Professional Documents
Culture Documents
Learning Goal:
Students will be able to compare and contrast the cultures of Native
American tribes from various geographic regions of the United States.
Assessment
Informal assessment
(multiple modes): participation
rubrics, journal entries,
collaborative planning/presentation
notes, etc.
Unit Pre-Assessment:
Students will take a Kahoot! quiz two weeks prior to the start of this unit.
https://play.kahoot.it/#/lobby?quizId=3ced136e-29eb-48b2-bb34-fee267df00b5
Unit Post-Assessment:
Students will retake this same quiz at the end of the unit on Friday.
https://play.kahoot.it/#/lobby?quizId=3ced136e-29eb-48b2-bb34fee267df00b5
students are self-assessing and you are assessing their depth of knowledge
regarding the subject matter.
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
http://teachsocialstudies.wikispaces.
com/file/view/ESOLStrategiesComp
rehensibleInstruction.pdf/42902857/
ESOLStrategiesComprehensibleInst
ruction.pdf
and ESE (Gifted/Talented students,
Learning/Reading disabilities, SLD
etc.)
http://www.udlcenter.org/aboutu
dl/udlguidelines/udlguidelines_
graphicorganizer
3. Teacher will now play a video clip from History.com to demonstrate that
Native Americans were the first inhabitants.
http://www.history.com/topics/native-american-history/native-americancultures/videos#the-buffalo-and-native-americans
(3 minutes)
ESOL: 11,13,15,17
UDL: 1.1, 1.2, 1.3, 2.5, 4.2, 5.1
4. Teacher will discuss video clip with students. Teacher will ask students what
they learned and that information will be added to the TKL anchor chart.
(3 minutes)
ESOL:1,14,15,22,30,50
UDL: 1.1, 3.2
5. Teacher will introduce the read out loud: Children of the Earth and Sky.
Teacher will perform book walk. Teacher will ask questions like:
By looking at the cover what do you think this book will be about?
Teacher will also remind the students of title, author, and illustrator.
(2-3 minutes)
ESOL: 4,13,14,22,36
UDL: 2.2, 2.3, 3.1, 3.2, 3.3
6. Teacher will read the read aloud (Children of the Earth and Sky), and ask
questions/explain throughout the text to make sure students comprehend the text.
This will also be a time for the teacher to identify new vocabulary words. Ex:
reservation, tribe, settlement etc. The words will then be added to the classroom
word wall.
(10-12 minutes)
ESOL: 1, 5, 6,14,15,20,23
UDL: 1.1, 1.3, 2.1, 2.3, 3.2
7. After the read out loud is complete students will partake in another classroom
discussion. Students will talk about the 5 different tribes discussed throughout the
text. Have students self assess themselves here by saying self assess yourself at
a 4 and so on.
4 if you feel that you can teach others about this topic
3 if you feel that you understand this information
2 if you feel you need extra help
1-if you are unsure about this topic
(8-10 minutes)
ESOL: 1,6, 14, 15, 22,36
10. Teacher will now pass out the map of the United States of America that has
each region outlined. Students will need to identify each tribe region as well as
color it in.Using a key/legend. Students will then write 1 word and draw a
picture that will help them associate it to the tribe region.
(7-10 minutes)
ESOL: 4, 6, 7, 13, 15, 16, 17, 29, 30
UDL: 1.1, 1.2, 3.2, 3.3, 6.3
12. Have students self assess themselves now. This time ask the question self
assess yourself if you feel you are confident of the locations of each tribe region.
4 if you feel that you can teach others about this topic
3 if you feel that you understand this information
2 if you feel you need extra help
1-if you are unsure about this topic
(Students will display their number over their chest)
(2 minutes)
ESOL: 1, 6, 14
UDL: 6.2, 6.3, 6.4, 9.1, 9.3
-smartboard
-anchor chart (TKL)
-crayons/colored pencils
-map of United States
-Book: Children of the Earth and Sky
-sticky notes
-pencils
-internet access
-globe
Discussion Notes: Make comments here related to ideas for assessment measures, parent involvement, field trips, or
extension to the unit plan ideas.
Resources/Materials
Learning Goal:
Students will be able to compare and contrast the cultures of Native
American tribes from various geographic regions of the United States.
Learning Objectives: *you MUST have objectives to meet all
standards
The student will be able to identify key details/idea that make up the
Northwest Region of the United States.
