Lesson Plan Template

Name: Tatum Baird

School: Dorris Intermediate School CT : Brandy Ladrew Grade: 6

Remember the Standards, Objectives, Purpose and Assessments

must match.

Standards: (Common Core, Next Gen, etc) Culturally Responsive Teaching Leading
Standards
Make authentic connections between academic learning and students' prior
knowledge, native language, culture, and values.
Consistently solicit students' input on the curriculum (e.g., interests, people, or
concepts).

Objectives: Compare Contrast with Wilma Mankiller, learn about the

hardships Native Americans face, engage in open discussion and examine
some of the hardships Wilma faced and how that was affected by her
identity.

Purpose/Overview: (Brief description of what the finished product will

be.)

Students will develop a sense of sympathy and understanding of a Native American

perspective of life by listening to the story in class and working on an activity that
requires active recall of the story events and input of personal experience. Students will
participate in two different open discussions and complete a Venn Diagram worksheet.

Resources: (websites, Teachers Pay Teachers, Teachers Manual

Name and Publisher, etc.) Dorris Intermediate School Culturally
Responsive Curriculum

Grade Level: 6

Time Duration: 15 minutes Introduction, 20 minutes read aloud, 15

minutes guided instruction, 15 minutes independent work time.

Materials: (a list of everything you and your students will need for
your lesson)

1. Worksheets
2. Wilma’s Way Home – The Life of Wilma Mankiller
3. Pencils
4. Whiteboard
Behavior Expectations: (You will list the expectations of the student’s
behaviors ex. I expect you to raise your hands, listen attentively,
participate etc.) These need to be stated before you begin your
lesson.

1. Respectful of differences
2. Quiet and focused on the story.
3. Can work with a partner to brainstorm if expectations are met during the reading.
4. Raise hands with questions and wait to be called on

Anticipatory/Introductory Set: (This helps them get excited about the

lesson)

1. Introduce Native American History Month and ask students what they know
2. Engage with “Who has heard about the Native American tribe of the Cherokee
people?”
3. Introduce Wilma Mankiller, talk about her last name and how Native American
last names tend to translate into English.

Teaching: (This will be exactly how you will teach the lesson. It must
include scripting of higher order thinking questions.) This section
should be written so someone could teach the lesson from this
portion.

1. Begin with having students clear their desks to listen to the story and engage in
discussion. The discussion will start with talking about National Native American
and Indigenous People’s Month and its importance (Trail of Tears, Cahokia and
the Collinsville Kahoks (Kahok is a made-up name for the mascot to be more
culturally appropriate), etc.) It is important to talk about Native American history
as it is a huge part of U.S. history that is often overlooked. Native American
history has been lost due to oral tradition and the attempts of white settlers to
colonize (or claim) the land of the U.S..
2. Next, ask the students what they know about Native American culture. Ask them
if they know any groups, traditions, people, etc.
3. After students have had the chance to share, introduce the book “Wilma’s Way
Home.” Wilma Mankiller was a Cherokee woman from rural Oklahoma, and
eventually went on to become Principal Chief of the Cherokee Nation as the first
woman to accomplish such a feat.
4. Set behavioral expectations right before reading the book. Students must be
calm, focused, and respectful of the story. Explain that they will have a
worksheet that has them compare and contrast their life and Wilma Mankiller’s
life. It is important they know to pay attention.
5. Read the book aloud for the class, walking around to engage the students and
give them the opportunity to see the illustrations that go along with the book.
Pause occasionally to make notes about significant or defining events in Wilma’s
life, such as her move to the city, the death of her father, etc.
 6. After finishing the story, engage students in another discussion about the events
of the story and what stood out to them. This will help them recall events of the
story and their classmates may bring up a point they did not think about.
7. Conclude the discussion and hand out the worksheet to each student. If the
students did not follow behavioral expectations, they may not be allowed to work
in pairs with a neighbor. If they did follow expectations respectfully and quietly,
then they may work with a partner nearby.
8. Allow the students about 20 minutes of time to work on the activity. Check
around with them and ask questions about the answers they wrote, similarities
they found, and if they need more time on the worksheet.

Guided Practice: I will walk the students through the Venn Diagram and
directions of the worksheet. I will show them my example.

Independent Practice: Students will work independently or with a

neighbor to complete the rest of the worksheet

Assessment: (This needs to assess your objectives.)

1. Students will remember and recall information from the story

2. Students will follow directions on the worksheet guiding them
through critical thinking and cultural responsiveness to Native
American culture
3. Students will develop a personal connection with Mankiller through
comparing their life and Mankiller’s life.

Closure: (This activity will show you that the students have met your
objective for the lesson at the end of your lesson. Unlike homework
that makes you wait for 24 hours)

We will go around the class and ask questions or make statements about something we
observed in the story. This will occur before handing out the worksheet.

Pedagogy/Theorists: ( You will need to state the theorist, the theory,

and how you are demonstrating it in your lesson.)
https://www.isbe.net/Pages/Culturally-Responsive-Teaching-Leading-
Standards.aspx

This lesson is based off of the provided curriculum for Culturally

Responsive Teaching and Leading Standards addressed by Collinsville
Dorris Intermediate School. I used the standards of the above link to
inform and guide my pedagogical approach towards fostering a connection
with Wilma through utilizing a sense of relatability to Wilma in some way,
determined by the student.

Accommodations: (*IEP students,*gifted students, * RtI students,

*ELL learners) (How are you modifying the lesson to meet the needs
of the subgroups in your class.)

The lesson incorporates worthwhile tasks and questions that inspire

creative thinking so that students of all readiness levels can engage with
the content in a way that best benefits them.

What Ifs (These are before thoughts of things that might cause you to
change your lesson ex. The technology is unavailable during your
lesson. How will you compensate or modify your lesson to handle it)
1. “What if my students are disrespectful because of cultural
differences?”
a. In the introduction, I will facilitate an open space for students
to ask questions or make observations about what they know
or believe. I will set behavioral expectations, so students
know that disrespect is never tolerated, but curiosity and an
open mind is more than welcome.
2. “What if my students do not engage with the activity well enough?”
a. To mitigate this concern, the behavioral expectations set
around the task explain the importance of the relevance of the
topic and how the worksheet is meant to reflect on not only the
story, but the student’s own experiences. It is easier for
students to engage with activities with a sense of familiarity.