Lesson Plan Template

Date: 2/20/23
Grade: 4th Grade Subject: Social Studies
Materials: Paper, Organizers, Markers, colored pencils, Pencils Technology Needed: Active Panel, Ipads
Instructional Guided Practices and Concrete Application:
Strategies:  Peer teaching/collaboration/  Large group activity  Hands-on
 Direct instruction cooperative learning
 Independent activity  Technology integration
 Guided practice  Visuals/Graphic organizers
 Pairing/collaboration  Imitation/Repeat/Mimic
 Socratic Seminar  PBL
 Simulations/Scenarios
 Learning Centers  Discussion/Debate
 Other (list)
 Lecture  Modeling Explain:
 Other (list)
Standard Universal Design for Learning
ND Essential Understanding 2 – Learning & Storytelling Below Proficiency:
Use an outline to help make a story and give more examples of storytelling.

Objective
- Students will recognize
- Students will create a story that reflects those of
Native American Culture while creating a picture to
display the lesson being taught.
- Students will be able to summarize the lessons taught
through storytelling.
- Students will be able to link our traditions and Native
American Traditions
Bloom’s Taxonomy Cognitive Level: Analyzing, Understanding,
Applying, creating
Classroom Management- (grouping(s), movement/transitions,
etc.)
Students will listen while also contributing to the conversation.
. They will be working in groups when assigned to and will
gather materials appropriately and quietly.
Above Proficiency:
Have them write out their story using three paragraphs. As well as
highlighting the life lesson that they want others to learn from it.
Modalities/Learning Preferences:
• Visual: Show a visual of the story being told. Have a book version
of another storytelling if there is no visual available.
• Auditory: Listen to the story being told. Students can also tell
their story out loud before writing it down.
• Kinesthetic: Have the students draw out their storytelling.
• Tactile: Use blocks with storytelling elements to help them build a
story instead of draw and write it
Behavior Expectations- (procedures/expectations specific to the lesson, rules
and expectations, etc.)
Students will be paying attention and taking notes during the video while
avoiding being a distraction to other students.
When creating their own story, students will be staying on task and creating
something relating to the lesson being taught.
Students will clean up the area when they are done.

Minut Procedures
es
10 to Set-up/Prep before lesson: Videos and Resources
15 Lesson inspired by - https://prairiepublic.pbslearningmedia.org/resource/great-states-north-dakota-3.1/activity/
minut https://prairiepublic.pbslearningmedia.org/resource/8f7e1111-3709-48a0-9213-0d4456a63f25/keith-bear-turtle-and-pretty-crane/
es

Engage: (opening activity/ anticipatory Set – access prior learning / stimulate interest /generate questions, etc.)
- Ask students what storytelling is. Is it more than just an entertaining story? How have we learned about our past through
storytelling?
- Show students a map of North Dakota showing Native American Tribes.
- https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.indianaffairs.nd.gov%2Ftribal-
nations&psig=AOvVaw1EV7xnSFSs2dZZ0GKSQMZu&ust=1708493198482000&source=images&cd=vfe&opi=89978449&ved=0C
BMQjRxqFwoTCPjNv6GXuYQDFQAAAAAdAAAAABAE
- Have students make a diagram relating to the information being shared in the story. Have them point out the lessons being
taught through the speaker's story telling. What could they take away from the story? Why is he telling the story?
- Have students watch the video “Keith Bear: “Turtle and Pretty Crane”

Explain: (teacher-led)
Have students say what they learned from the video. Lessons they could say would be:
- Setting aside differences to trade and celebrate
- Even if you are different, you can be successful
- When you appreciate someone, show generosity from your successes
- Love can make you strong
 Lesson Plan Template
Date: 2/20/23
- When you think there is danger, it may be something completely different
- Listen to nature, appreciate the visions, dream about what you want
Explain to students that stories are passed down through Native American culture to teach a lesson. What stories have you been told to
explain a lesson to you?
Read from the ND Essential Understandings #2. How stories were used to pass down wisdom and knowledge that also incorporated the
different responsibilities that they had for different ages and genders.

Elaborate: (concreate practice/application with relevant learning task -connections from content to real-life experiences)
Have students get out pieces of paper to create their own stories that teach a lesson. They will be using animals to create this story. Then
have students draw out this story on a piece of paper.
https://www.ndtourism.com/articles/celebrate-life-north-dakota-powwows
Have students learn more about pow-wows and ways that they celebrate their culture through traditions. After watching some of the
videos, have them compare these traditions to one of the traditions they have with their family. Use a Ven Diagram for this activity.
Wisdom is then passed down from what we create whether it be through songs, stories, or even traditions that we share.

Closure (wrap up and transition to next activity):

Here are some questions that you can ask the students to wrap up the activity.
How are stories and traditions important? What can we learn by passing things down from generation to generation? What would
happen if we didn’t do these things? Are stories more than just entertainment or can they be used to teach and pass down important life
lessons?
How can we pass down lessons that we learn in our lifetime?

Formative Assessment: (linked to objective, during learning) Summative Assessment (linked back to standard, END of learning)
• Progress monitoring throughout lesson (document of Will be collected on an exit ticket with them writing down the important parts of
student learning, data collection) the lesson.
Walking around the room to see how the students are doing on
their drawings and Ven diagrams. Are they relating to the
objective of storytelling and traditions?

Teacher Reflection (What went well? What did the students learn? How do you know? What changes would you make?):