The students will collaborate with peers to complete an art artifact that is
representative of this region of Native American tribes.
The students will utilize the internet and interactive whiteboard to further
their knowledge on this region of the United States during this time
period.
NCSS Themes
Florida Standards
(FS)
Next Generation
Sunshine State
Standards (NGSSS)
http://www.cpalms.org/Public/
Assessment
Informal assessment
(multiple modes): participation
rubrics, journal entries,
collaborative planning/presentation
Unit Pre-Assessment:
Students will take a Kahoot! quiz two weeks prior to the start of this unit.
https://play.kahoot.it/#/lobby?quizId=3ced136e-29eb-48b2-bb34-fee267df00b5
Unit Post-Assessment:
Students will retake this same quiz at the end of the unit on Friday.
https://play.kahoot.it/#/lobby?quizId=3ced136e-29eb-48b2-bb34fee267df00b5
notes, etc.
1.
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
http://teachsocialstudies.wikispaces.
com/file/view/ESOLStrategiesComp
rehensibleInstruction.pdf/42902857/
ESOLStrategiesComprehensibleInst
ruction.pdf
and ESE (Gifted/Talented students,
Learning/Reading disabilities, SLD
etc.)
http://www.udlcenter.org/aboutu
dl/udlguidelines/udlguidelines_
graphicorganizer
2.
Students will discuss the different characteristics of each tribe region learned
from the previous day. Students will utilize the TKL chart to recall information
and to add information to the Know column of the TKL chart.
(4 minutes)
ESOL: 1, 3,4, 6, 7, 13, 14, 15, 17, 22, 29, 30, 50
UDL: 1.1, 1.2, 1.3, 3.2, 6.3, 6.4, 8.3
3.
Next students will be asked to put away their maps, as the class will participate in
a review game of the location of the different tribe regions.
(1 minute)
4.
Students will work with their group mates and will be given a blank map. As a
group students will work together to place each region in the right location and
give one characteristic of each.
(7 minutes)
ESOL: 1, 2, 3, 4, 6, 10, 13, 15, 17, 30, 32
UDL: 1.1, 1.2, 1.3, 3.1, 6.3, 6.4, 8.3, 9.3
5.
Each group will be given a tribe region to say one characteristic from that region.
(4 minutes)
ESOL: 2, 3, 4, 6, 10, 13, 15, 16, 22, 29, 32, 37
UDL: 3.2, 6.3, 6.4, 8.3
6.
Review activity will be completed, and students will move onto the next topic.
California intermountain and northwest tribal regions.
7.
9. Students will get into their groups. Each member of the group will be
responsible for an ipad. Students will use their ipads for utilizing QR codes.
Students will visit 3 areas of the room, each area will have a QR code that will
give students information pertaining to the california intermountain tribal region.
Once students have visited the QR site, they will begin to fill out their graphic
organizer Native American Research. Students will then rotate around the room
until they have been to all 3 QR code stations.
(6 minutes each station= 18 total minutes)
ESOL: 1, 2, 3, 4, 6, 7, 8, 15, 16, 17, 27, 29, 30, 32, 33, 46, 50
UDL: 1.1, 1.2, 1.3, 2.3, 3.2, 3.3, 4.1, 4.2, 6.3, 7.1, 8.1, 8.2, 8.3
Station1:
Station 2:
Station 3:
10. Students will return to their tables where they will begin the next topic about
the Northwest region.
11. Teacher will introduce the artifact or artifake of the totem pole to the class.
14. Students will draw a picture of each animal that they choose using
construction paper. Students will then be asked to color each animal before
cutting out the animals.Students will glue the cut out animals to their cardboard
paper towel roll to create their own totem pole.
(10-15 minutes)
ESOL: 1, 2, 4, 6, 8, 13, 14, 15, 16, 17, 29, 30, 46
UDL: 1.1, 1.2, 1.3, 2.1, 3.2, 3.3, 7.1
15. Students will write 1-2 sentences per animal to explain why they chose that
particular animal.
(5 minutes)
ESOL: 1, 4, 6, 8, 11, 13, 15, 16, 17, 29, 30, 33
UDL: 1.1, 1.2, 2.1, 3.2, 3.3, 6.3, 6.4
16. Have students turn to their shoulder partner and discuss what they have
learned for the day.
