie dogs. The teacher will show an
image of a prairie dog. (2 min)

9.

ESOL: 1, 4, 6, 8, 14, 17, 22


UDL: 1, 2, 3.3, 7.2, 7.3, 8.3, 8.4
The teacher will tell the students that the Native Americans from this region
would build their houses out of two materials. The teacher will tell the students
that the houses were made up of tree logs and clay. The teacher will tell the
students that clay is abundant in the Southwest region.The teacher will tell the
students that these houses are called hogans by the Navajo nation, a tribe in the
Southwest Region. The teacher will then show the students an example of a
hogan (a type of Southwestern Native American house). (3 min)

ESOL: 1, 4, 6, 8, 14, 17, 22


UDL: 1, 2, 3.3, 7.2, 7.3, 8.3, 8.4
10. The teacher will then tell the students that they will be reading a story passed
down from the Navajo Nation. The teacher will tell the students that this story
has been around for a long time. The teacher will then read the book How the
Stars Fell Into the Sky by Jerrie Oughton. (4 min)

ESOL: 1, 4, 6, 8, 14, 16, 17, 20, 22, 44


UDL: 1, 2, 3, 4.2, 5, 6.4, 7.3, 8.3, 8.4, 9.1, 9.3
11. The teacher will then tell the students that they will have 3 centers that they will
be completing.
Center 1: The students will be given a venn diagram that has the two regions they
learned about listed on top. Underneath the regions there will be the tribes that
correlate with them. Using information that they find in the two QR codes below,
the students will list the similarities and differences among the Native Americans
of the Great Plains (The Sioux Nation) and the Southwest region (The Navajo
Nation). (10 min)

ESOL: 1, 4, 6, 14, 44, 45


UDL: 1, 2, 3, 4, 5, 6.2, 6.4, 7.2, 7.3, 8, 9
Center 2: The teacher will then hand out the students a worksheet. The worksheet
has a cartoon picture of a Great Plains Native American on it. The worksheet will
also have lines on it for the student to write on. The student will color the picture
and then write 3 sentences using the knowledge they obtained from the lesson

about what a day would be like for them as a Native American of the Great
Plains. (10 min)

ESOL: 1, 4, 6, 14, 36
UDL: 1, 2, 3, 4, 5, 6.2, 6.4, 7.2, 7.3, 8, 9
Center 3: The students will be given a piece of light brown paper, scissors, and
three sticks. The students will then draw a design on the piece of paper. The
students will then roll the piece of paper around the sticks into a cone. The
students work will mimic the shape of a teepee. (10 min)

Resources/Materials

ESOL: 1, 4, 6, 14, 46
UDL: 1, 2, 3, 4, 5, 6.2, 6.4, 7.2, 7.3, 8, 9
-ipad
-map of tribal regions
-Native American coloring worksheet
-sticks
-TKL chart
-smartboard
-markers
-colored pencils
-scissors
-glue
-tape
-brown construction paper
-Native American research graphic organizer
-QR codes
-http://safeshare.tv/v/ss571420ac15c9d
-Book: How the Stars Fell Into the Sky by Jerrie Oughton

Discussion Notes: Make comments here related to ideas for assessment measures, parent involvement, field trips, or
extension to the unit plan ideas.

Teacher(s) Name: Courtney Monson


Thematic Unit Theme/Title/Grade Level: Native Americans, 2nd grade
Wiki space address: http://ucfgr2nativeamericanssp16.weebly.com/
Daily Lesson Plan Day/Title: Thursday, Native Americans of the Plains and Eastern Woodlands

Learning
Goals/Objectives
What will students accomplish
be able to do at the end of this
lesson? Be sure to set significant
(related to SSS/CCSS),
challenging and appropriate
learning goals!

NCSS Themes
Florida Standards
(FS)

Next Generation
Sunshine State
Standards (NGSSS)

List each standard. Cutting


and pasting from the website
is allowed.

http://www.cpalms.org/Public/

Assessment

How will student


learning be assessed?
Authentic/Alternative
assessments?

Does your assessment


align with your objectives,

standards and procedures?

Informal assessment
(multiple modes): participation
rubrics, journal entries,
collaborative planning/presentation
notes, etc.

