Monday:

Lesson Plan One

Title of Lesson: Where were the different cultures of Indians located?

Lesson Summary:
After the video, tell the class that Native Americans are the people who lived in America before
people from other countries arrived. Native Americans lived all over America, in different areas
of land, which is called regions. Each region is different, and had different tribes living in them. I
will display the regions where the natives use to live. (They are Eastern Woodlands, Southeast,
Great Plains, southwest, Great Basin, Plateau, Californian, Northwest Coast, Subarctic and
Artic). I would inform them that we are going to create a map showing each region’s location,
where each group of Indians lived and, add the symbols on it as well. I will pass out the blank
map for them to write/draw on and inform them that they will need to draw their symbols as
well. They will do their maps independently.

Grade Level: 1st grade

Subject: Social Studies
Length of Time: 30-45

District, State, National Standards Covered:

Vinton County Local Schools, Ohio
Standards: Spatial Thinking and Skills-4. Maps Can be used to locate and identify places.
Social Studies- First grade

Lesson Objectives:
Locate each Native American region on a Map
Create a map that includes a title, compass rose and key.

Materials Needed:
A book with a map or a website referencing where the Indians were located.
Colored Pencils
Crayons
Pencil
Black North America map- (I’ll provide this, attached at the bottom)

Procedures:
Lesson Opening: Show a fun video about the Native American culture.

Body of Lesson (Modeling): A blank map will be filled out by the students from prior
information giving by the video and by the teacher’s explanation from the projector. After the
map is finished, the student can then color the map and label in the key what each color
represents.
 Guided Practice:
I would display the map on the board and go over what I was wanting.

Independent Practice:
I would have to students do the lesson by themselves to express what they know and if they were
paying attention.

Closing:
I would collect the map and do a bell ringer and have each student tell me their favorite Native
American Group before they left the classroom

Assessment and Evaluation:

The assessment would be if the student accurately located each region of where each tribe lived.
The student could identify where each tribe hunted and lived before if having to be moved.

Differentiation:
A differentiation of this lesson could be group work. I would place a student that was at a higher
level and a student at a lower level together and have them work together with the assignment. –
Peer learning is the best!
Another could be if you have a lower group, pre-fill out the map for them and have them color in
where each tribe lived and make each tribe a different color.

Technology:
The technology I would use is the video that would be displayed at the beginning to grab their
attention. Also, I would use a projector/Elmo to display the blank map to help the get the
understanding/concept of how I would like the lesson to be done.

Reflection:
Although this lesson is good, there is always room for improvement. I believe this a good lesson
to have children do to get an understanding of where each group of Native Americans use to live
and hunt. A lesson I would try to do after would be to have the children see if those groups of
Indians still live there in present day and if do not, why not?
Another would be, did each student understand the lesson? If not, I would try to think of an area
that would make it flow better or work better for some students or maybe dual it down a bit by
splitting this into two lessons.
Tuesday:
Title of Lesson: The Shawnee Indians

Lesson Summary: The children will first tell me what they remember about yesterday’s activity
about where each Indians are located. I will then start a video briefing about the Shawnee
Indians, it will tell the popular Indian names like Tecumseh and his brothers, their culture, what
different styles they have in their clothes and of course what they live in. I will read a summary
about the Shawnee to have the kids hear it one more time. I will make a Graphic Organizer to
pull out major details about the Shawnee to help us with a later activity. The children will then
create their own Indian with colored pencils and markers and write three sentences pulled from
the Graphic Organizer to show what they learned.

Grade Level: 1st Grade

Subject: Shawnee Indians
Length of Time: 30-45 minutes

District, State, National Standards Covered:

Vinton County Local Schools, Ohio

Historical Thinking and Skills--- 2. Photographs, letters, artifacts and books can be used to learn
about the past.

Lesson Objectives:

To have the children to understand that all Indians are not the same and have them get
information and learn about the Shawnee Indians.

Materials Needed:
Students- Pencils, Crayons, Images of the tribe’s clothes, food, houses and artifacts. and, Teacher
Handout https://m.youtube.com/watch?v=1jU4-20fn28- Video
http://www.bigorrin.org/shawnee_kids.htm- Fact Website

Teacher- Big Post It Paper, Markers and YouTube Video, Website,

Procedures:
Lesson Opening: A video about the Shawnee Indians to grab the children’s attention.

Body of Lesson (Modeling): A graphic organizer with the kids to capture all the
information that we learned from the reading and the video. Then the kids will do their drawing
and the sentences they put together.

Guided Practice:
The guided practice in this lesson would be the video, the website information, the graphic
organizer and the bell ringer,

Independent Practice:
The independent practice would be the children creating their own picture of an Indian and them
writing their sentences about the facts they learned.