(2 minutes)
ESOL: 1, 2, 3, 4, 6, 10, 11, 13, 15, 16, 22, 32
UDL: 2.1, 3.2, 6.3, 6.4, 8.3, 9.3
Resources/Materials
-ipad
-map of tribal regions
-TKL chart
-smartboard
-markers
-colored pencils
-scissors
-glue
-colored construction paper
-native american research graphic organizer
-QR codes
-paper towel cardboard rolls
-california intermountain tribal region reading
Discussion Notes: Make comments here related to ideas for assessment measures, parent involvement, field trips, or
extension to the unit plan ideas.
Teacher(s) Name:
Thematic Unit Theme/Title/Grade Level: Native Americans, 2nd grade
Wiki space address: http://ucfgr2nativeamericanssp16.weebly.com/
Daily Lesson Plan Day/Title: Native Americans of the Great Plains and Southwest Regions
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!
NCSS Themes
Florida Standards
(FS)
Next Generation
Sunshine State
Standards (NGSSS)
http://www.cpalms.org/Public/
Learning Goal:
Students will be able to compare and contrast the cultures of Native
American tribes from various geographic regions of the United States.
Learning Objectives: *you MUST have objectives to meet all
standards
The student will be able to identify key details/ideas that make up the
Great Plains and Southwest Regions of the United States.
The students will collaborate with peers to complete an art artifact that is
representative of this region of Native American tribes.
The students will utilize the internet and interactive whiteboard to further
their knowledge on this region of the United States during this time
period.
The students will utilize photographs to better understand this group of
Native Americans and their culture.
NCSS theme(s):
Culture, Time/Continuity/Change, People/Places/Environments
Florida Standard(s):
LAFS.2.SL.1.2: Recount or describe key ideas or details from a text read
aloud or information presented orally or through other media.
Next Generation Sunshine State Standards:
SS.2.A.1.2: Utilize the media center, technology, or other informational
sources to locate information that provides answers to questions about a
historical topic.
SS.2.A.2.1: Recognize that Native Americans were the first inhabitants in
North America.
SS.2.A.2.2: Compare the cultures of Native American tribes from various
geographic regions of the United States.
VF.2.F.3.2: Work with peers to complete a task in art.
VA.2.S.1.3: Explore art from different time periods and cultures as
sources for inspiration.
LAFS.2.RI.3.7: Explain how specific images (e.g., a diagram showing
how a machine works) contribute to and clarify a text.
Assessment
Unit Pre-Assessment:
Informal assessment
(multiple modes): participation
rubrics, journal entries,
collaborative planning/presentation
notes, etc.
Students will take a Kahoot! quiz two weeks prior to the start of this unit.
https://play.kahoot.it/#/lobby?quizId=3ced136e-29eb-48b2-bb34-fee267df00b5
Unit Post-Assessment:
Students will retake this same quiz at the end of the unit on Friday.
https://play.kahoot.it/#/lobby?quizId=3ced136e-29eb-48b2-bb34fee267df00b5
1.
Consider Contextual
Factors (learning
3.
differences/learning
environment/learning styles) that
may be in place in your future
classroom.
Exceptionalities
What accommodations or
modifications do you make for
ESOL
http://teachsocialstudies.wikispaces.
com/file/view/ESOLStrategiesComp
rehensibleInstruction.pdf/42902857/
ESOLStrategiesComprehensibleInst
4.
ruction.pdf
and ESE (Gifted/Talented students,
Learning/Reading disabilities, SLD
etc.)
http://www.udlcenter.org/aboutu
dl/udlguidelines/udlguidelines_g
raphicorganizer
The teacher will begin the lesson by reviewing the material learned on the
previous day of class. (3 min)
The teacher will then ask any of the students if they have ever been to any of the
middle states. The teacher will name examples: Oklahoma, Texas, Arkansas, etc.
