Prior to this lesson which uses learning stations, the teacher writes the instructions for each station on chart paper to post around the room, and decides on four experts who will help the students work successfully at the stations. Teacher needs to make sure that these four students know exactly what should happen at each station, and put one of them in each group of students. The selected students need to already read at grade level so they are able to help the others.
Lesson Plan I
This unit views reading as a thinking process. It fosters in students the strategies and the skills necessary to achieve literacy and intellectual independence.
Subject Areas: Language skills, ESL, Social Studies, Geography
Grade: 5 and 6
Time Frame: This is a one week lesson including library research time.
Goal: To engage in shared verbal and written reflections about two regions where Native American lived.
Place: California and Eastern Woodland.
Recommended Texts and Books: Cipriano.Jeri. Native Americans. Benchmark Ed. Comp. N. York 2003
Legay, Gilbert .Atlas of Indians of North America. Barron's Educ. Series N. York 1993
Materials: Maps, worksheets
1. The teacher will divide students into small groups assigning each to read an exertion from the books mentioned, and to report to the classes on the following day. In their brief reports students should describe the different regions where Native Americans lived.
2. The teacher will present audio-visual materials. Transparencies for the overhead projector can be made from maps, and drawings from Native Americans of the period before the European came. Of particular interest will be the somewhat fantastic drawings portraying the inhabitants of the New World and the Indians drawing of the Europeans. This material is available in video-tapes as a resource.
3. To conclude the lesson the teacher will raise questions for general discussions about the differences of the climate, the food, the shelters, of each region.
The teacher evaluates oral and written responses. Students may self evaluate with discussions.
Lesson Plan II
Grades 5 and 6
Content Standard 3: Connections –
Connect with other Disciplines and Acquire Information
1. Geography and:
a. Science: Compare and contrast environments (e.g. Arctic – Great Plains.)
b. History and Agriculture: Trace the origin of foods from Europe and from the New World.
c. Social Studies.
1. Reinforce map skills
2. Places of interest in Arizona, New Mexico.
3. Mapping a route or itinerary (use Internet)
4. Distribution of languages in the world and in the United States, historical reasons.
1. Time zones in the United States.
2. Equator, longitude and latitude, global variations in seasons.
2. Health, Math, and Social Studies.
Native American food. Use of survey on food preferences, including graphing and analysis.
3. Social Studies:
Cultural and spiritual celebrations of Native Americans. E.g. Sun-dance
a. Identify musical instruments of Native Americans
a. Vocabulary quiz
b. Ranking on quality of map
c. Evaluation of taped oral pronunciation of words
d. Class participation and discussion
Lesson Plan III
Grades: 5 and 6
Content Standard 4: Comparisons
Develop insight into the nature of language and culture
Subject Areas: Language Arts, Social Studies
Time Frame: One week, one hour daily and extended activities for the week.
Goal: To introduce different tribes of Native Americas and their culture.
1. Compare and contrast foods from home culture and target culture.
2. Recognize differences between the Native Americans family and the American family.
3. Compare Native American names with American surnames.
4. Compare Native American celebrations with European celebrations. (e.g., sun-dance, Christmas).
5. Compare a tribe of the desert with a city in the actual United States.
6. Family Life
a. Family members, importance of family
b. Extended family.
c. Family celebrations: birthdays.
a. Content – Area development; demonstrates the ability to analyze, thinks critically.
b. Literacy Development: Child notes details; makes inferences; draws conclusions; defines character; setting and plot; understands the main idea; selects and reads books independently.
c. Oral – Language Development: Child shows age appropriate development in first (and second) language, retells stories increases vocabulary.