Tara Hamilton

ED 290
December 4, 2016
Final Lesson Plans

Theme: Native American Indians

Subject: History
Grade level: 4th
Language Level: Speech Emergent
Preparation:
Content Objective(s) (CO):
History: Students will be able to identify at least 3 of the Native American Indian
tribes who historically (and possibly still) resided in Oregon and list their
similarities and differences in clothing, food sources, and traditions.
Language Objective(s) (LO):
Students will:
1. Listen to the teacher introduce the topic and listen to the presentations of
other groups.
2. Read the chapter in the textbook about Oregon tribes.
3. Fill in the graphic organizer for the similarities/differences between all the
tribes.
4. In small groups, write up a summary about an assigned tribe.
5. Present the summary to the class as a whole orally. Each student needs to
read at least two sentences of the summary.
Building Background

Students will have been studying about the Oregon Trail and the interactions between
Native American Indians and the settlers. They would have learned that when they
reached the Oregon area, the explorers spent some time interacting with the local people.
The students will be asked if they know any of the local tribes. As a class, a discussion
about the clothing, foods, traditions, and transportation used by the tribes would be
discussed and recorded. At this point the unit vocabulary will be introduced and students
will use add them to their personal dictionaries including the word, definition, example
sentence, and a drawing if appropriate.
Comprehensible Input
While recording the lecture, the teacher will explain the first part of the lesson which is to
read the chapter of the text. The recording will be paused as students read. After the
allotted time for reading is up, the recording is turned back on. The teacher then passes
out the graphic organizer and explains each section. The teacher, with the help of the
class, fills in an example for each part before breaking into groups. The recording is
stopped, saved, and made available to students via the classroom computers.
Strategies (these will have been taught previously but will be reinforced during the lesson)
Cognitive: Highlighting, underlining, or sticky-noting text in combination with notetaking as to why the content was marked.
Metacognitive: Students will generate their own questions about the content and use
those questions to guide their reading and discussions.
Language Learning: Self-monitoring and self-correction in both spoken and written
language. Students will understand it is okay to go back and change what they said/wrote
to be correct.
Interaction
Students will be working in small groups to write a summary on an assigned tribe and
then share with the class as a whole. Groups will be predetermined to ensure that there is
a mix of language levels and academic levels within each. The teacher will circulate,
asking questions and clarifying areas as needed. Students will also be asked to read part
of their summary aloud to the class as a group, with each group member reading a
specific part.
Lesson Delivery
A variety of activities are included in this lesson, with the teacher facilitating and guiding
each. The CO(s) and LO(s) will be prominently displayed in the front of the classroom
and discussed at both the start and end of the lesson. New vocabulary is introduced and

discussed as a whole class. The graphic organizer and group configurations provided
support.
Practice/ Application
Students use graphic organizers to pull out the important information from the text. Using
the text and their graphic organizers they then create a summary for an assigned tribe. As
a follow-up activity, the class plays a version of the game Jeopardy! based on the content
objectives.
Review and Assessment
The CO(s) and LO(s) are reviewed at the end of the lesson. The graphic organizers and
summary are turned in to determine if the group understood the content. The teacher asks
questions of students to assess individual understanding during group work. New
vocabulary is added to the students personal dictionaries. The class game allows for
differentiated assessment at the end of the lesson/