Professional Documents
Culture Documents
Lesson Plan 2
Lesson Plan 2
are still a part of our community today. My goal is to help them understand that Natives
influenced our community to make it the way it is today, but also that they are a part of
our contemporary community and are a large part of our past, present, and future.
5. What are individual learning needs in this class? What
supports/modifications/accommodations to instruction or assessment may need to be
made? (Content? Process? Product?)
The following is a list my students with exceptional needs and how I will accommodate
for them:
Austin Austin is an exceptional needs student who is diagnosed with ADHD
and ADD. He has a lot of trouble staying on task and is often in trouble with his
teachers. Austin has a habit of leaving the classroom when he becomes upset. He
is a smart child, but has trouble applying himself. He does much better when he
is sitting in the front of the classroom and has a lot of attention from his teachers.
I dont think that I have to modify the product for him at all, but he needs to be
partnered with students that are able to stay on task, and sit in the front of the
classroom during direct instruction.
Esmy Esmy is very eager to please and tries her best in everything she does.
She is very social and talkative. She has a learning disability and is placed in the
special education group, but she is the most studious of that group. Esmy would
benefit greatly from group work, as she likes to talk through the problems she
comes across. She is able to handle the content; she just needs a little extra
attention to ensure that she has a solid grasp on the material.
Marissa - Marissa is a quiet girl. She is very careful in her work and pays very
close attention to accuracy, but she struggles to grasp some concepts. Marissa is
placed in the special education group because she is quite far below grade level.
As a result, I will be offering outlines for her to fill in when we take notes and do
in class activities so she is able to focus more on the content than deciding how to
organize the information.
Cody Cody is autistic, and as a result is placed in the special education group.
He loves sports and is always talking about basketball in particular. He has a very
positive attitude toward everything. In order to help him through difficult
situations, I will pick his groups carefully and make sure that he is with
classmates that are particularly encouraging. He will also benefit from the
outlines for class notes and activities.
Seth Seth is very sweet, but he is easily discouraged. He is often distracted and
unfortunately ignored in his special education math group. If he doesnt
understand something he shuts down. However, Ivy works very well with Seth
and seems to bring out the best in him. When he understands a concept he gets
very excited about it and is extremely eager to demonstrate his understanding.
Seth loves to do well, and the outlines would be beneficial to him as well. He
benefits greatly from peer tutoring. Seth is autistic.
Ari Ari is autistic, and is placed in the special education class. He is reluctant to
interact with me and his other teachers, but seems to open up a bit more when he
understands the concepts he is learning. He will require a little extra one-on-one
attention, but after he has had a chance to use outlines to get a solid grasp on the
concept so that he will be willing to talk about the subject. I might consider an
art-based assessment to him, since he is a visual learner and likes to work with
his hands.
List the measurable learning outcomes (knowledge, skills, dispositions) that students are
expected to demonstrate as a result of the lesson?
Be able to explain where the tribes are today and how Native Americans live in
contemporary society
Be able to explain the similarities between their own life and contemporary
Native American life
2.
For each of the above outcomes, what ASSESSMENTS will you use to evaluate each of
your learning outcomes? (Give a brief description).
Students will use a map of Wisconsin to plot the places where tribes used to exist,
and where they live now. They will also be put into small groups to create a
poster for each tribe and talk about how the communities work and present it to
the class.
Students will do some research on Native American communities in the area.
They will draw a map of what their community looks like, and a map of the
Native American community. Students will then write a small excerpt on the
similarities, or create a map key that shows the similar structures or objects in
both communities.
Standards Addressed What Core State Standards or Wisconsin model academic standards are
specifically addressed in the lesson?
A.4.4 Describe and give examples of ways in which people interact with the physical
environment, including use of land, location of communities, methods of construction,
and design of shelters
B.4.3 Examine biographies, stories, narratives, and folk tales to understand the lives of
ordinary and extraordinary people, place them in time and context, and explain their
relationship to important historical events
B.4.4 Compare and contrast changes in contemporary life with life in the past by
looking at social, economic, political, and cultural roles played by individuals and groups
B.4.7 Identify and describe important events and famous people in Wisconsin and
United States history
B.4.10 Explain the history, culture, tribal sovereignty, and current status of the American
Indian tribes and bands in Wisconsin
E.4.8 Describe and distinguish among the values and beliefs of different groups and
institutions
E.4.9
E.4.11 Give examples and explain how language, stories, folk tales, music, and other
artistic creations are expressions of culture and how they convey knowledge of other
peoples and cultures
E.4.13 Investigate and explain similarities and differences in ways that cultures meet
human needs
Explain how people learn about others who are different from themselves
PowerPoint
Worksheets
Journals
Computers for research opportunities
Drawing Paper
Map of Wisconsin
Content outline
Introduction
Main Content
Assessment
We will talk about the map assignment where students
will draw a map of their own community and one of a
Native American community.
Conclusion
We will close with a review and I will ask if any
students have questions.
Section D: Closure
Summary of lesson I will ask students to have a small discussion about the way Native
Americans were treated and come up with a better solution as a group. They will then tell
me as an exit slip.
Assignment The map assignment is their assignment.