If one of the students has been, the teacher will ask the student to describe what it
was like. The teacher will probe the student on the atmosphere. (3 min)
ESOL: 1, 4, 8, 14, 17, 22
UDL: 1, 3, 7.2, 7.3, 8.3
The teacher will then tell the students that they are going to be learning about
Native Americans of the Great Plains. The teacher will pull up a map on the
smartboard. The teacher will then explain that the Great Plains consist of the
center part of the United States. The teacher will tell the students that the Great
Plains region is a wide open region. The teacher will tell the students that trees
are scattered around in the Great Plains and that there is mostly land. The teacher
will point to the part of the map that contains the Great Plains. (3 min)
ESOL: 1, 8, 14, 17
UDL: 1, 2, 3.3, 7.2, 7.3, 8.3, 8.4
The teacher will then say that Native Americans of the Great Plains rely on the
buffalos and native plant species for food. The teacher will then show examples
of these species. The teacher will tell the students that they used the buffalo for
many uses and did not let it go to waste. The teacher will then explain that
because Native Americans of the Great Plains traveled a lot, they built their
homes to be able to move around. The teacher will explain that the tepees were
made of buffalo hide and sticks. The teacher will show a picture of a teepee. The
teacher will ask the students if they know what a bow and arrow is. The teacher
will explain that Native Americans of the Great Plains would use this weapon to
hunt. The teacher will then tell the students that the Native Americans from the
Great Plains ride horses to help them travel and hunt. (3 min)
5.
6.
7.
8.
9.
about what a day would be like for them as a Native American of the Great
Plains. (10 min)
ESOL: 1, 4, 6, 14, 36
UDL: 1, 2, 3, 4, 5, 6.2, 6.4, 7.2, 7.3, 8, 9
Center 3: The students will be given a piece of light brown paper, scissors, and
three sticks. The students will then draw a design on the piece of paper. The
students will then roll the piece of paper around the sticks into a cone. The
students work will mimic the shape of a teepee. (10 min)
Resources/Materials
ESOL: 1, 4, 6, 14, 46
UDL: 1, 2, 3, 4, 5, 6.2, 6.4, 7.2, 7.3, 8, 9
-ipad
-map of tribal regions
-Native American coloring worksheet
-sticks
-TKL chart
-smartboard
-markers
-colored pencils
-scissors
-glue
-tape
-brown construction paper
-Native American research graphic organizer
-QR codes
-http://safeshare.tv/v/ss571420ac15c9d
-Book: How the Stars Fell Into the Sky by Jerrie Oughton
Discussion Notes: Make comments here related to ideas for assessment measures, parent involvement, field trips, or
extension to the unit plan ideas.
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!
NCSS Themes
Florida Standards
(FS)
Next Generation
Sunshine State
Standards (NGSSS)
http://www.cpalms.org/Public/
Assessment
Informal assessment
(multiple modes): participation
rubrics, journal entries,
collaborative planning/presentation
notes, etc.
Learning Goal:
Students will be able to compare and contrast the cultures of Native
American tribes from various geographic regions of the United States.
Learning Objectives: *you MUST have objectives to meet all
standards
The student will be able to identify key details/ideas that make up the
Plains and Eastern Woodlands regions of the United States.
The students will collaborate with peers to complete an art artifact that is
representative of this region of Native American tribes.
The students will utilize the internet and interactive whiteboard to further
their knowledge on this region of the United States during this time
period.
The students will utilize photographs to better understand this group of
Native Americans and their culture.
The students will collaborate with one another to explore artifacts from
the Plains region of the United States, and then will create their own
version themselves.
NCSS theme(s):
Culture, Time/Continuity/Change, People/Places/Environments
Florida Standard(s):
LAFS.2.SL.1.2: Recount or describe key ideas or details from a text read
aloud or information presented orally or through other media.
Next Generation Sunshine State Standards:
SS.2.A.1.2: Utilize the media center, technology, or other informational
sources to locate information that provides answers to questions about a
historical topic.
SS.2.A.2.1: Recognize that Native Americans were the first inhabitants in
North America.
SS.2.A.2.2: Compare the cultures of Native American tribes from various
geographic regions of the United States.
VF.2.F.3.2: Work with peers to complete a task in art.
VA.2.S.1.3: Explore art from different time periods and cultures as
sources for inspiration.
LAFS.2.RI.3.7: Explain how specific images (e.g., a diagram showing
how a machine works) contribute to and clarify a text.
Unit Pre-Assessment:
Students will take a Kahoot! quiz two weeks prior to the start of this unit.
https://play.kahoot.it/#/lobby?quizId=3ced136e-29eb-48b2-bb34-fee267df00b5
Unit Post-Assessment:
Students will retake this same quiz at the end of the unit on Friday.
https://play.kahoot.it/#/lobby?quizId=3ced136e-29eb-48b2-bb34fee267df00b5
to student conversations.
