Day 1

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Teacher(s) Name: Alexis Glenn, Heather Devries, Sierra Kennedy, Megan Lesuer
Thematic Unit Theme/Title/Grade: The Life of a Seminole Indian/5th grade
Wiki space address: http://ucfgr5nativeamericanssp14t.wikispaces.com/

Daily Lesson Plan Day/Title: Day 1: The History of Seminole Indians


Learning Goals/Objectives

What will students accomplish be able to do at the end of this lesson? Be sure to set significant (related to SSS/CCSS), challenging and appropriate learning goals!
 Learning Goal:Students will understand the history, culture, language and traditions of the Seminole Indian tribes of Florida.

Learning Objectives:

  • The students will learn why the Seminole nation was formed.
  • The students will learn where the Seminole Indians lived.
  • The students will understand why the Seminole's migrated from north Florida to south Florida.
  • The students will learn which tribes came together to form the Seminole nation.
  • The students will acquire knowledge about powwows.
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NCSS Themes
Common Core State Standards (CCSS)
Next Generation
Sunshine State Standards (NGSSS)List each standard. Cutting and pasting from the website is allowed. http://flstandards.org.
 NCSS theme(s):
  1. Culture
  2. Time, Continuity, and Change
  3. People, Places, and Environments
  4. Individual Development and Identity
  5. Individuals, Groups, and Institutions
  6. Production, Distribution, and Consumption

Common Core State Standard(s):
  • CCSS.ELA-Literacy.W.5.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

  • CCSS.ELA-Literacy.W.5.1.a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose.

Next Generation Sunshine State Standards:
  • SS.5.A.2.3-Compare cultural aspects of Native American tribes from different geographic regions of North America including but not limited to clothing, shelter, food, major beliefs and practices, music, art, and interactions with the environment.

  • SS.5.A.2.2: Identify Native American tribes from different geographic regions of North America (cliff dwellers and Pueblo people of the desert Southwest, coastal tribes of the Pacific Northwest, nomadic nations of the Great Plains, woodland tribes east of the Mississippi River).

  • LA.5.6.4.2: The student will determine and use the appropriate digital tools (e.g., word processing, multimedia authoring, web tools, graphic organizers) for publishing and presenting a topic.

  • SS.5.G.4.2: Use geography concepts and skills such as recognizing patterns, mapping, graphing to find solutions for local, state, or national problems.
Assessment
  • How will student learning be assessed? Authentic/Alternative assessments?
  • Does your assessment align with your objectives, standards and procedures?
  • Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes, etc.
 Unit Pre-Assessment:

The pre-assessment will be a Venn Diagram. Students will compare and contrast Seminole Indian home life with their home life. The students will complete this activity with prior knowledge they have about Native Americans.

Unit Post-Assessment:

The post-assessment will be a Venn Diagram.Students will compare and contrast Seminole Indian home life with their home life. From what they learned this week, students will be able to identify in-depth the similarities and differences between their own life and the Seminoles Indians life.

On-going daily (progress-monitoring) Assessment:

For our on-going daily assessment we will do the Marzano student scale. Students will write down their number on a sticky note and leave it on their desk. (1= I am trying to get it! I need some more practice. 2= I almost have it! I just need a little practice. 3= I get it! I am on target with all of my learning objectives! 4= I got it and I can teach it, or apply it in new ways!) The teacher will walk around and monitor students understanding.
Design for Instruction
Student Activities & Procedures
  • What best practice strategies will be implemented?
  • How will you communicate student expectations?
  • What products will be developed and created by students?
  • Consider Contextual Factors (learning differences/learning environment/learning styles) that may be in place in your future classroom.

Exceptionalities

What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc.
 1. The students will begin with their pre-assessment. They will compare and contrast the life of a Seminole Indian and their home life.

2. I will ask the students what are some of the things they came up with and included in their Venn Diagram. Students might discuss the different roles of men and women, language, food, and the way of dress.

3. I will explain to the students that we will be learning about the Seminole Indian tribe for the week. We will learn their history, culture, language, and traditions.

4. I will show the students a satchel and then they will create one. Using the interactive white board, step-by step procedures will be shown for the students to refer to. They will store their items and materials that they collect throughout the week in their satchels. (http://cfabbridesigns.com/holidays/thanksgiving/native-american-paper-satchels/#.U1Z6Y_ldWSp)

5. After completing the satchels, I will have the students to create a flip-book to write their notes in. The first tab in the flip-book will include information about the Seminole's History.

6. I will go over how the Seminole Indian tribe was formed. (In the 1700's, Indians from Georgia and Florida tribes joined together for protection. The Creeks, Miccosukees, Hitchitis, and Oconees originally had unique cultural identities, but they soon merged into a unified Seminole nation.)

7. I will also explain to the students that the Seminoles lived in Florida. They started out in northern Florida, but after being attacked the Seminole tribe moved further south, into the Everglades. The students will also learn that some Seminoles were forced to move to Oklahoma in the 1800's.

8. I will pull up a map of Florida on the IWB and show the students how the Seminoles were located in North Florida near Pensacola and Tallahassee and moved down south near the Everglades. (ESOL accommodation: visual) external image map.GIF

9. Student will be given a blank map of Florida to cut out and put in their flip-book. The students will label the map and outline how the Seminole's moved from North Florida to South Florida.

10. Students will enjoy a read aloud, Jingle Dancer by Cynthia Leitich Smith. The book is a bout a young girl named Jenna who borrows jingles from the dresses of several friends and relatives so that she can perform the jingle dance at the powwow. Jenna is a member of the Creek nation in Oklahoma. The students will make the connection that the Creeks joined together with other tribes to form the Seminole nation and that Jenna's family may have been one of the families who were originally in Florida but had to move to Oklahoma when they were attacked.

11. After reading about how Jenna carries on the tradition of jingle dancing that has been shared by generations of women in her family, the students will create a Glogster and describe one of the traditions their families share. (Students can include images, videos, and audio recordings.)

12. To close Day 1, students will list one similarity and one difference between life as an American now and life as a Seminole Indian back then. The similarity and difference should relate to the topic of that day (history). This activity will benefit students at the end of the week when it is time to take the post-test.

Resources/Materials

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