Name: Lesson Grade/Subject:

Sam Steel 5th, Multicultural History

School Site: N/A Lesson Topic: Native Est. Days for

American Culture lesson/unit: 2
Subjects addressed* 1)Native American 2) 3)
Culture
Social Standards 1)SS.5.19. Discuss the 3)
Addressed** contributions of
culturally, racially, and
ethnically diverse people
to the advancement of
the nation.
Literacy Standards 1) CCSS.ELA- 2)1) CCSS.ELA-LITERACY.W.5.3 3)
Addressed: LITERACY.RI.5.3 Write narratives to develop real or
Explain the relationships imagined experiences or events using
or interactions between effective technique, descriptive details,
two or more individuals, and clear event sequences.
events, ideas, or concepts
in a historical, scientific,
or technical text based on
specific information in the
text.
Other Standards 2) 3)
Addressed:
If you used pre- 2) 3)
existing lesson/unit https://www.education.c
plans, add links here: om/lesson-plan/lost-in-
(so others can view)
native-american-lore/
If you taught or plan to 1) How activity was run would 2) Make necessary
teach this lesson in a depend on behaviors on accommodations for
real classroom – classroom. students based on
discuss it here. needs.

PRE – LESSON Teacher Activities:

· List Lesson Goals:

1. Lesson Goal 1: TSWBAT identify the beliefs and lifestyle of the Algonquin Native Americans
based on a cultural narrative.
2. Lesson Goal 2: TSWBAT Compare and contrast two different viewpoints on the same topic.

· List Materials and Technology Resources needed for the Lesson:

● 25 copies of a venn diagrams or have students create one in writing folder
● 1 copy of book:The Rough-Face Girl by Rafe Martin
● Pencils
 ● Writing paper
● Markers/ colored pencils
● Poster paper

· List important concepts/vocabulary students need to know to understand the lesson

learning goals:
● Culture
● Algonquin
● Compare
● Contrast
● Venn Diagram

A. STARTING THE LESSON

· Review previous (days) lesson/assess previous learning:

● N/A
· Describe -Setting the stage for learning:
● Students would start at their desks for warm-up activity. Students will work with their desk
clusters to complete the worksheets.

· Warm-up Activity:
1.Tell students that they will be examining a text to learn about the lifestyles and beliefs of a Native
American tribe.
● Ask students if they have ever read a story about a different culture. Have them share a few
examples.

B. Teaching THE LESSON

Lesson Activities:
Day 1:
1. Read The Rough-Face Girl and share pictures with the students.
2. As you read have students discuss the differences they hear and see about the culture of the
people in the story and their own.
3. Draw a Venn diagram on the board and label it “My culture” and “Algonquin culture.”
4. Explain to the students that they will fill in the diagram sorting out the differences they see
between their culture and the culture presented in the story.
5. Fill in one example on the board.
6. Students will draw their own Venn diagram and complete it making comparisons between their
culture, including beliefs and lifestyle, and that of the characters in the book.
7. Students will be given 3-5 minutes to discuss what they wrote with their table groups.
8. Teacher will regather students attention and let them know they will be silent writing a compare-
contrast paper on their culture and Algonquin culture. Students will need to write at least 4
paragraphs (introduction, 2 body, concluding).
9. Let students write for 20-25 minutes.
10. Teacher will collect the students writings.

Day 2
1. Teacher will gather the attention of the class and bring their focus to the board. The venn diagram
from yesterday’s example will be on the board.
 2. The teacher will tell students they are going to do a quick review of the similarities and differences
between their culture and Algonquin culture. Teacher will let students come to the board, one
tabel cluster at a time, to add to the venn diagram. Once each group has come up, the teacher
will do a quick review of what is written.
3. The teacher will give directions to the students. Students will work in their table clusters to
compare our classroom culture to the culture of the Algonquin tribe. They will create a visual
representation using the poster board and will present it to the class. Teacher will give the class
30 minutes to work on their poster. Teacher will rove the room to ensure all groups are on task
and assist with questions.
4. Teacher will gather attention of the group and will have representative tell the class about their
poster for a maximum of 2 minutes.

C. LESSON CLOSURE
● The teacher will have students complete a three question exit ticket on Algonquin culture.

Lesson Assessments:
● Exit ticket: Teacher can assess the lesson as a whole to see what students understand about
Algonquian culture
● Presentation: Teacher can assess how students are presenting the information to small groups
and whole groups. Teacher will also observe what roles students took on and if information
presented was quality.
● Speaking and Listening: Teacher can assess how the students are working together in a small
group setting. Students should be speaking clearly and listening to their peers as they speak.
● Writing Sample: Students writing sample can be assessed through the continuum of writing or the
writing rubric. This writing could also be added to a student’s portfolio as an example of compare/
contrast writing to see how a student is growing throughout the year.
● Informal Assessment through observation.

Lesson Extension/Homework:
● TSW be asked research one other culture and compare/ contrast it to their own and the
Algonquin.

Teacher Reflection:
● TTW walk around to check student progress while the students are working
● TTW help students with any thing they are struggling with.