Learning Goal:
Students will be able to compare and contrast the cultures of Native
American tribes from various geographic regions of the United States.
Learning Objectives: *you MUST have objectives to meet all
standards
The student will be able to identify key details/ideas that make up the
Plains and Eastern Woodlands regions of the United States.
The students will collaborate with peers to complete an art artifact that is
representative of this region of Native American tribes.
The students will utilize the internet and interactive whiteboard to further
their knowledge on this region of the United States during this time
period.
The students will utilize photographs to better understand this group of
Native Americans and their culture.
The students will collaborate with one another to explore artifacts from
the Plains region of the United States, and then will create their own
version themselves.
NCSS theme(s):
Culture, Time/Continuity/Change, People/Places/Environments
Florida Standard(s):
LAFS.2.SL.1.2: Recount or describe key ideas or details from a text read
aloud or information presented orally or through other media.
Next Generation Sunshine State Standards:
SS.2.A.1.2: Utilize the media center, technology, or other informational
sources to locate information that provides answers to questions about a
historical topic.
SS.2.A.2.1: Recognize that Native Americans were the first inhabitants in
North America.
SS.2.A.2.2: Compare the cultures of Native American tribes from various
geographic regions of the United States.
VF.2.F.3.2: Work with peers to complete a task in art.
VA.2.S.1.3: Explore art from different time periods and cultures as
sources for inspiration.
LAFS.2.RI.3.7: Explain how specific images (e.g., a diagram showing
how a machine works) contribute to and clarify a text.

Unit Pre-Assessment:
Students will take a Kahoot! quiz two weeks prior to the start of this unit.
https://play.kahoot.it/#/lobby?quizId=3ced136e-29eb-48b2-bb34-fee267df00b5

Unit Post-Assessment:
Students will retake this same quiz at the end of the unit on Friday.
https://play.kahoot.it/#/lobby?quizId=3ced136e-29eb-48b2-bb34fee267df00b5

On-going daily (progress-monitoring) Assessment:


Students will refer to their scale daily to indicate their comprehension of that
days topic.
At the beginning of the lesson, have students refer back to the anchor chart on the
interactive whiteboard, and explain to their shoulder partner what they recall
from the previous day. While this is going on, walk around the room and listen in

to student conversations.
During the actual lesson, be sure to ask questions of all students. Also, ask
questions that have multiple answers/that have information that could be added to
the initial response. Provoke higher order thinking and reasoning skills of all
students.

Design for Instruction1. Welcome the students back into the unit. Remind them of what we talked about
Student Activities &
Procedures

What best practice


strategies will be implemented?

How will you


2.
communicate student
expectations?

What products will be


developed and created by students?
3.

Consider Contextual
Factors (learning
differences/learning
environment/learning styles) that
may be in place in your future
classroom.
Exceptionalities
What accommodations or
modifications do you make for
ESOL
http://teachsocialstudies.wikispaces.
com/file/view/ESOLStrategiesComp
rehensibleInstruction.pdf/42902857/
ESOLStrategiesComprehensibleInst
ruction.pdf
and ESE (Gifted/Talented students,4.
Learning/Reading disabilities, SLD
etc.)

http://www.udlcenter.org/aboutu
dl/udlguidelines/udlguidelines_
5.
graphicorganizer

6.

7.

yesterday (the Southwest and Great Plains regions). Allow them to refer back to
the anchor chart that is displayed on the interactive whiteboard, and have them
discuss with their shoulder. partner what they took away from yesterdays lesson.
(3 minutes) (ESOL: 2, 4, 6, 13) (UDL: 3.1)
Inform students that today, we are going to finish up the Great Plains region, and
we are going to also cover the Cherokee tribe that was located within the Eastern
Woodlands region of the United States. (ESOL: 13
Have students break into their four groups, and using the QR code below (or
http://www.nmai.si.edu/searchcollections/results.aspx?
catids=0&place=plains&src=1-3 if that does not work), have them pull up this

resource on their group iPads. (ESOL: 2) (UDL: 3.3)


