Day 4

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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 4: People and Languages


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:
  • Students will learn about different roles in the Seminole tribe such as jobs, role of men and woman.
  • Students will learn about different types of food.
  • Students will learn about clothing.
  • Students will learn about what education the tribe had, such as language.
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.

  • LACC.5.RI.1.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

  • LACC.5.RI.3.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

  • LA.5.1.6.1: The student will use new vocabulary that is introduced and taught directly.
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. We will begin day 4 with a reflection of day 3. Going over the KWL chart that was completed in day 3 and talking with our groups about what we have learned thus far and going over flip book information from the students.
2. I will then play a video for the students and ask them what they think the video might be about.
http://www.youtube.com/watch?v=7Hubq3DOL-Y
3. After writing our ideas down in our flip book and getting the answer from the students of their ideas we will then do a web field trip.
http://www.ahtahthiki.com/Tours-Programs-Seminole-Tribe-FL-Ah-Tah-Thi-Ki-Museum.html
4. After the students in partners go on the web field trip finding 5 new facts they learned from the field trip and writing them in our flip books. We will then write the principle a persuasive letter on why we should go on the field trip.
5. Then having a class discussion of our different ideas of why we should go on this field trip and how it would benefit us as a class we will learn new vocabulary to get prepared for our field trip.
6. Visiting the webpage http://www.native-languages.org/seminole_words.htm we will learn new words and ways the Seminole tribe talked.
7. Individually the students will complete Native American Symbols work sheets to connect new vocabulary and symbols used for the words and display this in their flip book.
8. After doing so they will be grouped up to come up with a table Indian name from the new symbols and vocabulary learned in todays lesson.
9. After each table completes the desired new table name the groups will go from table to table in order to try and finger out the new names each table has developed.
10. As a class we will then vote on the best name developed and make this the class name that we will use to submit out field trip request.
11. As a homework activity the students will complete a Vocabulary Crossword puzzle to put in their flip books to continue on to the next day.

Resources/Materials