Unit Lesson 5

Pueblo Homes


Student Name: Briana Falconer School Name: Hopewell Elementary
Grade Level: 2nd Host Teachers Name: Mrs. DAmore


Guiding Questions:
How do Pueblo homes reflect the desert region they live in?
How did men and womens roles differ in the home?
What was the Pueblo family like?
What was the structure of the home?

Pre-lesson Assignments and/or Student Prior Knowledge (ex. background knowledge,
possible misconceptions, prior lesson content)
Students will have been introduced to the Pueblo culture in the previous class. Students
will have a general idea of what the region is like and should be familiar with the types of
resources found in deserts. The students should also understand the concept of an extended
family and be able to list some of the people in their own family.


Standards:
6.6.2.B.1 Describe the physical features of places and regions on a simple scale
6.4.2.A.3 Compare family life today with long ago


Learning Objectives and Assessments:
Learning Objectives

Assessment
Students will create a model of a Pueblo
home that follows the traditional structure.
(creating)
Teacher will evaluate the students models of
the home for understanding of the structure.

Students will identify the parts of a Pueblo
home. (remembering)
Teacher will evaluate the models of the home
for correctness of the labels: room block,
window, ladder, and horno.
Students will identify womens and mens
roles in making the home. (remembering)
Teacher will evaluate the graphic organizers
about the home in the students journals.



Materials: (List all, include any online or book references)
1. Books: The Pueblo by Charlotte Yue, If you ever Lived with the Hopi by A. Kamma.
2. 19 baggies with cutouts of room blocks, ladders, horno, and labels
3. Large construction paper
4. Lined paper: for writing explanations of house setup
5. Journals
6. Picture of Pueblo homes

Resources:
General info
http://www.crowcanyon.org/EducationProducts/pueblo_history_kids/introduction.asp
http://www.bigorrin.org/pueblo_kids.htm
BrainPOP jr.
http://www.brainpopjr.com/socialstudies/nativeamericans/pueblo/preview.weml
Books
Yue, Charlotte, Yue, David. The Pueblo. Houghton Mifflin Company, 1986.
Kamma, A., Gardner, L. If you ever Lived with the Hopi. Scholastic Paperbacks, 1999.

Plan for distribution/cleanup of materials:
The book about the Pueblo will be by the rug before the lesson begins. Cutouts, lined
paper and the large construction paper will be stacked on the back table. Miss Falconer and Miss
Desai will hand the materials out. The students will be responsible for cleaning up the scraps at
the end of the activity and two students will pass out the journals once they finish sharing their
work. One student will be asked to put the picture of the Pueblo homes on the board and students
will be asked to put their journals away.

Lesson Beginning:
Miss Falconer will review with the students what they learned about the Pueblo region
and travel. In the discussion, Miss Falconer will make sure to review that the region was very hot
and that there were not many resources to work with in the desert. She will also review that the
Pueblo started out as nomads and eventually became sedentary. Miss Falconer will then tell the
students that they will be learning about homes.

Step by Step plan (numbered):
1. Lesson Beginning
2. Miss Falconer will continue the discussion by asking Native Americans used their
environment. What are some materials they might have used from the desert to build
houses? How is that different from other tribes? How is it different from our houses?
3. Miss Falconer will read page 7 through page 19 of the book If you ever Lived with the
Hopi. Before reading, she will make sure to remind the students that the Hopi are a type
of Pueblo tribe. The book explains the structure of the homes, how they were constructed,
mens, womens, and childrens roles, and who lived in the house.
4. Miss Falconer will also show pictures from the book The Pueblo by Charlotte Yue. The
students will view diagrams of the structure of a home, beginning steps to making a
home, and what each room was used for. Miss Falconer will explain the diagram while
the children look at them.
5. After the books, students will briefly discuss building materials, structure, mens roles
and womens roles.
6. Miss Falconer will stress to that each family in a clan had their own room to live in. She
will then ask the students about their own families.
7. Miss Falconer will then have student make a 2D model of a Pueblo home for their
personal family. She will explain that they will have baggies of materials to lay out their
homes and paste onto a large sheet of paper. The students will also label the parts of the
home.
8. When they are finished student will write a paragraph (to be stapled inside the diagram)
describing how many rooms they have, what each room is for, and who lives in the
house.
9. Miss Falconer will show the students a model of a house that she made for her own
family. She will point out the labels and explain who lives in each room block.
10. Miss Falconer and Miss Desai will pass out materials to each table. Students will cut out
pieces and put together their own houses based on their family (clan).
11. After the students finish their houses and clean up, they will share their models with their
partners.
12. Closure
Closure:
Students will also be completing their graphic organizer about the Pueblo home and
womens and mens roles in the home. Miss Falconer will ask the students to recall why the
homes were built the way they were and what the men and women were in charge of. She will
also ask students to explain how the Pueblo adobes were different from other houses they learned
about. She will also explain that they will be doing centers related to food in the next lesson.

Key Questions (that you will ask):
1. Native Americans used their environment. What are some materials Pueblos might have
used to build houses? (applying)
2. How is that different from other tribes? (analyzing)
3. How are Pueblo adobes different from your house? (analyzing)
4. What are the parts of a Pueblo home? (remembering)
5. What were men in charge of in the home? (remembering)
6. What were women in charge of in the home? (remembering)
7. Who would live in your home if you lived in a Pueblo? (understanding)

Logistics:

Timing: 1 hour
1. Review what was learned about travel and the region (5 minutes)
2. Discussion of homes (5 minutes)
3. Book about homes (10 minutes)
4. Make a model of the home (20 minutes)
5. Share homes with a partner (3 minutes)
6. Fill in graphic organizer.(5-7 minutes)
7. Discussion of what was learned and next topic (3minutes)

Transitions:
Students will be on the rug for the review and the discussion about homes. They will then
return to their seats to listen to the book about Pueblo homes. They will remain at their desks to
work on the model of the house. Students will be asked to turn to a partner to share their homes,
while staying at their desks. Students will have a few minutes to clean up before completing their
journals and discussion what they learned.

Classroom Management:
Miss Falconer will remind students to keep their eyes on the speaker during whole group
discussion. Students will also be given all directions for the model activity before they are given
the materials. Students will also be reminded to use indoor voices when working on their models
and they will be asked to stay at their seats. Students will be stopped and a few desks at a time
will be called to clean up so that not everyone is moving at the same time.

Differentiation
Some cutouts will be pre-cut for students who work more slowly. A word bank will be
provided for those who need it to help fill out the graphic organizer (Ja., Ne., En., Sa. and Ca.
will benefit most because they tend to forget vocabulary). It will have extra words throughout so
that students still need to remember what they have learned in the lesson, but they will be able to
see the words to jog their memory and they may use it for spelling. Students will be given their
choice of paper to write their paragraphs on. Students who finish early will get a few extra words
to label their house with. For students who arent strong writers (Ra., Ja.), a drawing of who is in
their house with extra labels to explain the structure may be done instead.



Pueblo Home Templates

Room Block

Horno

Ladders




Window Horno Room Block
Door Ladder Indoor Ladder
Window Horno Room Block
Door Ladder Indoor Ladder
Window Horno Room Block
Door Ladder Indoor Ladder
Window Horno Room Block
Door Ladder Indoor Ladder
Window Horno Room Block
Door Ladder Indoor Ladder
Window Horno Room Block
Door Ladder Indoor Ladder
Window Horno Room Block
Door Ladder Indoor Ladder
Window Horno Room Block
Door Ladder Indoor Ladder
Window Horno Room Block
Door Ladder Indoor Ladder