Allow each group to explore this site for a few minutes, and explain to them that
these are actual Plains Indian artifacts that are located within the National
Museum of the American Indian. These are all actual pieces of evidence that give
us insight into what life was like for these people. (5 minutes). (ESOL: 2)
Explain to students that we will now recreate one of these artifacts individually
with the help of our groupmates. Pass out beads, string, and straw segments, and
tell students to click on the second artifact within this site titled necklace. Then,
allow them time to create a Sioux Indian necklace of their own. (8 minutes)
(ESOL: 2, 30, 46) (UDL: 8.3)
Once students have finished their necklace, tell them we are going to now
transition into the Plains neighbors to the East. Remind them that this region of
the United States is directly connected to the Plains Indian region, and that this
region is so vast that we are going to hone in on one tribe in particular (the
Cherokee). (4 minutes)
Within their groups, give students their final research worksheet that will be
added to their foldable, and give them the resources needed to complete this
within their small groups. They should have an iPad at each group, and they will
use the following resources to fill out their research for today: Discovery Atlas of
Native Americans by Rand McNally, pages 33-36, and the following QR codes
(that can be scanned using their group iPads): (3 minutes) (ESOL: 2, 43) (UDL:
2.5, 4.1, 8.3)

8. In their groups, students should productively complete their research


individually, but in a collaborative manner. They should each be able to fill out
(or draw a picture) within each section. While this is going on, the teacher should
be walking around the room monitoring student progress. Students who appear to
be struggling should be assisted, and any questions students might have need to
be answered. If students finish early, have them walk around to help other
struggling students. This will give them a deeper comprehension of the material
while also helping those who appear to be confused by the material. If students
are struggling, allow them to draw images within their research worksheets to
visually represent what they have learned. (12 minutes). (ESOL: 2, 33, 34, 36,
43) (UDL: 4.1, 5.2, 7.3, 8.3)
9. As a class, we will watch a 3 minute video on the Trail of Tears, which forced
the Cherokee tribe out of the homeland. After the video, ask the students for their
initial reactions from the video. Were they surprised? Had they heard of this
before? (5 minutes) http://safeshare.tv/v/ss5711260090b83 (ESOL: 22, 36)
10. Now, within their small groups, students will take turns reading portions of
the following article to each other. This will extend their knowledge on what the
Trail of Tears actually was, how it came about, and how it affected the Native
Americans that lived within the Cherokee tribe. They will then write a letter to
President Jackson, who signed the Indian Removal Act. Have students explain to
him their opinions on the matter. Do they think it was wrong? Why or why not?
Should people be forced to move out of their homes, and struggling to survive
along the way? Let students independently write their letters, and encourage them
to think of thoughtful reasons as to why they may think this act was so wrong.
After they finish, allow them to turn to their shoulder partners and briefly discuss
what they wrote about, and what their stances on the matter were. If time allows,
let a few students share their ideas to the class. (13 minutes). (ESOL: 2, 22)

11. Wrap up the day with looking back to our anchor chart from the four previous
days on the interactive whiteboard, adding what we learned today about the
Cherokee tribe. Have students add their ideas and information they found by
looking in their foldables, and make a point to state that if any sections are blank
within a students foldable, now would be the perfect time to add more
information to it to help them remember what we learned about today. At this
point, they should also mark on their scales how they feel that today went, and
how much they feel they learned throughout the lesson. Encourage honesty from
all students, as this is what helps their teacher to understand what they may be
struggling with. (UDL:6.4, 9.3)
12. For tomorrow: Encourage students to dress up if they wish! At this point, they
have seen many pictures and have written about/drawn their own images of what

Native Americans wore throughout various regions of the United States. If they
so wish, they can dress up as much or as little as they want (even just wearing
moccasins or a beaded necklace counts as dressing up). Inform students that they
will be performing a readers theatre based on a Native American folktale, and
that dressing up will only help enhance their understanding of this topic.

Resources/Materials

Interactive whiteboard (TKL anchor chart)


iPad
Folder
Research worksheet
Discovery Atlas of Native Americans
Beads
String
Straws
SafeShare access - Trail of Tears video clip
Stationery for letter to president
http://mrnussbaum.com/flash/indians3.swf
http://www.warpaths2peacepipes.com/indian-tribes/cherokee-tribe.htm

Discussion Notes:
Local National History Museum: This could be utilized at any point throughout the unit if there is an exhibit
pertaining to Native Americans. This would not only give students further access to artifacts and informational
resources, but it would help to put the information theyre more into perspective.
Parent involvement: Having parents come into help out with this (or really any activity, ever) would most definitely
ensure that things run more smoothly. This particular day is packed with information, activities and videos that the
children need to partake in, and having an extra set of eyes and hands would ensure that everything goes according
to plan.

Teacher(s) Name: Courtney Monson


Thematic Unit Theme/Title/Grade Level: Native Americans, 2nd grade
Wiki space address: http://ucfgr2nativeamericanssp16.weebly.com/
Daily Lesson Plan Day/Title: Friday, Native American readers theatre performance
Learning
Goals/Objectives
What will students accomplish
be able to do at the end of this
lesson? Be sure to set significant
(related to SSS/CCSS),
challenging and appropriate
learning goals!

