Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)
Teacher(s) Name: Sarah Koppel, Cheyenne Pepper, Carley Booth, Paola Escobar
Thematic Unit Theme/Title/Grade Level: Native Americans/Native American Culture/2nd Grade
Wiki space address: ucfgr2nativeamericansf16t.weebly.com
Daily Lesson Plan Day/Title: Tuesday/The Apache Native American Tribe
Learning Goals/Objectives Learning Goal:
What will students accomplish be able Second grade social studies students will be able to understand the different
to do at the end of this lesson? Be sure
cultures of the United States before, during, and after Westward expansion with
to set significant (related to
100% accuracy.
SSS/CCSS), challenging and
appropriate learning goals!
Learning Objectives:
1. The students will be able to compare the cultures of the Cherokee tribe
and the Apache tribe.
2. The students will recognize that Native Americans were the first
inhabitants of the United States.
3. The students will be able to ask and answer questions such as who,
what, where, when, why, and how.
4. The students will use knowledge of language and its conventions when
writing or speaking.
NCSS Themes
Florida Standards (FS)
Next Generation
Sunshine State Standards
(NGSSS) List each standard.
Cutting and pasting from the
website is allowed.
http://www.cpalms.org/Public/
NCSS theme(s):
Culture
People, places, and environments
Florida Standard(s):
LAFS.2.RL.1.1: Ask and answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key details in a text.
LAFS.2.L.2.3: Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
Next Generation Sunshine State Standards:
SS.2.A.2.2: Compare the cultures of Native American tribes from
various geographic regions of the United States.
SS.2.A.2.1: Recognize that Native Americans were the first inhabitants
in North America.
Assessment
How will student learning be assessed?
Authentic/Alternative assessments?
Does your assessment align with your
objectives, standards and procedures?
Informal assessment (multiple modes):
participation rubrics, journal entries,
collaborative planning/presentation notes,
etc.
LAFS.2.RL.1.1: Ask and answer such questions as who, what, where, when, why, and
how to demonstrate understanding of key details in a text.
LAFS.2.L.2.3: Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
Unit Pre-Assessment:
Kahoot
Unit Post-Assessment:
Kahoot
On-going daily (progress-monitoring) Assessment:
The students will be assessed based on their mix-pick-share answers and their exit slip answers.
If they are able to answer the questions in these activities, I know they understand the material.
The students will also circle where they are on their personal scales. They will flip it over and
leave it there. I will check these sales at lunch time.
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)
Design for Instruction
Student Activities & Procedures
What best practice strategies will be
implemented?
How will you communicate student
expectations?
What products will be developed and
created by students?
Consider Contextual Factors (learning
differences/learning
environment/learning styles) that may be
in place in your future classroom.
Exceptionalities
What accommodations or modifications do
you make for ESOL
http://teachsocialstudies.wikispaces.com/fi
le/view/ESOLStrategiesComprehensibleIn
struction.pdf/42902857/ESOLStrategiesCo
mprehensibleInstruction.pdf
and ESE (Gifted/Talented students,
Learning/Reading disabilities, SLD etc.)
http://www.udlcenter.org/aboutudl/ud
lguidelines/udlguidelines_graphicorga
nizer
1. Play the song First Americans and So Proud, the students should know to
prepare for Social Studies instruction. (They are to clean up their previous
activities.) (CD) [3 minutes] (ESOL ACOMMODATION: DISPLAY
LYRICS TO THE SONG ON THE INTERACTIVE WHITE BOARD.)
ESE STRATEGY 1.2 OFFER ALTERNATIVES FOR AUDITORY
INFORMATION ESE STRATEGY 1.3 OFFER ALTERNATIVES FOR
VISUAL INFORMATION
2. Review from previous day using the mix-pair-share strategy.
3. Write on the board: What is one thing you remember from yesterday?
and What was your favorite thing from yesterdays lesson?
4. Play the video: https://safeshare.tv/x/DGyJI9-b0wk (the video contains the
appropriate song for this activity)
5. Have students walk around the room while the song is playing.
6. Stop the music after 30 or 45 seconds.
7. The students stop walking and high-five the nearest classmate. They are
now partners.
