September 12, 2018

Lesson Plan Template

Date: 5/1/2020 Teacher’s Name: Kevin Dolan

Subject: United States History Grade level: 7th
Length of lesson: 45 minutes
Central Focus: Students will be able to compare and identify Native American nations across
the continental United States in order to understand the culture and structure of Native
American nations and the way in which geography influences culture.
Lesson Title: Native American Nations
Lessons in the Segment:
 Day 1 – The Haudenosaunee
 Day 2 – The Cherokee
 Day 3 - The Comanche and Wichita

Essential Question(s):

Learning Content Standard: 7.1a Geography and climate influenced the migration and cultural
development of Native Americans. Native Americans in North America settled into different
regions and developed distinct cultures
- Students will examine various groups of Native Americans located within what became
New York State and the influence geographic factors had on their development

Pre-Assessment: Determines prerequisite skills and knowledge students have about the lesson
Learning Objectives:
Day 1 - Students will:
1. Students will be able to compare the
Haudenosaunee to the colonial United
States.
2. Students will be able to identify how
geography influences culture in the
Haudenosaunee.
Day 2 - Students will:
1. Students will be able to identify
key concepts of Cherokee
culture and structure.
2. Students will be able to
summarize the events of
Cherokee history.
Day 3 - Students will:
1. Students will be able to compare
the Comanche to the Wichita,
honing in on the differences in
language and culture
Assessments:
Day 1
1. Students will show this by
creating a Venn Diagram as a
class.
2. Students will show this by
highlighting information and
sharing in an open discussion.
Day 2
1. Students will show this by
highlighting key terms in a passage.
2. Students will show this by
completing the Narrative Frame.
Day 3
1. Students will show this by
creating a Venn Diagram
comparing the Comanche and
the Wichita
2. Students will show this by
taking notes on both the
Comanche and Wichita and by
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2. Students will be able to identify participating in an open

key aspects of Comanche and discussion
Wichita culture

Differentiation: Describe the students who need differentiation and specify how you will meet their
needs in this learning segment.
10 of the 28 students are reading below an eight-grade level. 18 or on level or above level. For these 10
students, more scaffolding will be required. Identify all vocabulary words.
For Scaffolding:
- Create list of challenging words they might encounter reading on their own
- Provide assistance from Special Education teacher in room
- Facilitate student reading
o Provide guided notes to:
 Make sure students are highlighting valuable information
 Allow students below the reading level to participate in the class activity
o Use the Descriptive Patter Organizer to:
 Visualize concepts for students
 Show the relationship between different concepts learned
o Create a Venn Diagram to:
 Facilitate student learning
 Give students a better understanding of the Haudenosaunee by comparing it
to another country/region
o Create a list of vocabulary words they might come across as they read and define
them (slide 3 in PowerPoint)
o Use the Narrative Frame to organize events in history.
-

Academic Language: 1) Identify a key language function and one essential learning task within
the learning segment that allows students to practice the function. 2) Identify the vocabulary
and one additional language demand related to the language function and learning task. 3)
Describe the instructional and/or language supports you will develop to address the language
demands to help learners understand and use the language they need.
Provide components of language that students need to learn and use in specific content
areas. Teachers need to consider: vocabulary, language functions (eg. analyze, interpret, argue,
compare, identify), syntax (e.g. sentences, graphs, and tables), and discourse (oral and written
language).
1. One language function students need to learn is identify, in which students will identify the key
aspects of Native American culture.
2. Tier one: Native American, house; Tier two: identify, analyze, collaborative; Tier three: Long
House, primary source, confederation. One additional language demand is the use of historical
discourse when preparing the report. Reports should be structured as an argument.
a. Vocabulary words found on Haudenosaunee reading:
i. Easternmost: “most east”; as east you can get
ii. Nominate: put into a position
iii. “Extended families”: uncles, aunts, cousins, grandparents; anyone outside
immediate family
iv. Approximately: “about”
September 12, 2018

v. Cedar, hickory, Elm: types of trees

b. In order to teach these, guided notes will be provided that will have the definitions of
words in the margins

Procedure: Day 1
Anticipatory Set (hook, motivation, etc. to engage students) (~5 minutes)
- Have “HAUDENOSAUNEE” written on the board as students walk in
- Have reading on students’ desks prepared for them (Haudenosaunee reading
attached)
- Introduce topic
o Introduce the reading-> briefly discuss annotation techniques
 Underlining, highlighting, circling
- Put list of vocabulary words on projector
 Easternmost: “most east”; as east you can get
 Nominate: put into a position
 “Extended families”: uncles, aunts, cousins, grandparents; anyone
outside immediate family
 Approximately: “about”
 Cedar, hickory, Elm: types of trees

Initial Phase (~15-20 minutes)

1. Instruction (direct or indirect)
o Have students independently read Haudenosaunee reading (attached)
(pages 3,6-8)
▪ Give students about 5 minutes
▪ Provide guided notes for students as they read (attached)
▪ Have the 10 students below reading level work with Special
Education Teacher to help highlight key components of the
reading
● Provide oral feedback
● Have students provide oral feedback to gauge
comprehension
2. Lead whole-class open discussion using Descriptive Pattern Organizer-
(10-15 minutes)
o Students are provided a topic, which will be written in the center circle on
the board. The bubbles surrounding the topic circle are all facts about the
topic. These can be researched or knowledge-based.
▪ Write student ideas and thoughts in bubbles around the topic and
highlight these concepts:
● Six Nations of the Haudenosaunee
● Names of the Six Nations and what they mean
● Matrilineal (ask students what this means)
● Clan system (men’s roles and women’s roles)
September 12, 2018