Learning Goal:
Students will be able to compare and contrast the cultures of Native
American tribes from various geographic regions of the United States.
Learning Objectives: *you MUST have objectives to meet all
standards
The students will be able to use the information they obtained throughout
the week to review what they know about Native Americans.
The students will be able to use their knowledge of a folklore to make
sense of the Native American folklore.
The students will be able to collaborate to perform a readers theatre on a
Native American folklore.

NCSS theme(s):
NCSS Themes

Culture, Time/Continuity/Change, People/Places/Environments


Florida Standards
Florida Standard(s):
(FS)

LAFS.2.SL.1.2: Recount or describe key ideas or details from a text read


Next Generation
aloud or information presented orally or through other media.
Sunshine State
MAFS.2.NBT.2.5: Fluently add and subtract within 100 using strategies
Standards (NGSSS)
List each standard. Cutting
and pasting from the website
is allowed.

http://www.cpalms.org/Public/

Assessment

How will student


learning be assessed?
Authentic/Alternative
assessments?

Does your assessment


align with your objectives,

standards and procedures?

Informal assessment
(multiple modes): participation
rubrics, journal entries,
collaborative planning/presentation
notes, etc.

Design for Instruction1.


Student Activities &
Procedures

What best practice


strategies will be implemented?

How will you


communicate student
expectations?

What products will be 2.


developed and created by students?

Consider Contextual
3.
Factors (learning
differences/learning
environment/learning styles) that
may be in place in your future
classroom.

based on place value, properties of operations, and/or the relationship


between addition and subtraction.
Next Generation Sunshine State Standards:
SS.2.A.1.2: Utilize the media center, technology, or other informational
sources to locate information that provides answers to questions about a
historical topic.
SS.2.A.2.1: Recognize that Native Americans were the first inhabitants in
North America.
SS.2.A.2.2: Compare the cultures of Native American tribes from various
geographic regions of the United States.
VF.2.F.3.2: Work with peers to complete a task in art.
VA.2.S.1.3: Explore art from different time periods and cultures as
sources for inspiration.
LAFS.2.RI.3.7: Explain how specific images (e.g., a diagram showing
how a machine works) contribute to and clarify a text.

Unit Pre-Assessment:
Students will take a Kahoot! quiz two weeks prior to the start of this unit.
https://play.kahoot.it/#/lobby?quizId=3ced136e-29eb-48b2-bb34-fee267df00b5

Unit Post-Assessment:
Students will retake this same quiz at the end of the unit on Friday.
https://play.kahoot.it/#/lobby?quizId=3ced136e-29eb-48b2-bb34fee267df00b5

On-going daily (progress-monitoring) Assessment:


Daily use of a scale to monitor students overall comprehension of what took
place on that specific day.
Student comprehension checks with reference back to the anchor chart--have
students discuss in small groups what they remember from the day before, listen
in on conversations between children.
Make sure to ask open ended questions of all students--allow appropriate wait
time to make sure all students are attempting to think of answers/thoughts that
could contribute to discussion.
Welcome students into the last day of our unit. Refer back to our anchor chart on
the interactive whiteboard of the last four days to review major points of each
region we have covered. Allow them time to flip their their own foldables and
folders, and talk with a shoulder partner about what they learned throughout this
unit. What was the most fun activity they completed? Which regions do they feel
they learned the most about? (7 minutes) (ESOL: 2, 4, 6, 7, 14, 15, 50) (UDL:
3.3, 4.1, 6.4, 8.3)
Inform students that today we will learn what a folktale is, and then we will
perform a readers theatre based off of a Native American folktale. (1 minute)
Introduce students to Johnny Appleseed, a classic American folktale. Tell students
that we are going to read this folktale to get an idea of what a traditional folktale
is before we begin digging into our Native American folktale. Ask students if
they have ever heard of a folktale or of Johnny Appleseed. Allow multiple

Exceptionalities
What accommodations or
modifications do you make for
ESOL
http://teachsocialstudies.wikispaces.
com/file/view/ESOLStrategiesComp
rehensibleInstruction.pdf/42902857/
4.
ESOLStrategiesComprehensibleInst
ruction.pdf
and ESE (Gifted/Talented students,
Learning/Reading disabilities, SLD
etc.)

