October 8, 2015

by Anna Parrish

Lesson plan

Naming the Native American Tribes

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Contents

Grade

Third Grade

Subject

View aligned standards

RI.3.7 SL.3.4 W.3.7

English Language Arts and Reading Grade 2 2.6.F 2.12.B Grade 3 3.6.F 3.11.B.i 3.12.B Grade 4 4.6.F 4.11.B.i 4.12.B

English Grade Two W.2.10.c W.2.10.e W.2.10.f Grade Three W.3.8.c Grade Four R.4.5.h R.4.6.e

No standards associated with this content.

English Language Arts Grade 2 4.3.A.1 Grade 4 3.4.A.1 5.2.B.2 Grade 3 2.1.B.2 2.2.B.4

English Year 2 ACELY1670.d Year 3 ACELY1680.e ACELY1680.f

English Level 2 RV.VCELY222.4 Level 3 RV.VCELY257.5 RV.VCELY257.6

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Materials and preparation

Chart paper (with the words “Native Americans” written across the top)
Chart paper (with the words “Native American Tribes” written across the top)
3X3 inch sticky notes
Apache Reading
Class set of Native American tribe map
Colored pencils or crayons
Pencils
17 Native American tribes printouts

Related books and/or media

BOOK: Pueblo Storyteller by Dian Hoyt-Goldsmith
BOOK: North American Indians by Douglas Gorsline
BOOK: Encyclopedia of Native American Tribes by Carl Waldman and Molly Braun
BOOK: Find Out About Native Americans by Michael Stauffer

Learning Objectives

Students will be able to describe characteristics of various tribes of Native Americans. Students will be able to compare and contrast differences between various tribes of Native Americans. Students will be able to identify the details and main idea in a selected text.

Introduction

(5 minutes)

NOTEBOOK

Native American Tribe map

Post a large piece of chart paper at the front of the classroom
Establish ground rules for the Silent Graffiti activity. For example, students will come up and write or draw on the chart paper, one at a time. If another person is already writing they will form a line and take turns writing or drawing on the chart paper.
Ask the students to write or draw anything that they know about the topic of Native Americans on the chart paper.
Tell the students that they will be learning more about Native Americans and researching the various Native Americans tribes.

Explicit Instruction/Teacher modeling

(10 minutes)

Model the process of finding the location where the Apache tribe lived on the map.
Demonstrate the process of coloring and labeling the tribe on the map.
Next, display the reading selection about the Apache tribe.
Model the process of highlighting key words, underlining, and taking notes on the graphic organizer.

Guided Practice

(10 minutes)

Display the Native American tribe map on the interactive whiteboard or demonstrate with a printout.
Lead the students in color-coding and labeling the various tribes on the map.
After you lead the students in completing the map, have the class read the tribes chorally, along with you.
Refer the students back to the example of the reading selection to model the process of reading closely, finding details, and taking notes using the graphic organizer.

Independent working time

(15 minutes)

Distribute graphic organizers and individual reading selections on the Native American tribes.
Direct the students to locate key words and details and guide them in note taking on their graphic organizer.
As needed, rotate around the room to assist students.

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Differentiation

Enrichment: Pair two advanced students and challenge them to find similarities and differences between two different tribes. Allow them to either create a presentation or a Venn diagram.
Support: Consider pulling a small group of students and reading about one tribe, rather than giving each student a separate tribe. Read the text aloud to students who struggle with blending and reading fluently. Then, have them reread the text on their own. Provide the option of reading along with students. Strategically select the individual tribe assignments. Create a quick recording of the reading selection so that students can read along as they listen. Provide text that has some words already highlighted.

Technology Integration

Create a class Prezi with all of the Native American tribe facts.
If using Google classroom, create a shared presentation and have students all contribute one page to the presentation. Then, invite them to share their work with an audience of parents or another class of students.

Assessment

(5 minutes)

Assign the question and answer portion of each individual reading assignment.
Rotate around the room and ask students to tell you two facts that they learned from reading about their Native American tribe.

Review and closing

(10 minutes)

Post a piece of chart paper that has “Native American Tribes” written on the top.
Distribute one 3X3 inch sticky note to each student.
Ask the students to write the name of their tribe on the top of the sticky note.
Next, ask the students to write one thing they learned about that tribe on their sticky note.
Bring the class together in a group and invite students to come up to the front of the class and share one fact that they learned from their research.
Ask the students to add their fact to the piece of "Native American" chart paper.
Ask the students to notice how the tribes are similar and different.

Lesson plan

Naming the Native American Tribes

Learning Objectives

Introduction

Explicit Instruction/Teacher modeling

Guided Practice

Independent working time

Differentiation

Technology Integration

Assessment

Review and closing

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Lesson plan

Naming the Native American Tribes

Learning Objectives

Introduction

Explicit Instruction/Teacher modeling

Guided Practice

Independent working time

Differentiation

Technology Integration

Assessment

Review and closing

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