ED 345 Calvin College Lesson Planning Form

Teacher:
vocabulary

Ms. Gilliland

Date: 10/8/15

Subject/ Topic/ Theme: Native American

I. Objectives
What is the main focus of this lesson?
Learning basic vocabulary about Native Americans in order to help them understand words they might find in Native American
books that they could read, and also to help in explaining other concepts related to Native Americans in future lesson
How does this lesson tie in to a unit plan? (If applicable.)
This lesson gives students the basic vocabulary that they need to know and understand in order to have knowledge about Native
Americans and be able to research for and create their project
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
Explain the meaning of each vocabulary word
Have a better understanding of Native Americans and some of the important parts of their lives
3 - H3.0.5 Use informational text and visual data to compare how American Indians and settlers in the
early history of Michigan adapted to, used, and modified their environment
II. Before you start
Prerequisite Native Americans are a different type of people from us and they are still around today
knowledge
and skills.
Assessment
(formative
and
summative)

Matamoscas, questions along the way, KWL chart

Universal Design for Learning Networks/Domains (see UDL Guidelines)

STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction
Matamoscas

Options for Language/Symbols

Options for Expression

Options for Comprehension

Options for Executive Function

AFFECTIVE
Multiple Means of Engagement
Options for recruiting interest
Vocabulary page and drawing
pictures
PowerPoint pictures
Matamoscas
Options for Sustaining Effort &
Persistence
Matamoscas
Options for Self Regulation
KWL chart

Materialswhat
materials
(books,
handouts,
etc) do you
need for
this lesson
and do you
have them?
Do you need
to set up
your
classroom
in any
special way
for this
lesson? If
so, describe
it.

Vocab PowerPoint:
https://docs.google.com/presentation/d/1kFarumtLwvSwT56aSgLxXm2bR63tWVqtjZ5YfwzCEGY/edit?usp=sharing
ELMO
Projector
Native American Packet vocab page
White board
Dry erase markers
Class KWL chart
The Legend of the Sleeping Bear
The students will be at their desks for this lesson. For the game matamoscas, they need to be
able to be separated into two groups that are distinguishable.

III. The Plan

Parts
Motivation
(Opening/
Introducti
on/
Engageme
nt)

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
Ask students to join you on the carpet in the back of the room
Read a book to the students The Legend of the Sleeping Bear

Tell students to return to their seats and open their Native American packet to the vocabulary page.
20

Put up the vocabulary PowerPoint. Go through the pictures of the PowerPoint and highlight the descriptions
of each. The vocab page corresponds to the PowerPoint. When a new word and corresponding picture is
introduced on the PowerPoint, have the students fill in the blank on their vocabulary worksheet.
For each fill in the blank, there is a picture for students to draw. Tell them that they can use the pictures from
the PowerPoint to help them draw a picture. These pictures will help them to remember the vocabulary words
better. To help students who are not as good at drawing, draw an example picture on the board that they can
use if need be.

Developm
ent

Use the following commentary to help explain the words to the students:
1. Moccasin Native Americans wore these shoes. They were usually made out of animal skin.
Sometimes Native Americans decorate the shoes or put fur inside them to keep them warm. Have
any of you seen moccasins before? Or do any of you own a pair of moccasins? (allow students to
share their experiences). Tell them that their moccasins probably arent the same as these ones, but
that they do look the same!
2. Brave A brave is a Native American warrior. These were the men that protected the tribe. They
were usually skilled in using a bow an arrow or a spear. Often times, they could ride horses.
3. Squaw this is what they called a Native American woman.
4. Papoose this is a Native American baby! They were often carried in a papoose carrier or satchel
that you can see in one the pictures here. This made it easy for Native American moms to carry their
babies around on their back. And that way, they could still work and use their hands and their baby
could always be with them. The baby liked being wrapped tightly and snugly.
5. Canoe Im guessing many of you have heard of this word before! Have any of you ever been
canoeing? (allow students to answer). Its very fun! Some Native Americans who lived by water,
used canoes to travel. They were very good at building canoes out of wood.
6. Travois - Tell students how to pronounce the word trav-oi. Ask the students to repeat the word
out loud. Tell them to say it really slowly. Tell them to say it fast. Tell them to say it really quietly.
Then explain to students that a travois was something that Native Americans used to pull things with
horses. People could sit on them and travel that way, or they could put food, tools or other items on
it.
7. Venison Ask students if they know what venison means (some of them might have fathers who
hunt deer). Explain to students that venison is the name for deer meat, and that some of them may
have had it before. A lot of Native Americans ate deer meat, and relied on it.
8. Maple sap Ask students if they have ever seen sap on a tree before? (allow students to share their
experiences). Tell students that maple sap is a very valuable kind of sap. Native Americans used it to
make maple syrup and sugar Im sure youve used maple syrup on your pancakes before! Ask
students if anyone can say what kind of tree maple sap comes from?
9. Totem pole Ask students if they have ever seen a kind of totem pole before? Tell them that many
cultures make totem poles, but so did the Native Americans. Usually animals or plants were carved
into it the animals chosen were important to the tribe that made it. Often on top of the totem pole
was a falcon because it represented strength and bravery.
10. Medicine Man Tell students that this was a man who the Native Americans thought had magical
powers. They thought that he could cure the sick. He often used plants to help heal sick people. Ask
students if the medicine man really did have magical powers? No he didnt. Only God has the
power to heal. But there are medicines that can help heal too.
11. Culture Tell students that this one is a really hard one to describe. The best way for us to learn is to
say that it is a way of learning. Explain to students how many different people have a way of living.
Since we are Christians, we celebrate Christmas right? Well not everyone is a Christian. They might
be of a different culture that celebrates Kwanza or Hanukkah instead. People of different cultures do
things differently. They eat different foods, celebrate different things and live in different places.
During this unit, were studying the culture of the Native Americans.
12. Reservation Tell students there are still reservations around today where a lot of Native Americans
live. Remind students how we learned about when the white settlers pushed the Native Americans
out of their land. Explain that since they did that, the government felt bad later and decided to give
some land to the native Americans. This was a nice thing for them to do, but not all of the land they
gave was very nice. We call these place reservations because the land is for Native Americans and
not anyone else.

1015

Closure

After students have finished writing in all of their words and drawing their pictures, play
the game matamoscas as a class. Divide the students into two teams. Have all the
words written on a sheet of paper and display it on the projector using the ELMO. Tell
students that you are going to read the definition of the word, and they need to slap
the right vocabulary word with a fly swatter. Whichever person gets it right gets a point
for their team.
Have the class play two rounds if there is enough time.
Fill in the L part of the class KWL chart with what they learned today.

Your reflection on the lesson including ideas for improvement for next time: