L5+Daigle,+Joshua

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT
 * UNIVERSITY OF MAINE AT FARMINGTON

Teacher’s Name:** **Mr. Daigle Date of Lesson: Lesson 5**
 * Grade Level:** **9-12 Topic: Native Americans**-**Application**

__**Objectives**__

 * Student will understand the** political and civic aspects of unity and diversity of Maine, the U.S. and the world including Maine Native Americans.
 * Student will know** Navaho, Cherokee, Choctaw, Native American Tribes, Native Americans have 562 federally recognized tribe governments. They have been an economic influence with the development of casino's in Maine, and contribute with their high education and taking it to good paying professions. Bureau of Indian Affairs, NAHASTA, Cherokee Nation.
 * Student will be able to do** reflect on the Native American population in Maine and the U.S. and how they have remained a major cultural group.

__**Maine Learning Results Alignment**__
Maine Learning Results: Social Studies. B: Civics and Government. B3: Individual, Cultural, International, and Global Connections. Grade: 9-Diploma D: Analyze the political structures, political power, and political perspectives of diverse cultures, including those of Maine and other Native American, various historical and recent immigrant groups in Maine and the United States, and those of various world cultures.
 * Students understand political and civic aspects of unity and diversity in Maine, the United States, and the world including Maine Native Americans.**
 * Rationale:** It discusses the political perspectives of diverse cultures, specifically the significance of Native Americans in our culture.

__**Assessment**__
Students will be pre assessed on their knowledge of various tribes and traits by filling out a  [|Four Column Chart] based on what they already know about Native American tribes of the four regions of the United States. Throughout the lesson, I will focus more specifically on 4 regions of tribes, where the students will complete the chart throughout the lesson on specific information they learn about the tribes. Each student will meet with me during the lesson to assure that they are grasping the concepts I am teaching
 * Formative (Assessment for Learning)**

Students will complete a [|WebQuest] that will give them knowledge of Native American tribes of the four regions of the United States. The students will work as a team of researchers to learn more about Native Americans. As a team of researchers, they will find facts about Native Americans that lived in a particular region and design a set of 4-5 stamps for their series. You will use internet and classroom resources to learn about the tribes: types of homes, clothing, transportation, jewelry, pottery, rugs, and any other artifacts found. You will also be required to tell people about your stamp: a short paragraph describing what your stamp is about.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology**- Students will use internet resources to complete the [|WebQuest] assessment. The WebQuest is internet based, as well as many of the resources. Classroom resources not related to the internet may be allowed as well.


 * Art**- Students will take what they learned from internet resources and after comparing notes with their other team members, create stamps that will be used to create a series commemorating Native Americans.

__Groupings__
The WebQuest will be a group activity in which the class of 16 will be split into groups of four. To group the students, I will give all of the students a slip of paper upon entering the classroom. There will be 16 slips of paper to make four groups. The slips of paper will have groups of words that rhyme. The students when given the signal, will need to go and find the three other students who have words on their slip that rhyme with theirs.

__**Differentiated Instruction**__
**Verbal-Linguistic** Students will be able to do research and communicate with their group on what information is necessary to gather to complete the WebQuest.
 * Strategies**- The following strategies will be addressed:
 * Visual/Spatial** Students will be designing and creating stamps as a product of the WebQuest.
 * Bodily/Kinesthetic** Students may choose to create one of their teams stamps on a drawing program on the computer.
 * Intrapersonal** Students can do some independent research on the Native American Tribe they choose.
 * Interpersonal** Students will be able to communicate with other members of their team in the WebQuest to determine how to design their stamps.
 * Naturalist** Students will organize data about Native American Tribes and how they survived living outdoors.

//**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.**// If absent from class for any reason, you are responsible for contacting me or a classmate to make up the work as soon as possible. There will be a folder in the back of the classroom with all handouts and assignments pertaining to the lesson for your access. It is your responsibility to get the work you missed and contact me so that we can arrange another way of handing in the work.
 * Modifications/Accommodations**

The students will complete a WebQuest on Native Americans in different regions in the United States to help them grasp the similarities and differences of the tribes. They will also learn how rich our country's history is, and how these Native American tribes are still active in preserving their way of life.
 * Extensions**

__**Materials, Resources and Technology**__
Laptops (one for each student) Internet Access Notebook paper and writing utensils coloring materials (markers, crayons, color pencils, etc) WebQuest located at http://www.angelfire.com/tx4/lessons/Native_Americans2.html Four Column Chart graphic organizer

__Source for Lesson Plan and Research__
The major part of the lesson is the completion of a WebQuest, which is located online at http://www.angelfire.com/tx4/lessons/Native_Americans2.html. The project is a creative one composing of a lot of imagination along with online research. The groups will have a lot of freedom with many reliable websites to have access too.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** The students will have the opportunity to demonstrate what they already know about Native Americans in general through starting their Four Column Chart graphic organizer. It is here that their previous knowledge can be shown. This is something they will complete at the end of the lesson after they have completed the WebQuest. The students will work in groups for the WebQuest and collaborate ideas and research together some facts about the tribe of their region of the United States. They will discover more about the original settlers of our country, as well as learn about how these tribes are preserving their lifestyles.
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//

Rationale:** By the end of the lesson, students will have a better understanding about the types of Native American Tribes that existed at the earliest known era of our nation's history, as well as how those tribes have conducted themselves in a way that ensures their survival in today's society. Having the students complete the WebQuest will be good because it will give them a chance to conduct some group internet research on their tribe. Each group will research new material and create unique stamps as a result. The students will learn about the country's rich history as well as the perseverance of Native American culture throughout the United States.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** Maine Learning Results: Social Studies. B: Civics and Government. B3: Individual, Cultural, International, and Global Connections. Grade: 9-Diploma D: Analyze the political structures, political power, and political perspectives of diverse cultures, including those of Maine and other Native American, various historical and recent immigrant groups in Maine and the United States, and those of various world cultures.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Students understand political and civic aspects of unity and diversity in Maine, the United States, and the world including Maine Native Americans.**
 * Rationale:** It discusses the political perspectives of diverse cultures, specifically the significance of Native Americans in our culture.

