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COMPREHENSIVE LESSON
PLAN
GRADE
LEVEL /
SUBJECT/TOPIC: Second Grade/Social
Studies/Native Americans
DEVELOPED
BY: Marge Hamiliton
and Melanie Lewis
STANDARDS
ADDRESSED: Virginia Social Studies SOL
2.2, 2.4
RESOURCES:
LENGTH
OF LESSON: 2-3 days
PLANNING
WHAT STUDENTS WILL:
KNOW
(STANDARDS/CONTENT):
The
following vocabulary will be taught
community, population, transportation,
Powhatans, Lakota-Sioux, Pueblos, regions (pieces), environment,
climate, adapt, land, plants
UNDERSTAND (BIG
IDEAS, ENDURING
UNDERSTANDINGS)
- BIG
IDEAS (relate two or more
concepts the lesson addresses):
I want my
students to understand that people meet their needs in different ways.
- ESSENTIAL
QUESTIONS (HOW OR WHY):
How do people
adapt to their environment?
How are the regions the same? How are they different?
DO (SKILLS,
PERFORMANCE – ACTION
VERBS):
- THE
STUDENT WILL compare and contrast the regions and culture of the
Native Americans.
PLANNING
PRE-ASSESSMENT:
DESCRIPTION:
(THINK OF HOW IT WILL DEFINE THE DIFFERENTIATION)
PALs assessment along with the
teacher's informal reading assessment including the words from the
unit. Based on the pre-assessment, students will be divided into
three tiered
groups based on readiness. Within each group, students will be
paired for management purposes.
PLANNING
THE
LEARNING EXPERIENCE:
NOTE:
Prior to this lesson, the classroom teacher will have taught the
vocabulary. This lesson is to wrap up the unit.
INTRODUCTION
(HOOK):
Randomly group 2-3 students together
and give them a bag containing an item. Ask students, "If you
were lost in the woods, how would you use the item in your bag to keep
you safe until you were found. Items to include could be:
piece of bark, animal hide, feather shell, worm, protected fishing
hook, rope, rock, etc. Students will work together to list their ideas
on a poster board. The students will be assessed as to whether or
not they understand that adaptations must be made for survival.
BODY:
All groups will use this link to pull information
from: Native
Americans for Second Grade Each pair of students will be
provided with a T-chart graphic organizer. They will access the
information on the portal and use it to build a comparison of the
regions and culture of the Native Americans.
Group 1 (advanced group): Students will complete their graphic
organizer using words and phrases.
Group 2 (middle group): Students will complete their organizer
using a picture sort.
Group 3 (struggling group): Students will complete a picture sort
with the assistence of the teacher.
- IF
DIFFERENTIATED:
- WHAT(content,
process, product)? This is differentiated by process.
- HOW
(readiness, interest, learning profile)? This is differentiated
by readiness
- WHY
(What identified need prompted you to differentiate this way)?
The survivor pre-assessment was used to create the groupings
CLOSURE:
The pairs of students will be provided
a chance to meet with another pair of students to share their
organizers.
ASSESSMENT/CULMINATING
PERFORMANCE
In addition to the nine-week assessment, the graphic organizers created
by the students will be used as assessments. Students may also
use the laptops to complete this power-point
booklet for review.
© pending: Brimijoin
& Gould,
2005
