Sample Lesson Plan

History Lesson

This sample lesson plan demonstrates several teaching techniques to help students remember key ideas through the visual presentation. This was a collaboration lesson I did with two other colleagues. SDAIE Lesson Plan Authors: Mary Anne , Kai , and Lynda Subject: Social Studies Topic: Yahi American Indians Grade Level: 3rd Grade Special Ed Class including three ELD Students Language Proficiency Level: Intermediate Content Objective: Students will learn key vocabulary about the Yahi Indian Tribe’s customs and environment. Language Objective: To recite the key vocabulary from previous lessons on Native Americans and learn new vocabulary in this lesson. Content Standards addressed: Continuity and Change Grade 3. 3.2 Students describe the American Indian nations in their local region long ago and in the recent past. Describe national identities, religious beliefs, customs, and various folklore traditions. Discuss the ways in which physical geography, including climate, influenced how the local Indian nations adapted to their natural environment (e.g., how they obtained food, clothing, tools). ELD Standards addressed: ELD Listening and Speaking – students will participate in social conversation with their peers and adults or familiar groups by asking and answering questions and soliciting information. ELD Writing – students will write the words that correspond to each letter of the word TRIBE then they will write 2 – 3 sentences using the key words they found when thinking of words that correspond to each letter of the word TRIBE. Overview of what has been covered before: In previous discussions/class meetings we have talked about Native Americans and tribes and their customs and environments (i.e. elk, trees, territory, river, ranches, twigs, Indians, bow and arrows, basket, berries, tinder, bear, interfere, environment, religion, beliefs, native, artifacts, Ishi, Yahi, man, fierce, disease, and map). Materials: Ishi book, construction paper, glue/tape, letters that spell out the word tribe given to each group of students (4 groups total) Introduction: This is the third day of teaching about Native Americans. Kai will begin by asking the students if they remembered what we have been talking about the last several days to check the students’ prior knowledge, pre-assessments, (scaffolding). Instruction: Kai will then begin to talk about on tribe in particular, the Yahi Indian tribe. He will summarize the story of Ishi, the last wild Indian in North America with a power point presentation that includes pictures of Ishi, artifacts, and his tribe’s customs and the environment they lived in with key words highlighted in bold. Then Lynda will come in after Kai and ask the students to get in 4 groups because we are going to work on a project. Kai and Mary Anne will walk around the classroom to distribute the construction paper and the little plastic baggies that contain letters that make the word tribe. They will also pass out glue/tape to each group. While Kai and Mary Anne are doing this Lynda will be up in front of class explaining what the students need to do with the letters in the paper baggie. Tell them that I hope they paid attention to the information Kai went over because now they are going to have to use some of that information to help them with this project. Checking for Understanding and Assessments: Lynda will tell the students that the letters in the baggie represent a word that we talked about and saw on the power point presentation. So they all need to work as a group and figure out that word. So Lynda will give them several minutes to figure out the word. The students need to glue/tape the letters from top to bottom on their construction paper. Then Lynda will ask for a volunteer to tell her what they think the word is. Lynda can write the word on the board too after the word has been figured out. If it has not Lynda can help the students come up with it and write it out for them. After the word is figured out, then Lynda will tell the students that they need to come up with words that they learned/heard from Kai’s presentation that go with each letter of the word TRIBE. Lynda will need to give an example such as for the letter “B” what word or words did we hear in the story that begin with the letter “B”. Like bear, bow, etc etc. Give them a few minutes to come up with the words. Kai, Lynda, and Mary Anne can walk around and check to see if the students need help and check for understanding. If students are stuck help them by giving them hints for words or maybe reviewing what Kai went over on his presentation. After several minutes, tell the students that we would like to hear what they came up with for each of their letters in the word TRIBE. If some people got stuck on a letter and could not figure it out see if another group has a word. If no one does give some hints for words to the students. Put the words on the board for all to see. Mary Anne will come in next and go over what we did and tell the students the next part of this project is to use some of the words they came up with to make sentences about Ishi and the tribe that he was a part of. They need to use at least one word they came up with in each sentence. We would like at least 2 to 3 sentences. Then Mary Anne can ask for a few volunteers to share their sentences. Closure: Mary Anne can then have the students pass in their work to they can get credit and then tell them that this was the last of the Native American lesson. She can ask them what they liked best about the lessons. After doing that Mary Anne will tell the students that they have a little homework. They are to complete the worksheet that Kai and Lynda will pass out. Mary Anne can explain to them that they need to find the best word that fits in each sentence from the word box at the top of the page. Then they need to bring it back tomorrow and we will review.