ED 345 Calvin College Lesson Planning Form

Teacher:
Ms. DeVries
Date: October 14, 2015 Subject/ Topic/ Theme: Social Studies/Living off
the Land-Homes, Clothes, and Jewelry/Native Americans
I. Objectives
What is the main focus of this lesson?
For students to explore the types of homes, clothes and jewelry of different Native American tribes.
How does this lesson tie in to a unit plan? (If applicable.)
This unit is about Native Americans. This lesson is the first of two lessons that focus on different cultures
among Native American tribes.
What are your objectives for this lesson? (As many as needed.) Indicate connections to applicable national
or state standards. If an objective applies to only certain students write the name(s) of the student(s) to
whom it applies.
The student will
identify different types of homes, clothing, and jewelry among Native American tribes.
connect the types of homes, clothing, and jewelry of a tribe according to their biome
CCSS.ELA-LITERACY.SL.3.1.B
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with
care, speaking one at a time about the topics and texts under discussion).
CCSS.ELA-LITERACY.SL.3.1.C
Ask questions to check understanding of information presented, stay on topic, and link their comments to
the remarks of others.
CCSS.ELA-LITERACY.SL.3.1.D
Explain their own ideas and understanding in light of the discussion.
GLCES 3 - H3.0.5 Use informational text and visual data to compare how American Indians and settlers in
the early history of Michigan adapted to, used, and modified their environment
II. Before you start
Prerequisite knowledge and
skills.

Assessment
(formative and summative)

Students should have grade-level reading skills and writing skills.

KWL chart (formative)

Completed worksheets (formative)
Matamoscas! (formative)
Native American trivia (pre-assessment)

Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION
Multiple Means of Representation
Options for Perception
Images on ELMO
Personal worksheet
Options for Language/Symbols
- Discussion/images/writing

STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction
Discussion
Writing answers
Matamoscas Game

AFFECTIVE
Multiple Means of Engagement

Options for Expression

- Discussion
Writing answers
KWL
Matamoscas Game

Options for Sustaining Effort &

Persistence
Discussion/writing answers
Completing worksheet
Images to capture attention

Options for recruiting interest

Discussion
Connection to our houses
Matamoscas Game

Options for Comprehension

Images going with answers
Connecting houses/clothing with
biomes
Materials-what materials
(books, handouts, etc) do you need for this lesson and do
you have them?
-

Options for Executive Function

Options for Self Regulation
Sharing
Completed sheets
answers/observations
KWL chart
Connecting houses with
tribes/biomes
model or pictures of plank house, hogan, teepee (tipi), wigwam
Native American Packets (one for each student, one for teacher)
Pencils (one for each student)
Sharpie (for teacher)
ELMO
Flyswatters
Timer
Students split into groups prior to lesson (optional)

N/A
Do you need to set up your
classroom in any special way
for this lesson? If so, describe
it.

III. The Plan

Time
Parts

The description of (script for) the lesson, wherein you describe teacher activities and
student activities
5 min Motivation
I want you to imagine what your house looks like. Is it made out of brick or
stone?
What color is it? Is your house two stories or one story tall? Is your backyard
(Opening/
fenced
in
or not?
Introduction/
Allow
students some time to imagine their houses
Engagement)
Now imagine what a Native American home might look like. Whats it made
of? What color is it? Where is it?
Ask students to share some of their ideas with the class
20 min Development Instruct students to take out their Native American packets and turn to the
page with the different pictures of houses (show under ELMO)
I am going to split you into groups. With your packet, a pencil and a
clipboard, you and your group will go to a different station. You will have just TWO
minutes at each station. You will look at the model and the picture at your station.
Read the short paragraph that is at each station with your group, and fill in the
blank. In the blank you should write the NAME of the kind of house. The timer will
go off after two minutes. You will move around the room to your left (show with your
hands how students will move).
Tell students their groups and what station they will start with
As students are at each station they should use the information given to them
to figure out how to fill in the blank.
While students are working, walk around and offer assistance as needed.
Gather students back at their desks and go over the answers they found
Each tribe created homes based on their biomes. The Inuit lived in igloos
because they lived in a cold biome do you remember what the biome was called?
- They lived in the tundra
It was the same way with clothes. They dressed based on their climate.
Show images of different kinds of clothing
Have students turn to the next page (clothes)
Fill in blanks while showing students picture examples up on the ELMO

5-10
min

Closure

Fill in KWL chart with something new you learned today!

Have students share ideas
Matamoscas! (flyswatter)
- Split students into two teams
- one person from each team with come up to the board and get a flyswatter
- on the board, write down the different names of houses
- read clues to a certain house, students need to guess which house you are
talking about and hit the correct answer
- students may change their answer if teacher hasnt given the correct answer
yet
- team members may not shout out answers/clues of the team will LOSE a
point!
- students rotate so that everyone on their team comes up to the front

Your reflection on the lesson including ideas for improvement for next time:

Homes paragraphs:

The people of Chippewa/Ojibwa tribe lived in a

wigwam. They used the trees of the forest to build their
home. The bark of the tree was important.
A hogan was a home for the Navajo Native Americans.
Since they lived in the desert, they needed a cool place
to rest. They built hogans by covering sticks with mud,
which helped to keep it cool inside.

Wood was necessary to build a longhouse. The Chinook

Native Americans, who lived in the temperate
rainforest, were grateful for the shelter that their
longhouses provided during the rain.

Surprisingly, even though an igloo is made from snow

and ice, it can be very warm inside. The Inuit Native
Americans were thankful for this because they lived in
the tundra where it was almost always cold and bitter.

Since the Sioux tribe traveled a lot around the grassland

hunting buffalo, they needed homes that were easy to
transport or bring with them. Tipis were the perfect
solution because they could be easily packed away and
it didnt take long to set them up again.

Name:________________________________________
Native American Trivia
1.

What are the names of some different Native American homes?

2.

What kind of clothing did Native Americans wear?