● Longhouses
● Wampum
Middle Phase (~10 minutes)
Compare the Haudenosaunee to the colonial United States
1. As a class, create a Venn Diagram showing the similarities and differences between
the United States and the Haudenosaunee.
o Briefly explain what a Venn Diagram is, and how to create one
 Give a visual – draw one on the board
- Have students raise hands and give examples of differences or similarities
- Have students copy the Venn Diagram from the board as we complete it together
o Differences to highlight on top of student answers:
 Confederacy (Haudenosaunee) vs. Union (United States)
 Matrilineal (Haudenosaunee) vs Patriarchal (United States)
o Similarities to highlight on top of student answers:
 Both made up of “states” or “nations”
 Democratic
Concluding Phase (~3 minutes)
2. Closure/Summary: Action/statement by student(s)/teacher to wrap up lesson
- Highlight the differences between the Six Nations of the Haudenosaunee
o Each named based on geographic location
 Shows how geography influences culture of Haudenosaunee

Follow up: What comes next to reinforce the lesson (HW or supplemental instruction)

Materials: (items, technology, etc.)

Haudenosaunee reading (page 3,6,7, and 8)
References and Resources: Cite (APA style) sources, texts, lesson plans used
https://americanindian.si.edu/sites/1/files/pdf/education/HaudenosauneeGuide.pdf

Procedure: Day 2
Anticipatory Set (hook, motivation, etc. to engage students) (3-5 minutes)
1. Have the PowerPoint (attached) opened to the first slide, displaying the Cherokee
Nation motto/quote
a. Introduce the topic: the Cherokee Nation/Tribe
b. Give brief explanation of geographic area (North Georgia)
Initial Phase (Reading Activity) (15 minutes)
1. Hand out reading “Concise History of the Cherokee”
2. Go to slide 2 of PowerPoint and explain the “Keep-Delete-Substitute” note-taking strategy
a. Model on the board
b. Have students do each twice while reading
3. Give students 10 minutes to independently read the text
Middle Phase (Narrative Frame Activity) (20 minutes)
1. Hand out blank Narrative Frame worksheet for students to complete as they follow
along
2. Go to slide three of the PowerPoint
3. Begin going through the frame, starting with “Characters” and have students raise
their hands and start listing ideas that belong in the box
a. Anything that is said can be added to list later
b. Note that certain boxes such as “characters”, “internal response” and “goal”
might be hard for students to come up with
September 12, 2018

Concluding Phase (3-5 minutes)

1. Go back to the first slide of the PowerPoint, with the
Cherokee Nation motto/quote
2. Explain how even though this was in 1830, this is still the
motto of the Cherokee Nation, showing how important the
Trail of Tears really was in the history of the Cherokee
Follow up: What comes next to reinforce the lesson (HW or supplemental instruction)

Materials: (items, technology, etc.)

Microsoft PowerPoint
Narrative Frame
References and Resources: Cite (APA style) sources, texts, lesson plans used
https://talking-feather.com/talking-feather-esl-lesson-plan-for-the-cherokee-nation/#noted-members-of-the-
cherokee-nation

Procedure: Day 3
Anticipatory Set (hook, motivation, etc. to engage students) (3-5 minutes)
- Ask students their familiarity with Texas and its geography
- Remind students that Texas is very dry and is filled with plains
o Pull out a map and show the region we are talking about
- Introduce the topic (The Comanche and Wichita Tribes)
o Show where they lived on a map
Initial Phase (10-15 minutes)
Direct Instruction (input, modeling, check for understanding)
1. Had out the reading for today, along with a highlighter
2. Remind students of the Keep-Delete-Substitute method used in the previous
class
a. Model using the first paragraph of the reading
3. Give students five minutes to read independently
4. When students finish reading, have them raise their thumb silently to show
they are finished
5. Group students into groups of four
6. Remind students about the use of a Venn Diagram
a. Model by drawing one on the board and filling it out with an example
7. Students will work in groups of four to complete the Venn Diagram to the best
of their ability
8. Give students 10 minutes to fill out the Venn Diagram
a. Facilitate as students work
9. After the ten minutes, have the class share example that the teacher will fill
into the Venn Diagram on the board

Middle Phase (10-15 minutes)

Guided Practice (how students will demonstrate their grasp of new learning)
1. Transition into the two videos and ask students to take notes on what they notice
during each video
2. Show the Comanche video (5 minutes)
3. Show the Wichita video (4 minutes)
September 12, 2018

4. Discuss what students noticed

5. Highlight the fact that they’re culture (especially the Wichita) is heavily influenced
by their geography

Independent Practice (what students will do to reinforce learning of the lesson)

Concluding Phase (5 minutes)

Closure/Summary: Action/statement by student(s)/teacher to wrap up lesson
1. Remind students of the importance of geography in the development of Native American
culture.
Follow up: What comes next to reinforce the lesson (HW or supplemental instruction)

Materials: (items, technology, etc.)

Youtube
References and Resources: Cite (APA style) sources, texts, lesson plans used
https://education.texashistory.unt.edu/lessons/psa/Native_Texans_Wichita_Comanche/index.html
Youtube (https://www.youtube.com/watch?v=MRXXvm-zKTY) (https://www.youtube.com/watch?
v=T26eqqq6b_Y)
Self-Reflection of the lesson: