Title of Unit: Nevadas Washoe Tribe Title of Lesson: Nevadas History of Native Americans Submitted By: Suzanne Garlick

A. Summary of the Lesson Plan: Today the students will read important information that they might use on their projects. They will also create a cheat sheet on the importance of the Washoe tribe as well as incorporating some of the frequently used vocabulary words of the week. B. Target Population: Grade Level: 5th grade Skill Level: All skill levels Grouping: Individuals, whole group, small group.

C. Materials: Paper Pencils Articles (bottom of page) Worksheet: cheat sheet (bottom of page) Smart board/projector D. Objectives: NV State Social Studies Standards o o o H1.5.1 Identify and describe Native North American life and cultural regions prior to European contact. H1.5.2 Identify and describe the attributes of Native American nations in the local region and North America. H1.5.3 Discuss the interactions of early explorers with native cultures.

Student-Friendly Standards o I can show my understanding of Nevadas Native American life, culture and attributes, before and during the time early explorers came to North America.

E. Procedure: 1. The class will start with the map of the Washoe Lands. The warm up question will be What happened before and after the European contact in the 1850s? 2. After a few minutes the class will have a discussion as to why the lands decreased and what would have happened if the Washoes never met the Europeans? 3. The students will read some parts of The Washoe Tribe article that focuses on the some of the content that the students will focus their project on. They will be asked to take notes, which they will use on their project. 4. Students will then work on their cheat sheets that will include their vocabulary and important information that they will incorporate on their projects.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 1

Title of Unit: Nevadas Washoe Tribe Title of Lesson: Nevadas History of Native Americans Submitted By: Suzanne Garlick

5. CLOSURE: By the end of the class, the students will write a summary of what they think the Washoes daily life was like and how it differs from theirs. F. Assessment: What will you use to measure student understanding? I will measure my students learning by supervising their work. I will check their journals and spend a couple of minutes with each group to see how their cheat sheets are going, but also what information they are using. Explain how you will know students understand the concepts from the lesson. The students will turn in their end of the day summary and I will check how the students were able to compare and contrast their daily life with the Washoe tribe. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? The easiest part of the lesson to teach would be helping students create their cheat sheets because they will only be required to use data they already know. 2. Which part will be most challenging for you to teach? The most challenging would be teaching the students the history of the Washoe Tribe because theres so much information about their way of life and how the colonists affected them greatly. The other aspect would be teaching the time all this occurred and how those times were back then. 3. How will you follow up or extend this lesson? I would follow this lesson by having students play Jeopardy. This is a fun and educational game that students will enjoy playing, but also for them to quiz themselves on how much they grasped the content. 4. What will you do for students who dont grasp the concepts? I would use images that help represent what the lesson is about, that way the students will get an idea of what they are learning. I will also talk to them and set a plan that would ease their learning; I would also talk with other teachers to get more ideas. 5. Which part of the lesson, if any, do you think might need to change? One part of the lesson that I would enhance is when the students are reading the article. I would probably use the smart board/projector to show images of what the article is talking about and to give an idea to the students of what the people, objects, and names represent.
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 2

Title of Unit: Nevadas Washoe Tribe Title of Lesson: Nevadas History of Native Americans Submitted By: Suzanne Garlick

6. When you were writing this lesson plan, what was the most difficult part? The most difficult part would have been coming up with the idea of the cheat sheet because I didnt know in what way I could help enhance the students knowledge of the content.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 3

Title of Unit: Nevadas Washoe Tribe Title of Lesson: Nevadas History of Native Americans Submitted By: Suzanne Garlick

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 4

Title of Unit: Nevadas Washoe Tribe Title of Lesson: Nevadas History of Native Americans Submitted By: Suzanne Garlick

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 5

Title of Unit: Nevadas Washoe Tribe Title of Lesson: Nevadas History of Native Americans Submitted By: Suzanne Garlick

This is what the students cheat sheet will look like.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 6