During the actual lesson, be sure to ask questions of all students. Also, ask
questions that have multiple answers/that have information that could be added to
the initial response. Provoke higher order thinking and reasoning skills of all
students.
Design for Instruction1. Welcome the students back into the unit. Remind them of what we talked about
Student Activities &
Procedures
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
http://teachsocialstudies.wikispaces.
com/file/view/ESOLStrategiesComp
rehensibleInstruction.pdf/42902857/
ESOLStrategiesComprehensibleInst
ruction.pdf
and ESE (Gifted/Talented students,4.
Learning/Reading disabilities, SLD
etc.)
http://www.udlcenter.org/aboutu
dl/udlguidelines/udlguidelines_
5.
graphicorganizer
6.
7.
yesterday (the Southwest and Great Plains regions). Allow them to refer back to
the anchor chart that is displayed on the interactive whiteboard, and have them
discuss with their shoulder. partner what they took away from yesterdays lesson.
(3 minutes) (ESOL: 2, 4, 6, 13) (UDL: 3.1)
Inform students that today, we are going to finish up the Great Plains region, and
we are going to also cover the Cherokee tribe that was located within the Eastern
Woodlands region of the United States. (ESOL: 13
Have students break into their four groups, and using the QR code below (or
http://www.nmai.si.edu/searchcollections/results.aspx?
catids=0&place=plains&src=1-3 if that does not work), have them pull up this
11. Wrap up the day with looking back to our anchor chart from the four previous
days on the interactive whiteboard, adding what we learned today about the
Cherokee tribe. Have students add their ideas and information they found by
looking in their foldables, and make a point to state that if any sections are blank
within a students foldable, now would be the perfect time to add more
information to it to help them remember what we learned about today. At this
point, they should also mark on their scales how they feel that today went, and
how much they feel they learned throughout the lesson. Encourage honesty from
all students, as this is what helps their teacher to understand what they may be
struggling with. (UDL:6.4, 9.3)
12. For tomorrow: Encourage students to dress up if they wish! At this point, they
have seen many pictures and have written about/drawn their own images of what
Native Americans wore throughout various regions of the United States. If they
so wish, they can dress up as much or as little as they want (even just wearing
moccasins or a beaded necklace counts as dressing up). Inform students that they
will be performing a readers theatre based on a Native American folktale, and
that dressing up will only help enhance their understanding of this topic.
Resources/Materials
Discussion Notes:
Local National History Museum: This could be utilized at any point throughout the unit if there is an exhibit
pertaining to Native Americans. This would not only give students further access to artifacts and informational
resources, but it would help to put the information theyre more into perspective.
Parent involvement: Having parents come into help out with this (or really any activity, ever) would most definitely
ensure that things run more smoothly. This particular day is packed with information, activities and videos that the
children need to partake in, and having an extra set of eyes and hands would ensure that everything goes according
to plan.
Learning Goal:
Students will be able to compare and contrast the cultures of Native
American tribes from various geographic regions of the United States.
Learning Objectives: *you MUST have objectives to meet all
standards
The students will be able to use the information they obtained throughout
the week to review what they know about Native Americans.
The students will be able to use their knowledge of a folklore to make
sense of the Native American folklore.
The students will be able to collaborate to perform a readers theatre on a
Native American folklore.
NCSS theme(s):
NCSS Themes
http://www.cpalms.org/Public/
Assessment
Informal assessment
(multiple modes): participation
rubrics, journal entries,
collaborative planning/presentation
notes, etc.
Consider Contextual
3.
Factors (learning
differences/learning
environment/learning styles) that
may be in place in your future
classroom.
Unit Pre-Assessment:
Students will take a Kahoot! quiz two weeks prior to the start of this unit.
https://play.kahoot.it/#/lobby?quizId=3ced136e-29eb-48b2-bb34-fee267df00b5
Unit Post-Assessment:
Students will retake this same quiz at the end of the unit on Friday.
https://play.kahoot.it/#/lobby?quizId=3ced136e-29eb-48b2-bb34fee267df00b5
Exceptionalities
What accommodations or
modifications do you make for
ESOL
http://teachsocialstudies.wikispaces.
com/file/view/ESOLStrategiesComp
rehensibleInstruction.pdf/42902857/
4.
