ED 345 Calvin College Lesson Planning Form

Teacher: Miss Vander Hulst

Date: November

Subject/ Topic/ Theme: Native American Life

I. Objectives
What is the main focus of this lesson?
The main focus of this lesson is that there were specific jobs in Native American tribes that are very similar to positions we have in our
life today.
How does this lesson tie in to a unit plan? (If applicable.)
This is the fifth lesson in a unit about Native Americans.
What are your objectives for this lesson? (As many as needed.) Indicate connections to applicable national or state standards. If an
objective applies to only certain students write the name(s) of the student(s) to whom it applies.
Students will be able to label the titles of different important Native American positions to their descriptions.
(CCSS.ELA-LITERACY.SL.2.2)
Students will be able to connect the jobs of Native Americans to jobs we have today. (CCSS.ELA-LITERACY.SL.2.3)
II. Before you start
Prerequisite knowledge and skills.

Students should be familiar with the story of Sitting Bull/Slow.

Assessment
(formative and summative)

Observational through discussion

Collecting the crossword puzzle at the end.
Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION

STRATEGIC

AFFECTIVE

Multiple Means of Representation

Multiple Means of Expression (Action)

Multiple Means of Engagement

Options for Perception

Options for action/interaction

Students are involved with the lesson by
making guesses every step of the way.
Options for Expression
Verbal opportunities, and the crossword
puzzle.
Options for Executive Function

Options for recruiting interest

Connecting it back to the previous lesson.
Connecting all the positions to our lives.
Options for Sustaining Effort & Persistence

Options for Language/Symbols

Options for Comprehension

Materials-what materials
(books, handouts, etc) do you
need for this lesson and do
you have them?

Options for Self Regulation

Crossword puzzle

Do you need to set up your

classroom in any special way
for this lesson? If so,
describe it.
III. The Plan
Tim
Parts
e
Motivation
(Opening/
Introduction/
Engagement)

The description of (script for) the lesson, wherein you describe teacher activities and
student activities
Review the story A Boy Called Slow. Ask if the students
Students recap what happened in the story.
remember any of the positions in the tribe he had.
Say, In every tribe, there were many important roles
that people needed to have to keep the tribe safe and
running. Today, we have many of the same types of
roles, so Im going to see if you can figure out what
these important Native American jobs are similar to
today.

Students listen.

Development

Say, The first person were going to talk about is the

Chief. Does anyone have a guess as to who this person
is similar to in our lives? Allow students to guess. Give
the following hints: This person is in charge of the whole
tribe. He is the leader. He is chosen for his bravery and
courage.
Say, The next job is actually a group of people. They
are called the council. Does anyone have a guess as to
who or what we have instead of the council? Allow
students to guess. Give the following hints: This was a
group of men who helped the chief make important
decisions. We are very wise. (This one will be tougher,
the teacher may need to give them the cabinet and
explain that the president doesnt make all the
decisions by himself.)
Say, Our next person has more than one job, so there
are two different positions in our life that make up this
mans job. He was called the Medicine Man. Can you
make a guess about one of his jobs based on that?
Allow for student response. Give the following hints: He
would help people who were sick. He also helped lead
the people religiously.

Closure

Say, Our final job is a group of people again. They were

called the warriors. Does anyone have a guess as to who
we have that is similar to the warriors? Allow students
to respond. Give the following hints: They would
protect the people in the tribe. They would fight
enemies if needed, but they would also take care of day
to day trouble.
Connect these positions to our school. Who is the chief
(Principal), council (Teachers/committees), medicine
man (whoevers leading chapel?), warriors (teachers).

Hand out the crossword puzzle and have the students

fill it out individually.
Your reflection on the lesson including ideas for improvement for next time:

Students listen to the hints and make guesses:

the president, the governor, etc.

Students listen to the hints and make guesses:

congress, the vice president, etc.

Students listen to the hints and guess: doctor,

nurse, pastor, etc.

Students listen to the hints and guess: army,

navy, marines, police, etc.

Students connect the positions in the tribe to

positions in our school.

Students fill in the crossword puzzle.