ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM

Template for LESSON PLAN FORMAT

Teacher Candidate: Yomara Rivas Date: 3/9/23 Time: 12:50pm-1:35pm

Mentor Teacher: Mrs. Hemphill Mentor Initials:
Group Size: 22 Students Grade Level: 3rd
Subject or Topic: Social Studies Section: 390_025

STANDARD: (PA Common Core):

Standard - 8.4.3.B
Identify the importance of artifacts and sites to different cultures and ethnicities.
Standard - 8.4.3.A
Identify the elements of culture and ethnicity.

I. Performance Objectives (Learning Outcomes):

The students will be able to identify and describe the cultural contributions of the Native
Americans.

II. Instructional Materials:

 Social Studies student packet
 Pencil
 Computer
 Projector
 Google Slides
 The Polar Bear Son by Lydia Dabcovich

III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea, outline of
additional content):
A. Prerequisite skills
 Print Concept
 Categorize Information
 Analyze artifacts and primary resources
 Knowledge of geography and climate
B. Key Vocabulary
 Far North- included the Arctic and Subarctic culture areas of North America that
begins in the Aleutian Islands of Alaska, through the rest of Alaska, and across
the Canadian shield to and including Greenland.
 Relied- depend on with full trust or confidence.
 Igloos- a type of dome-shaped shelter built from blocks of solid snow,
traditionally used by Inuits.
C. Big Idea
 Students will further develop their understanding of Native American cultures by
investigating the peoples, homes, food, and methods of travel for the tribes of the Far
North.

D. Additional Content
The students will be able to become experts on a topic within The Far North tribe by
gathering information as a group on their topic given.
IV. Implementation:

A. Introduction –
 “Friends today we begin our last lesson on our unit of Native Americans. Who
can tell me the name of some of the regions we have been learning about or
maybe any details you can share with the class?”
 I allow some students to answer.
 “I’m proud of the hard work you are showing with learning about these cultures.”
 I proceed to go over where the tribe is located and what is it like.
 “We will now watch a video on the Inuit tribe, while you are watching I want you
to start think about how these Native Americans lived. What did they eat, how did
they travel?”
 I played the video for the class.
 Now I will proceed to provide instructions on their next part of the lesson.

B. Development –
 “Friends you will once again become experts on a topic for The Far North Tribe
and share your learning to teach your classmates.”
 I will have four groups (food, clothing, homes, and travel)
 “Three groups you may stay in your seats, but my front row will go to the table to
my right.”
 “I would like for you to read the information on your topic and write three bullet
points of information on the paper I will provide you with and you will then come
up to the front of the class and share with all of us.”
 I hand out their necessary materials and set my timer for the time given on the
activity.
 While they are working, I walk around to provide the students with extra support.
 The students will then come up and share their three bullet points of information
and I will then write that information.
 Once done sharing the students will be given a few minutes to record their
learning in their notebooks.
C. Closure –
 “Great job groups for your work, now please turn to your fill in the blank on your
Social Studies packet.”
 We proceed to fill in the blanks as a whole class with the help of our word bank
on the sheet.
 The students will then put their materials away and be asked to come to the carpet
to finish our lesson with our read aloud.
  I proceed to read the book The Polar Bear Son by Lydia Dabcovich
 “Class this concludes our Native American unit please keep in mind tomorrow is
your assessment and you have all been doing a great job on studying please do so
once again tonight so you can be ready for tomorrow.”

D. Accommodations / Differentiation -
 The students will be provided with extra time to complete the written part of our
lesson.
 The students will be provided with extra support throughout the lesson when
needed.
 There will be visual materials provided that will allow the students to follow along
throughout the lesson.

E. Assessment/Evaluation plan -
1. Formative- The students will be put into groups where they will gather three
bullet points of information from each of their category (Food, Clothing, Homes,
or Travel). They will write their information on a paper and share with the class
the information their group gather, and I will fill in the graphic organizer on the
board as each group presents to allow the rest of the students fill in the categories.

2. Summative- The students will take an assessment on the Native American unit

V. Reflective Response:

A. Art of Students’ Performance in Terms of States Objectives (Reflection on

student performance written after lesson is taught, includes remediation for
students who failed to meet acceptable level of achievement)
The students were able to identify and describe the cultural contributions of the
Native Americans in the region of the Far North. The students demonstrated
knowledge of the content when asked questions and when we reviewed what they
had learned from the different regions. The students actively participated
throughout the lesson by raising their hand and communicating with classmates
during group work. Remediation for those students who would require I, I would
suggest providing the students with extra time to complete the activities withing
the lesson. I would as well provide one-on-one support to those students that
require more individualized support.

B. Personal Reflection (Questions written before lesson is taught. Reflective

answers to questions recorded after lesson is taught.)

1. What was the best part of my lesson?

2. What could I have added or taken away from my lesson?
3. Were my students actively engaged during my lesson?
4. Could I have taught the lesson differently?
The best part of my lesson was seeing students who do not raise their hand often,
 raise their hand during my lesson to participate and answer questions. I made sure I called
on them to answer. In this lesson I would not have added or taken anything away as the
lesson was paced correctly and every aspect of the lesson was successful. The students
stayed actively engaged through the lesson and where able to follow instructions when it
was time for group work, a good number of students kept raising their hand, and wanted
to participate. There are many different ways I could have taught the lesson but the way I
did, was successful and I was able to teach the content in a way that maintain the students
engaged and they met the objective of the lesson.

VI. Resources (in APA format):

https://www.brainpop.com/socialstudies/ushistory/inuit/