ESOLStrategiesComprehensibleInst
ruction.pdf
and ESE (Gifted/Talented students,
Learning/Reading disabilities, SLD
etc.)
students to contribute to this conversation and add their thoughts and ideas of
what this may mean. After collecting various ideas, write folklore in the middle
of a document on the interactive whiteboard. Write branches off of this word as to
what this means, how to perceive it, and what elements make up a folklore. (7
minutes) (ESOL: 1, 3, 6, 14) (UDL: 8.3, 7.3, 1.2, 1.3, 3.1, 3.2, 3.4)
Pass out sticky notes to each student, and ask them to look for elements
throughout the story that make it a folklore. Introduce the story, show students the
visuals that go with the story, and then begin reading Johnny Appleseed. Stop
halfway through the story, when Johnny runs into the Native American Indians on
his journey. Ask students what they think the Native Americans thought of
http://www.udlcenter.org/aboutu
Johnny Appleseed. Do you think they were scared of him? Was he helping or
dl/udlguidelines/udlguidelines_
harming them? Based on where he was traveling to, what region do you think he
graphicorganizer
may have encountered Native Americans? Continue reading the rest of the tale,
reminding students that they are to look for elements that make up a folktale
within this story. (10 minutes) (ESOL: 1,3, 6, 17, 15, 40) (UDL: 8.3, 7.3, 6.3, 6.4,
2.1, 4.1)
5. At the end of the story, ask students to share their ideas on what they heard
throughout the story that would lead them to believe that this is a folktale. Do
they think this is fiction or factual? Could this actually have occurred? How do
they think this story is still around? Was it passed down from generation to
generation and then published? Does it have a moral or idea that readers are
supposed to take away from it? (5 minutes). (ESOL: 1, 3, 4, 17, 15) (UDL: 8.3,
6.3, 6.4, 7.3)
6. Now, students will begin looking at the Native American readers theatre that we
will be performing in class today. Remind students that we just looked at a
folktale that is popular within modern American culture--we will now look at one
that is popular within Native American cultures. Pass out copies of the dialogue
to each group of students.
(http://www.educationworld.com/a_curr/reading/ReadersTheater/pdfs/ReadersT
heater032-download.pdf) Allow them to first read through the parts as a group,
and try to get an understanding for the story before it actually begins as a whole
class activity. (10 minutes) (ESOL: 1, 2, 3, 4, 16, 32) (UDL: 8.3, 5.3, 2.1, 2.2,
3.2, 7.3)
7. Assign parts to students who wish to partake in the actual reading of the readers
theatre activity. However, even if a student does not get a part, encourage them to
follow along with the folktale, and truly help them to understand what is going on
within it. If a student does not have an actual script piece, again hand them a
sticky note and have them write down elements they find within this folktale that
make it one. What specific characteristics define this as a folktale? Whats the
message behind it? Do you think this was something that was passed down from
generation to generation? What questions do you have? (5 minutes). (ESOL: 1, 3,
4, 16, 22) (UDL: 8.3, 3.3, 5.1, 4.1, 9.1)
8. Actually perform the readers theatre all the way through. At the end of it, allow
time for discussion. What did this have to do with our Native American unit?
How can it relate? What elements within the story proved that it was a folktale?
Are there any questions regarding the message behind the folktale? Why might
Native Americans pass down stories from generation to generation? (10 minutes)
(ESOL: 1, 2, 3, 4, 5, 11) (UDL: 9.1, 7.3, 7.2)
9. Congratulate students on successfully completing their unit. Refer back to the
anchor chart one last time to review what we have learned, and encourage them
to turn to their shoulder partner to share their favorite parts of this unit. Then,
have them turn to their scale and accurately mark their progress for the day.
Remind them to be truthful when recording this information. Inform them that we
will now take our Kahoot! Quiz on Native Americans. (5 minutes) (ESOL: 1, 2,
3, 4, 15) (UDL: 9.3, 8.1, 7.3)
10. Pass out individual iPads, and allow students to complete the quiz on their own at
Interactive whiteboard
iPads
Classic American Folktales book
Readers theatre script
(http://www.educationworld.com/a_curr/reading/ReadersTheater/pdfs/ReadersTh
eater032-download.pdf)
Sticky notes
Pencils
Discussion Notes: Make comments here related to ideas for assessment measures, parent involvement, field trips, or
extension to the unit plan ideas.
Resources/Materials