8. One student is partner A and one student is partner B. They take turns
answering the two questions on the board. [2 minutes] (ESOL STRATEGY
TEACH THINK, PAIR, AND SHARE STRATEGIES IN COOPERATIVE
GROUPS)
9. Ask a few pairs to share their answers. [3 minutes]
10. Take the students outside to an open area. (do not tell them why we are
doing this or what we are doing)
11. Tell the students they need to find a place to live that is better than all the
other students. [5 minutes]
12. After they settle into a spot, ask them WHY they chose that spot.
13. Class discussion or debate based off their choices. [15 minutes]
14. Read the book Dreamcatcher by Audrey Osofsky
15. Pass out the prepared kits for making the dream catchers. (from Oriental
Trading).
16. Have students make their own dream catchers. [10 minutes]
17. Pair up the students.
18. Allow students to create a blabberize about Apache Culture. [25 minutes]
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)
ESE STRATEGY 5.1 USE MULTIPLE MEDIA FOR
COMMUNICATION
19. Blabberize should be about 30 seconds long and feature both students
voices.
20. Students will find their information in books or on the Texas Beyond
History website.
21. Books they can use include:
1. The Very First Americans By: Cara Ashrose
2. More Than Moccasins By: Laurie Carlson
3. North American Indians By: Douglas Gorsline
4. Explore Native American Cultures By: Anita Yasuda
5. A Kid's Guide to Native American History By: Yvonne Wakim
Dennis
6. The Legend of the Indian Paintbrush By: Tomie dePaola
22. Internet sites they can use include:
a. http://www.texasbeyondhistory.net/kids/imagine.html
b. http://www.texasbeyondhistory.net/ransom/kids-discover.html
c. http://www.texasbeyondhistory.net/kincaid/kids/timetravel.html
23. Have the students self assess on the laminated scale on their desk.
24. Have the students circle the level they feel they are at and then flip it over.
25. Check each students scale at lunchtime.
26. Save Blabberize links for tomorrow.
27. Closure: (Use some of the reading block to close the lesson)
28. Use the interactive whiteboard to show the PowerPoint of Child of Water &
Little Blue Rock: A Native American Story. (ESOL strategy LIST THE
MOST IMPORTANT WORDS OR PHRASES YOU PLAN ON USING
ON THE WHITEBOARD)
29. Exit slip: Ask students to write two similarities between the Cherokee tribe
and the Apache tribe. [5 minutes]
30. The exit slips are to be turned in to the completed work box.
Resources/Materials
Materials:
Dreamcatcher kits (Oriental Trading)
Scissors
Glue
Crayons/markers
Pencils
Dreamcatcher example
Dreamcatcher By: Audrey Osofsky
White board
Dry erase marker(s)
Learning American History By Song CD
Computer or CD player
Projector
Interactive whiteboard
Child of Water and Little Blue Rock PowerPoint
Computers for each pair of students
The Very First Americans By: Cara Ashrose
More Than Moccasins By: Laurie Carlson
Native American Indians By: Douglas Gorsline
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)
Explore Native American Cultures By: Anita Yasuda
A Kid's Guide to Native American History By: Yvonne Wakim Dennis
The Legend of the Indian Paintbrush
http://www.texasbeyondhistory.net/kids/imagine.html
http://www.texasbeyondhistory.net/ransom/kids-discover.html
http://www.texasbeyondhistory.net/kincaid/kids/timetravel.html
http://blabberize.com
https://safeshare.tv/x/DGyJI9-b0wk
Resources:
https://www.teacherspayteachers.com/Product/Native-AmericansUnit-Compatible-with-the-2nd-5th-Grade-Classroom-950867
http://www.songsforteaching.com/store/learning-american-historyby-song-pr-58495.html
http://www.orientaltrading.com/dream-catcher-craft-kit-a248_2969.fltr
http://blabberize.com
http://presentations.mrdonn.org/bluerock.html
http://www.texasbeyondhistory.net/kids/imagine.html
http://www.texasbeyondhistory.net/ransom/kids-discover.html
http://www.texasbeyondhistory.net/kincaid/kids/timetravel.html
https://safeshare.tv
https://safeshare.tv/x/DGyJI9-b0wk
The Very First Americans By: Cara Ashrose
More Than Moccasins By: Laurie Carlson
Native American Indians By: Douglas Gorsline
Explore Native American Cultures By: Anita Yasuda
A Kid's Guide to Native American History By: Yvonne Wakim Dennis
The Legend of the Indian Paintbrush
