ED 345 Calvin College Lesson Planning Form

Teacher: Miss Vander Hulst

Date: November

Subject/ Topic/ Theme: Unit Review

I. Objectives
What is the main focus of this lesson?
The main focus of this lesson is to review before the test.
How does this lesson tie in to a unit plan? (If applicable.)
This is the final lesson of a unit on Native Americans.
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.
Students will be able to list the ways a Native American could get a name. (CCSS.ELA-LITERACY.SL.2.2)
Students will be able to label the titles of different important Native American positions to their descriptions.
(CCSS.ELA-LITERACY.SL.2.2)
Students will be able to explain where the Native Americans came from. (CCSS.ELA-LITERACY.SL.2.2)
Students will be able to list the four basic needs to survive and list at least two ways the Native Americans got each of those things.
(CCSS.ELA-LITERACY.SL.2.2)
Students will be able to explain that Native Americans used the resources around them to create homes to live in depending on their
needs.
II. Before you start
Prerequisite knowledge and skills.
Assessment
(formative and summative)

Students should be familiar with the content from the unit.

Observational, from how the students respond.

Universal Design for Learning Networks/Domains

(see UDL Guidelines)

RECOGNITION

STRATEGIC

AFFECTIVE

Multiple Means of Representation

Multiple Means of Expression (Action)

Multiple Means of Engagement

Options for Perception

Options for Language/Symbols

Options for action/interaction

Students take turns answering questions
up front
Options for Expression

Options for recruiting interest

Its a review game, and theres some
competition
Options for Sustaining Effort & Persistence

Options for Comprehension

Options for Executive Function

Options for Self Regulation

Materials-what materials
(books, handouts, etc) do you
need for this lesson and do
you have them?

Whiteboard (for scorekeeping)

Do you need to set up your

classroom in any special way
for this lesson? If so,
describe it.

If you want, you could put 3 stools or chairs up front for the guessers to sit on, but it isnt
necessary.

III. The Plan

Tim
Parts
e
Motivation
(Opening/
Introduction/
Engagement)

The description of (script for) the lesson, wherein you describe teacher activities and
student activities
Tell the students that were going to play a review game Students listen.
and explain the rules.
I will divide you up into 3 teams. For each round, one
team member will come up to the front to answer the
question. The first person (of the three) to raise their
hand gets a chance to give an answer. If none of the
members up front know, they can phone a friend from

Students listen.

Development

Closure

their team. Some questions will have more than one

answer.
Divide the students into teams. Call one member from
each team up to the front.
Ask the follow questions (1 for each round):
Who was the leader of the tribe chosen for his wisdom
and bravery?
Name two types of food Native Americans may have
eaten.
Where did the Native Americans come from?
Name one thing Native Americans used to make their
clothing.
What is one way Native Americans got their names?
Who was the doctor and the priest for a tribe?
Name two of the four basic needs of survival. (Ask
twice.)
Who were like the policemen and also the army for the
tribe?
Name two things Native Americans may have used to
build their homes.
Who were a group of wise men who met to make
important decisions?
Explain how the Native Americans got everything they
needed.
When all the questions have been asked (its okay to
repeat questions), end the review game and see who
has the most points.

Say, This team may have more point, but I think you all
are winners because you know this information so well.
Youll do great on the test.
Your reflection on the lesson including ideas for improvement for next time:

Students move to sit with their team, and send

one player up for each round.
The students up front get a chance to answer for
their team, while the other students think about
it at their seats.

Students look to see who had the most points.

Students listen.