Lesson Plan
Subject Area/s
Duration: How long is
the lesson scheduled for?
Rationale Reason for this
lesson at this point in time
Context Number and
nature of learners, learning
style, knowledge of student
assets and needs
Essential
Understandings What
big ideas do you want your
students to take away from
this lesson?
Objectives What are the
objectives for this lesson?
Prior Knowledge
Considering objectives,
and lesson content, what
prior academic knowledge
and skills will students
require?
Standards Cut and paste
entire standard here (name,
number, & description)
highlight the cognitive skill
Key Vocabulary &
Definitions List key
concepts or phrases &
definition or explanation
Environment Describe
classroom arrangement
and location of lesson
8.4.21 MH
Social Studies
40 minutes
Thanksgiving is next week and we are studying Native Americans
as preparation for Thanksgiving.
There are 15 children in this classroom.
Children at this age are generally wiggly and have a hard time
sitting for a long time.
They also learn well through visuals, concrete examples, and
experiential learning.
Native Americans had a unique way of living.
Native Americans are still around today but live differently than
they used to.
Students will be able to compare and contrast how Native
Americans used to live to how they live now by creating their own
graphic organizer.
The Native Americans are a type of people with unique culture and
traditions. (That is all the prior knowledge I can assume they have
based on the lessons we had so far.)
NYS Social Studies Standards 1.7c
Families of long ago have similarities and differences with families
today.
Native Americans – tribes of people who were the first people to
live in North America
Wampanoag tribe – a Native American tribe
Long Ago and Now
Shelter – a place to live
The classroom contains 15 desks arranged in four rows at the
middle and back of the room. The front of the room is empty, and
the lesson will take place here, on the floor, in front of the white
board. The video will be projected on the white board while the t-
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chart will be written on a large writing pad next to the board. The
students will go back to their desks to work on their graphic
organizers.

Materials List all required Prepped T-chart

materials including charts, Markers
handouts, tools, resources Video
Projector
Graphic organizer handouts
Lesson outline

Motivation/Engagement How I will motivate and engage learners by:

will you engage the learners?
• Using a video which is interesting and engaging
• Providing an opening question to frame the video
so students have something concrete to do while
watching
• Providing the students with choice while creating
their graphic organizers – what to depict, how to
much to write/draw..

Essential Questions key
questions you will ask students to
direct and engage their thinking
(LOTS & HOTS)
What do you notice about how the people in the video do
these 3 things – clothing, shelter, and food?
Let’s compare and contrast that to how we think the
Wampanoag people live today. What’s the same and
what’s different?

Possible Misconceptions &
Strategies to Reengage
Anticipate misconceptions and how
you will address them
• I will model filling out the graphic organizer using
an exemplar to proactively address areas of
confusion.
• Students may want to write and draw about other
details they noticed in the video. Before sending
them off to work, I will clarify that is ok as long they
you check it with a teacher.
• Students will likely have many questions about
Native Americans after watching the video. I will
tell them that we are going to have a discussion
later in the week and to save their questions for
then.

Differentiation How will you
modify or adjust
curriculum/instruction for different
learners or groups of learners? What
supports, accommodations or
modifications will you include? Why?
I will add pictures to the t-chart to support the emerging
readers and ELLs in the class.
Students will be able to express their thoughts multi-
modally through both writing and drawing, with the choice
of spending more time on over the other, depending on
their strengths or preference. For example, the ELL who
cannot yet write can draw and express his learning that
way.
Drawing before they write is also a writing strategy that
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the children have been using that will support their writing.

Enrichment If students finish early I will suggest that they add on to their writing, adding more
what will you suggest? details.

Additional Student Support I know that many students at this age have a hard time
choosing what to work on so I will ask them to tell me or
another teacher what they are going to work on before
they receive paper and go off to work.

Learning Objective Assessment Plans (Describe formal and

informal assessment methods)

1 Students will be able to compare and Students will draw a picture and write about
contrast how Native Americans used to live to one aspect of native American life long ago
how they live now in their own graphic and one aspect of Native American life now
organizer. (formal assessment).

Procedure (Please use “The Teacher will” . .”& “The Student will” . . .syntax Time (# min)
throughout)

Launch How will you begin this lesson? 4

Teacher will remind children that we have been studying Native Americans and
today we are going to watch a video about specific tribe, the Wampanoags, and how
they used to live. Teacher will ask the children to pay particular attention to three
elements of Wampanoag life - clothing, shelter, and food- which are written on a t-
chart on the board, and also how they live now. Students will listen to instructions
and look at the empty t-chart as teacher explains.

Development: (Add numerical steps as needed)

1. Teacher and students will watch the video together. The teacher will 10
pause the video at the parts that deal with clothing, shelter, or food, and will
ask the children what they notice. The children will share what they see and
the teacher will use their observations to fill out the appropriate spot on the t-
chart.

2. Teacher will explain that each child will choose a detail from the t-chart to 5
draw and write about, with the top section of the graphic organizer about
long ago and the bottom part about now. The teacher will model this activity
with an exemplar while students watch.

3. Students will write and draw about one detail of Native American life long 15
ago and one detail about Native American life now. Teacher will circle,
observing, monitoring, and answering questions.

4.

5.
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Closure How will you sum up and close the lesson? 6

Teacher will share what she noticed children working on and how different children
chose to show different details. The teacher will ask students to clean up and let
children know there will be time to finish working later if they have not done so.
Students will clean up.

Total Time Planned for this Lesson 40

Criteria for Formal Assessment (use or delete table and insert other assessment instrument)
Category Secure Beginning N/A

NA life long ago Student drew and Student either Student drew or
wrote about one drew or wrote wrote about
detail of NA life about one detail of something that did
long ago NA life long ago not connect to NA
life long ago or left
this area blank

NA life long ago Student drew and Student either Student drew or
wrote about one drew or rote wrote about
detail of NA life about one detail of something that did
now NA life now not connect to NA
now ago or left
this area blank