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 5: Traditional Dress/Cuisine
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 student will learn about the Seminole Indians
Students will research the traditional dress of the Seminole Indians using technology.
Students will compare the traditional dress of the Seminole Indians with the Traditional dress of the Americans of today’s time.
Students will learn about and make a famous dish that the Seminole Indians eat.
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.2.A.1.2 Utilize the media center, technology, or other informational sources to
VA.5.S.1.2 Use media, technology, and other resources to inspire personal art-making decisions.
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.5.6.4.2: 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.
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. Begin the lesson by reviewing what you have covered in the last 4 days. “What they have learned, What they found interesting, and what information did they write in their flip book. (ESOL Accommodation- Write this information on the board along with the section)
2. We will then start with a KWL chart (K- What you know, W- What you want to know, L- What you learned) to see what they know and what they want to know about the Seminole Indian traditional Dress and Cuisine.
3. Split Students up into 4 groups of 5. (Randomly, but if they are already at tables leave them)
Group1- Seminole Indian Traditional Dress
Group2- Seminole Indian Cuisine
Group 3- American Dress
Group 4- American Cuisine
Let the students pick their topic or to make it fair let them draw a topic out of an hat or bowl
Inform students that they will all be doing research on the topic they received. The research will be done on the technology provided in the classroom or in the library (whichever is available). They are to gather as much information as possible as a group. Work together(ESOL)
After you have gather the information you have chosen to be important, your group will create a 4-5 minutes presentation using PowerPoint or Prezi.
Inform students that they should include citation at the end to refrain from plagiarism.
Before each group presents, they should have written their information in the “Traditional Dress/Cuisine” part of the flip book.
While the other 3 groups are presenting, everyone else should have their pen or pencil jotting information down.
The class then comes together as a whole and completes the KWL chart
After creating the KWL chart, 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 (traditional dress and cuisine ). This activity will benefit students at the end of the week when it is time to take the post-test.
To close the lesson, we will make a famous Seminole Indians dish called “Indian Fried Bread” with the help of our classroom volunteers
Ingredients (Each table needs their own)
3 cups of flour
1 tablespoon baking powder
½ teaspoon salt
1 cup warm water
-Combine dry ingredients in a bowl. Add warm water in small amounts and knead dough until soft but not sticky. Adjust flour or water as needed. Cover bowl and let stand about 15 minutes.
-Pull off large egg-sized balls of dough and roll out into fairly thin rounds. Fry rounds in hot oil until bubbles appear on the dough, turn over and fry the other side until golden (have parent volunteers do this).
Serve hot. Try brushing on honey, or making into an Indian taco
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 5: Traditional Dress/Cuisine
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 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. We will then start with a KWL chart (K- What you know, W- What you want to know, L- What you learned) to see what they know and what they want to know about the Seminole Indian traditional Dress and Cuisine.
3. Split Students up into 4 groups of 5. (Randomly, but if they are already at tables leave them)
Let the students pick their topic or to make it fair let them draw a topic out of an hat or bowl
Ingredients (Each table needs their own)
-Combine dry ingredients in a bowl. Add warm water in small amounts and knead dough until soft but not sticky. Adjust flour or water as needed. Cover bowl and let stand about 15 minutes.
-Pull off large egg-sized balls of dough and roll out into fairly thin rounds. Fry rounds in hot oil until bubbles appear on the dough, turn over and fry the other side until golden (have parent volunteers do this).
Serve hot. Try brushing on honey, or making into an Indian taco
Resources/Materials
Computers, Ipads, Laptops, etc.