students to contribute to this conversation and add their thoughts and ideas of
what this may mean. After collecting various ideas, write folklore in the middle
of a document on the interactive whiteboard. Write branches off of this word as to
what this means, how to perceive it, and what elements make up a folklore. (7
minutes) (ESOL: 1, 3, 6, 14) (UDL: 8.3, 7.3, 1.2, 1.3, 3.1, 3.2, 3.4)
Pass out sticky notes to each student, and ask them to look for elements
throughout the story that make it a folklore. Introduce the story, show students the
visuals that go with the story, and then begin reading Johnny Appleseed. Stop
halfway through the story, when Johnny runs into the Native American Indians on
his journey. Ask students what they think the Native Americans thought of
http://www.udlcenter.org/aboutu
Johnny Appleseed. Do you think they were scared of him? Was he helping or
dl/udlguidelines/udlguidelines_
harming them? Based on where he was traveling to, what region do you think he
graphicorganizer
may have encountered Native Americans? Continue reading the rest of the tale,
reminding students that they are to look for elements that make up a folktale
within this story. (10 minutes) (ESOL: 1,3, 6, 17, 15, 40) (UDL: 8.3, 7.3, 6.3, 6.4,
2.1, 4.1)
5. At the end of the story, ask students to share their ideas on what they heard
throughout the story that would lead them to believe that this is a folktale. Do
they think this is fiction or factual? Could this actually have occurred? How do
they think this story is still around? Was it passed down from generation to
generation and then published? Does it have a moral or idea that readers are
supposed to take away from it? (5 minutes). (ESOL: 1, 3, 4, 17, 15) (UDL: 8.3,
6.3, 6.4, 7.3)
6. Now, students will begin looking at the Native American readers theatre that we
will be performing in class today. Remind students that we just looked at a
folktale that is popular within modern American culture--we will now look at one
that is popular within Native American cultures. Pass out copies of the dialogue
to each group of students.
(http://www.educationworld.com/a_curr/reading/ReadersTheater/pdfs/ReadersT
heater032-download.pdf) Allow them to first read through the parts as a group,
and try to get an understanding for the story before it actually begins as a whole
class activity. (10 minutes) (ESOL: 1, 2, 3, 4, 16, 32) (UDL: 8.3, 5.3, 2.1, 2.2,
3.2, 7.3)
7. Assign parts to students who wish to partake in the actual reading of the readers
theatre activity. However, even if a student does not get a part, encourage them to
follow along with the folktale, and truly help them to understand what is going on
within it. If a student does not have an actual script piece, again hand them a
sticky note and have them write down elements they find within this folktale that
make it one. What specific characteristics define this as a folktale? Whats the
message behind it? Do you think this was something that was passed down from
generation to generation? What questions do you have? (5 minutes). (ESOL: 1, 3,
4, 16, 22) (UDL: 8.3, 3.3, 5.1, 4.1, 9.1)
8. Actually perform the readers theatre all the way through. At the end of it, allow
time for discussion. What did this have to do with our Native American unit?
How can it relate? What elements within the story proved that it was a folktale?
Are there any questions regarding the message behind the folktale? Why might
Native Americans pass down stories from generation to generation? (10 minutes)
(ESOL: 1, 2, 3, 4, 5, 11) (UDL: 9.1, 7.3, 7.2)
9. Congratulate students on successfully completing their unit. Refer back to the
anchor chart one last time to review what we have learned, and encourage them
to turn to their shoulder partner to share their favorite parts of this unit. Then,
have them turn to their scale and accurately mark their progress for the day.
Remind them to be truthful when recording this information. Inform them that we
will now take our Kahoot! Quiz on Native Americans. (5 minutes) (ESOL: 1, 2,
3, 4, 15) (UDL: 9.3, 8.1, 7.3)
10. Pass out individual iPads, and allow students to complete the quiz on their own at

the end of class. (7 minutes) (ESOL: 3, 1, 6) (UDL: 9.1, 7.3)

Interactive whiteboard
iPads
Classic American Folktales book
Readers theatre script
(http://www.educationworld.com/a_curr/reading/ReadersTheater/pdfs/ReadersTh
eater032-download.pdf)
Sticky notes
Pencils
Discussion Notes: Make comments here related to ideas for assessment measures, parent involvement, field trips, or
extension to the unit plan ideas.

Resources/Materials