TCNJ Lesson Plan

Native American Review

Student Name: Angie Velazquez
Grade Level: 2nd Grade

School Name: Hopewell Elementary

Host Teachers Name: Ms. Harjes

Guiding and/or Essential Questions:

What did each of the 4 tribes eat?
What did each of the 4 tribes wear?
What did each of the 4 tribes use for shelter?
How did people live off the land and use the environment?
Pre-lesson Assignments and/or Student Prior Knowledge (ex. background knowledge,
possible misconceptions, prior lesson content)
Students have been learning about the Iroquois, Sioux, Tlingit, and Navajo tribes for
several weeks now. They should know what each of the four tribes did for shelter. They should
also know the clothing associated with each tribe and the types of foods that they ate. Lastly, the
students should have an idea of how people use the environment they live in to survive. They
might still confuse some of the tribes with others. This review should help the students clear up
any misconceptions and/or confusion.
Standards:

New Jersey Core Curriculum Content Standards for Social Studies 6.1.8.D.1.aCompare
and contrast gender roles, religion, values, cultural practices, and political systems of
Native American groups.

Learning Objectives and Assessments:

Learning Objectives
Students will recall information about each of
the 4 tribes, and explain concepts and define
terms associated with each of the tribes.

Assessment
I will compare the students answers to the ones
written for the Jeopardy game. I will assess for
accurate answers and explanations.

Materials/Resources: (List materials, include any online or book references and resources)
Native American Tribes Jeopardy game
o Jeopardy template: http://www.edtechnetwork.com/powerpoint.html
Whiteboard
Dry erase marker (scores) and eraser
Sticky note/notecards
Plan for set-up/distribution/cleanup of materials:

I will prepare the Jeopardy game beforehand. Krystal and I will take down the anchor
charts and other things on the whiteboard in order to set up the screen and the projector. We will
do this during writing workshop and move everything back during lunch. We will have a
whiteboard marker with us to keep track of the scores.
Step by Step plan (numbered):
1 Lesson beginning: I will instruct students to sit at their desks to begin social studies. Once
everyone is settled, I will ask the students if they have ever played Jeopardy before
(thumbs up/down). I will then call on 1-2 students to explain the rules of the game. If
they need clarification, I will provide it for them.
2 Next, I will outline my expectations for their behavior. I will emphasize that they need to
be calm and not get too rowdy while playing the game. Students will then be asked how
they can minimize the rowdy behaviors. I will then tell them that if they cannot follow
through, then I will have to stop the game and have them do another activity that is not as
fun.
3 Once the rules and guidelines have been established, students will be split up into groups
of 4. I will allow some time for them to relocate if necessary.
4 Once everyone is settled, students will then begin to play Jeopardy. They will take turns
answering the questions. Krystal and I will assess the students answers and behavior. If
they need redirecting, then we will intervene. Krystal can help me determine if their
answers are acceptable.
5 Once all the questions have been answered, then the winners will be congratulated and
the students will move back to their desks if needed. If students finish the game early,
then they will work on finishing their Native American packets that they have been
working on over the course of the unit. I can also do a read-aloud from the Native
American library they have in the classroom.
6 Closure: I will ask that the students write down one thing that they learned from playing
Jeopardy on a sticky note/notecard. If they did not learn anything new, then I will ask that
they tell me one thing one fun fact about the tribes that was not included in the game.
Students will hand them to me as they go to pack up for lunch.
Key Questions (that you will ask):

Iroquois
o What type of shelter did the Iroquois live in?
o What region did the Iroquois live in?
o Who or what were the "three sisters"?
o Name 2 items the Iroquois made with deer skin.
o What did the Iroquois use as currency when trading for goods with other tribes?
Sioux
o What region did the Sioux live in?
o What was dried buffalo meat called and what was it stored in?
o What type of shelter did the Sioux live in?
o Name 2 items made with the soft parts (fur) of the buffalo.
o Why were the Sioux considered a "nomadic" tribe?
Tlingit

o What region did the Tlingit live in?

o What type of shelter did the Tlingit live in?
o What stood outside of plank houses as a symbol of the families living inside?
o What type of fish did the Tlingit most rely on?
o What was a traditional Tlingit ceremony and feast called?
Navajo
o What region did the Navajo live in?
o What type of shelter did the Navajo live in?
o What traditional bread was eaten with most Navajo meals?
o What was a traditional medal and stone used in Navajo jewelry and belt buckles?
o What was Navajo clothing usually made out of?

Logistics:
Timing: Social Studies11:40 am-12:40 pm
10 minutes to explain rules/expectations
o 8 minutes to explain
o 2 minutes to transition
45 minutes to play game
5 minutes to wrap up
Transitions:
Since the students will be at their desks for the whole time, there wont be that many
transitions. However, if students need to move around, then I will make sure that they are settled
before moving on. I will also dismiss the students by their color table to pack up for lunch.
Classroom Management:
Students will be reminded that in order for the game to work, everyone has to be able to
hear, which means that they have to remain quiet and calm. The lights will be turned off while
the game is being played, which will hopefully create a calmer environment. Students will be
asked to raise their hands, not their voices if they have an answer to a question. Students will be
given 3 strikes before they are out and they have to stop playing Jeopardy. If the class strikes out,
then they will have to stop playing the game and will then have to complete a worksheet. If we
need to get the students attention then we will clap our hands or ring the bell.
Differentiation
Questions will be read aloud and displayed on the board for everyone to see. If another
student does not know the answer or get it wrong, others will be given the chance to answer the
question. The varying levels of Jeopardy also help differentiate as the students can pick the level
they are most comfortable answering.