The students will begin the lesson by browsing the [|Indian Affairs] website and researching how some major Native American tribes have survived over the years. After completing the Four Column Chart graphic organizer, they will be broken into groups and complete the WebQuest assessment researching Native American Tribes in four regions of the United States.

Rationale:** Students will be pre assessed on their knowledge of various tribes and traits by filling out a  [|Four Column Chart] based on what they already know about Native American tribes of the four regions of the United States. Throughout the lesson, I will focus more specifically on 4 regions of tribes, where the students will complete the chart throughout the lesson on specific information they learn about the tribes. Each student will meet with me during the lesson to assure that they are grasping the concepts I am teaching
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

Students will complete a [|WebQuest] that will give them knowledge of Native American tribes of the four regions of the United States. The students will work as a team of researchers to learn more about Native Americans. As a team of researchers, they will find facts about Native Americans that lived in a particular region and design a set of 4-5 stamps for their series. You will use internet and classroom resources to learn about the tribes: types of homes, clothing, transportation, jewelry, pottery, rugs, and any other artifacts found. You will also be required to tell people about your stamp: a short paragraph describing what your stamp is about.

__Teaching and Learning Sequence__
Day 1- Students will come to class and sit at their normal seats. I will begin the day by discussing what we did the previous day, and explaining to the students where we are going. After introducing the students to Native Americans, I will allow them to get their laptops and explore the [|Indian Affairs] website (20-25 mins.) After, I will hand out the [|Four Column Chart] graphic organizer and give the students the chance to fill it out with as much as they know about Native American tribes in general, not necessarily the ones in regions we will be focusing on. This will be a pre assessment of what they know about Native Americans, as well as showing me whether they believe certain stereotypes to be true (10 mins.) I will take some time to introduce the idea of a WebQuest, and explain to the students what they will be doing during this activity and how it will work. I will then conduct the grouping exercise in which they will be grouped by slips of papers with words, their job is to find the other students in class who have a slip of paper with a word that rhymes with theirs (10-15 mins.) The students will have the rest of the period to begin research for their WebQuest.

Day 2- The students will enter class and sit with their groups. They will be allowed the entire class period to work on and hopefully complete their WebQuest activity. If every group has completed it early, presentations may begin.

Day 3- Presentations either continue or begin.

The students will understand that the Native Americans were the original and still are a major cultural group in U.S. history. It is important for them to learn this material because it is important to understand how the Native Americans are perceived. They will understand political and civic aspects of unity and diversity of Maine, the U.S. and the world including Maine Native Americans. An introduction to the material will be followed by each students going on their laptops and visiting the [|Indian Affairs] website to discover how the Native Americans have developed over the years.
 * Where, Why, What, Hook, Tailor:** **//Visual, Logical, Verbal, Naturalist, Bodily, Intrapersonal, Interpersonal//**

The students will know the following terms and concepts: Navaho, Cherokee, Choctaw, Native American Tribes, Native Americans have 562 federally recognized tribe governments. They have been an economic influence with the development of casino's in Maine, and contribute with their high education and taking it to good paying professions. Bureau of Indian Affairs, NAHASTA, Cherokee Nation. To help them organize their thoughts, each student will be given a  [|Four Column Chart] graphic organizer for them to list what they know about Native Americans on. Students will be able to compare and contrast similarities between the various regions of Native American Tribes.
 * Equip, Explore, Rethink, Tailor:** **//Visual, Logical, Verbal, Intrapersonal, Interpersonal//**

Through completing the [|Four Column Chart] and afterward [|WebQuest], the students will grasp better the reality of how Native Americans live throughout the country, and will be able to compare and contrast characteristics of the different regions of tribes. Students will be working in a group for the WebQuest assignment and will have the chance to refresh themselves on their research. Students will complete the WebQuest and will be able to understand some of the stereotypes of Native Americans and will learn the facts about how they used to live, and what they have done to adapt to today's society.
 * Explore, Experience, Rethink, Revise, Refine, Tailor:** **//Visual, Logical, Verbal, Bodily, Intrapersonal, Interpersonal//**

The students will be using the Four Column Chart to help them understand what they knew about Native Americans at the beginning of the lesson, and they will be able to see their knowledge continue as they make edits to it and add more information. For assessment students will complete a WebQuest that discusses the characteristics of various Native American Tribes in different areas of the country.
 * Evailuate, Tailor:** **//Visual, Logical, Naturalist, Bodily, Intrapersonal, Interpersonal//**

The WebQuest for this lesson can be found at []
 * Content Notes**

For students to understand the current state of Native Americans throughout the United States, they will be able to browse the Indian Affairs web page at []

The students will complete a pre assessment activity to let me know what the depth of their knowledge of Native Americans is, as well as serving as a handout that they will keep with them throughout the lesson and complete at the end of the lesson to be passed in for credit. The Four Column Chart graphic organizer can be found at [].

 [|Four Column Chart]
 * Handouts**
 * If needed, I will print off the appropriate pages from the Indian Affairs website (in case of no internet).