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 2: The Culture of Seminole Indians (Arts & Crafts)
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 understand that the Seminole Indians were well known for their baskets, woodcarvings, bead work and patchwork designs.
The students will learn the significance of the dream catcher.
The students will learn the significance of the rain stick.
The students will understand the difference between Seminole Indian culture and American culture.
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):
Culture
Time, Continuity, and Change
People, Places, and Environments
Individual Development and Identity
Individuals, Groups, and Institutions
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.
LA.5.4.2.2: The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids to organize and record information on charts, data tables, maps and graphs, as appropriate.
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.5.1.7.2: The student will identify the authors purpose (e.g., to persuade, inform, entertain, explain) and how an author’s perspective influences text;
Assessment
How will student learning be assessed? Authentic/Alternative assessments?
Does your assessment align with your objectives, standards and procedures?
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. I will begin with a review of yesterday’s lesson “The History of Seminole Indians.” I will ask the class what they found interesting and some things they jotted down in their flip books.
2. I will ask the students, “Why was Jenna's tribe significant to the history of the Seminole Indians tribe. (Students should refer to Jenna's tribe -creek nation, being one of the tribes that formed the Seminole nation.)
3. For day 3, Students will learn about Seminole Indian Culture. In their flip books, they will write down some things Seminole Indians were well known for such as their baskets, woodcarvings, bead-work and patchwork designs. The Seminole Indians created a lot of things with their hands. Dream catchers and rain sticks have been a part of Native American cultures for a while.
4. I will ask the students if they know what dream catchers and rain sticks are or what they were used for.
5. Students will then learn the importance of each.
* Rain sticks are usually made from types of cactus. The cactuses are dried in the sun and the spines are removed. Pebbles and other small objects are placed inside the rain stick with the ends sealed. The rain stick was a type of instrument and was played in the belief that it could bring rain.
Dream catchers were used to protect the sleeping individual from negative dreams, allowing positive dreams to come through. A dream catcher is a hoop with webbing in the middle. Feathers hang from the hoop. It is said that the positive dreams would slip through the center hole of the dream catcher and glide down the feathers to reach the person. The negative dreams would get trapped in the web.
6. Students will enjoy a read aloud called Grandmother's Dreamcatcher:byBecky Ray McCain. After reading, we will discuss the author's purpose.
7. After listening to the story, the class will create their very own dream catcher and rain stick.
8. The students will come together in 4 groups (2 groups of dream catchers and 2 groups of rain sticks). Students will have about 15-20 minutes to complete their first project. Once the time is up, students will switch groups so they will have a chance of completing both projects.
Instructions:
Rain Sticks
- Grab a water bottle - Choose the item you would like inside (popcorn kernels, dried beans, or uncooked rice). When shaken, the sound of each will be different because of the weight of the different items. -Close bottle tightly. - Grab a permanent marker from the box and write your name on the cap of the water bottle. - Paint the water bottle. Be sure to put extra coats of paint.
Dream Catcher
- Grab a paper plate and a marker and write your name on the back of the plate. - Take the scissors and cut the middle of the plate out (example on table) - Take turns passing around the single hole puncher and punch about 10 different holes in the plate (the bottom, top and sides) - A box in the middle of the table has different materials that will be used to decorate your dream catcher (be creative), the string provided is to go in and out of the 10 holes you made.
9. Once the crafts have been created, the class will rotate around the room and look at the different ideas their peers came up with.
10. Students will return to their seats. To close Day 2, 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 (culture). This activity will benefit students at the end of the week when it is time to take the post-test.
Resources/Materials
Rain Sticks
water bottles (one for each student)
paint brushes (one for each student)
paint (all colors)
water bowls (filled to about an inch high)
newspaper to catch any spills
Dream Catchers
Paper plates: ensure that they are not the Styrofoam brand (one for each student)
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 2: The Culture of Seminole Indians (Arts & Crafts)
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!Students will understand the history, culture, language and traditions of the Seminole Indian tribes of Florida.
Learning Objectives:
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.
Common Core State Standard(s):
Next Generation Sunshine State Standards:
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.
Student Activities & Procedures
Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc.2. I will ask the students, “Why was Jenna's tribe significant to the history of the Seminole Indians tribe. (Students should refer to Jenna's tribe -creek nation, being one of the tribes that formed the Seminole nation.)
3. For day 3, Students will learn about Seminole Indian Culture. In their flip books, they will write down some things Seminole Indians were well known for such as their baskets, woodcarvings, bead-work and patchwork designs. The Seminole Indians created a lot of things with their hands. Dream catchers and rain sticks have been a part of Native American cultures for a while.
4. I will ask the students if they know what dream catchers and rain sticks are or what they were used for.
5. Students will then learn the importance of each.
* Rain sticks are usually made from types of cactus. The cactuses are dried in the sun and the spines are removed. Pebbles and other small objects are placed inside the rain stick with the ends sealed. The rain stick was a type of instrument and was played in the belief that it could bring rain.
- Dream catchers were used to protect the sleeping individual from negative dreams, allowing positive dreams to come through. A dream catcher is a hoop with webbing in the middle. Feathers hang from the hoop. It is said that the positive dreams would slip through the center hole of the dream catcher and glide down the feathers to reach the person. The negative dreams would get trapped in the web.
6. Students will enjoy a read aloud called Grandmother's Dreamcatcher: by Becky Ray McCain. After reading, we will discuss the author's purpose.http://www.amazon.com/dp/0807530328/ref=rdr_ext_tmb#reader_0807530328
7. After listening to the story, the class will create their very own dream catcher and rain stick.
8. The students will come together in 4 groups (2 groups of dream catchers and 2 groups of rain sticks). Students will have about 15-20 minutes to complete their first project. Once the time is up, students will switch groups so they will have a chance of completing both projects.
Instructions:
- Rain Sticks
- Grab a water bottle- Choose the item you would like inside (popcorn kernels, dried beans, or uncooked rice). When shaken, the sound of each will be different because of the weight of the different items.
-Close bottle tightly.
- Grab a permanent marker from the box and write your name on the cap of the water bottle.
- Paint the water bottle. Be sure to put extra coats of paint.
- Dream Catcher
- Grab a paper plate and a marker and write your name on the back of the plate.- Take the scissors and cut the middle of the plate out (example on table)
- Take turns passing around the single hole puncher and punch about 10 different holes in the plate (the bottom, top and sides)
- A box in the middle of the table has different materials that will be used to decorate your dream catcher (be creative), the string provided is to go in and out of the 10 holes you made.
9. Once the crafts have been created, the class will rotate around the room and look at the different ideas their peers came up with.
10. Students will return to their seats. To close Day 2, 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 (culture). This activity will benefit students at the end of the week when it is time to take the post-test.
Resources/Materials
- water bottles (one for each student)
- paint brushes (one for each student)
- paint (all colors)
- water bowls (filled to about an inch high)
- newspaper to catch any spills
Dream Catchers