Takaki Unit Lesson Plan

Lesson title: Start of the Trail of Tears

Teacher: Alec Rocha

Takaki chapter title and brief summary

Chapter 4: The Road to the Reservation & 9: Dealing
with the Indians. These chapters were essentially about
Native American removal and the formation of
reservations and the process that took place. We
choose to focus solely on the Trail of Tears for our unit
plan.

State Standards: (1-2 AZ SS standards, 1-2 Common Core standards, 1-ELP standard)
PO5.DescribetheconflictofculturesthatoccurredbetweennewcomersandArizonaNativeAmericans:a.IndianWarsb.
NavajoLongWalkc.formationofreservations
**Be sure to include what Social Justice Element your unit encompasses and how your lesson plan helps address ,or build on, that element.

Essential question: Who are the Cherokee?

Social Studies & ELA Sub-objectives, SWBAT

How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How is this objective relevant to students, their lives, and/or the real world?

Key vocabulary:

Materials (include technology & websites):

Cherokee
Andrew Jackson
Westward Expansion
Indian Removal Act

https://jr.brainpop.com/socialstudies/nativeame
ricans/cherokee/preview.weml
Pencil
Notecards
TimeLine
Paper

Hook/Engage

How will you activate student interest?

How will you hook student attention?
What questions will you pose, based on your objective, that students will seek to answer in
Explore?

Teacher Will:
Student Will: Students will be actively listening and
Inform them about that they will be learning about a by sitting quietly, raising their hands until called upon
very historic event in our country and is a serious
to answer questions.
event that happened.
The teacher will then inform the students that they
were going to watch a brainpop
Explore

How will model your performance expectations? Remember, you are not modeling what you want
students to discover but need to model expected behavior or required procedures.
How will students take the lead and actively use the primary sources to discover new information?
What questions or prompts will you be prepared to use with students while they are exploring?

Teacher Will: Start the lesson by playing a brainpop Student Will: then have the students discuss about
video. Clearly state that students are to sit quietly
things that they found out were most interesting and
while the video is playing and take notes.
to write them down on a piece of paper.

Differentiation Strategy

What accommodations/modifications will you provide for specific students?

How will you anticipate students that need an additional challenge?

We will be working with groups so for students who have any problems will be able to have peers help along with assigning them with
less complex questions to answer.

Explain

How will all students have an opportunity to share what they discovered?
How will you connect student discoveries to correct content terms/explanations?
How will all students articulate/demonstrate a clear and correct understanding of the subobjectives by answering the question from Engage before moving on?

Teacher Will: Teacher will stop the discussion after

5 minutes and ask each group to share one thing
they thought was interesting.

Student Will: Students will raise hands and wait to be

called on. The answers they should share should
relate to the video they just watched.

Differentiation Strategy

What accommodations/modifications will you provide for specific students?

How will you anticipate students that need an additional challenge?

Students will be working with students to assist one another.

Evaluate

How will the lesson end? How will you connect todays lesson to the next lesson?
How will all students demonstrate mastery of the lesson objective?
How will students have an opportunity to summarize the big concepts they learned?

Teacher Will: The teacher will then show the Belly

Up Picture and have the students come up with
their own comic strip that relates to the Cherokee
as well or anything they learned from the brainpop.

Student Will: come up with a 3 slide comic strip that

relates with the material from the brain pop. It can be
humerous, sarcastic or serious and students are to
be creative. The students will then resent their 3
comic strips to the class.

Differentiation Strategy

What accommodations/modifications will you provide for specific students?

How will you anticipate students that need an additional challenge?

Stated Above