Closing: I will collect all of the writings and look them over and have the children tell me
what their favorite fact about the Shawnee is about.

Assessment and Evaluation:

The assessment that could come by this could be the bell ringer and see if the children are
actually retaining the information. Also, the writing that the children did, I could look at it and
see if they understood it and if not, bump back the activity I had planned for tomorrow and do
another lesson on the Shawnee.
The evaluation would be walking around and taking notes mentally or on paper and seeing if the
kids are really understanding the information.

Differentiation:
The differentiation I would use would be if the children are on a lower level, have them draw
multiple pictures about their facts instead of writing them.
For the children that are advanced, have them write 6 or 7 sentences use transitional terms to
challenge them.

Technology:

The technology I would use in this lesson would be the online video from YouTube and the
website I used to support more of the facts.

Reflection:
Although the lesson is good, there is always room for improvement. To save time from having to
pull up the video up and the website, I could print out the website off and save the time of having
to search for it. Also, I could have the information in front of me and stop the video and read off
the information after the video so the children would be hearing it multiple times. Also, you
could have the students repeat the fact back to you so they are seeing it, hearing it and saying it.

Wednesday:
Title of Lesson: Cherokee Indians

Lesson Summary: The lesson would begin by reading the short story The Ball Game Between the
Birds and Animals about the Cherokee Indians. Next, I would read the fact sheet about the
Cherokee Indians to give more information to the kids. Then, I would do the same thing with the
Graphic Organizer that we did in the lesson before again to really get the kids involved in with
the facts. Finally, the facts state that the Cherokee are big on living in Wigwams. My children
will then create their own Wigwam then, write a few sentences describing what their wigwam
looks like.

Grade Level: 1st Grade

Subject: Social Studies
Length of Time: 30-45 minutes

District, State, National Standards Covered:

Vinton County Local Schools, Ohio

Historical Thinking and Skills--- 2. Photographs, letters, artifacts and books can be used to learn
about the past.

Lesson Objectives:
To have the children to understand that all Indians are not the same and have them get
information and learn about the Cherokee Indians.

Materials Needed:
Teacher- The Girl Who Helped Thunder by James Brunchac & Joseph Brunchac - (The Ball
Game Between the Birds and Animals.), Big post it paper, markers and website information.
Images of the tribe’s clothes, food, houses and artifacts and
http://www.bigorrin.org/cherokee_kids.htm - website

Student- Brown Construction Paper, Writing paper and Pencil

Procedures:
Lesson Opening: Reading the Story about The Ball Game Between the Birds and Animals

Body of Lesson (Modeling): After preforming the graphic organizer my student would
create a wigwam that the Cherokee use to live in and having them write a few sentences
describing it.

Guided Practice:
The guided practice would be them listening to the story about The Ball Game Between the Birds
and Animals. Also, creating the graphic organizer and reading the facts from the website.

Independent Practice:
The independent practice would be them creating the wigwam and making it their own. Also,
creating a writing about their wigwam and why they created it that way.

Closing:
I would collect the writing that the children did and read them to see if they were understanding
the lesson and do a bell ringer by having them answer a few quick questions before leaving the
classroom.

Assessment and Evaluation:

An assessment I could do with this is by looking at the writing the children did and see if they
are understanding the lesson that we covered. If they do not understand, I would cover another
lesson about the Cherokee and try again.
The evaluation I would do would be just simply walking around the room and asking the
students different questions and see if the information is really sticking with them.

Differentiation:

The differentiation I would use with this lesson would be to have a student that is struggling with
their art work, have them work in groups. So, two people per wigwam but each student would
have to write their own sentences about the wigwams.

Technology:
The technology I would use with this lesson would be the website that I would be showing the
kids to provide them with more information.

Reflection:
Although this lesson is good, there is always room for improvement. The reflection I would be
taking from this would be that maybe the story could be a little confusing for them because it is
an Indian legend. So, next time I do the lesson I might do a lesson about Indian legends to help
the kids understand better.

Thursday:
Title of Lesson: Iroquois Indians

Lesson Summary: The lesson will start out by having the students watch a video about the
Iroquois Indians. Next, I will read the fact sheet to give the students a little more information and
have them hear the information again. After that, I would set up a graphic organizer about the
Iroquois and have the students give me the facts about them and display them on the organizer.
Next, I would have the children write a few sentences about what they have learned about this
tribe. Finally, the students will then draw or color a paper about the Iroquois. The color sheet
would be the longhouses that this tribe lives in or their drawing could be their favorite fact they
learned about the Iroquois.

Grade Level: 1st Grade

Subject: Social Studies
Length of Time: 30-45 min

District, State, National Standards Covered:

Vinton County Local Schools, Ohio

Historical Thinking and Skills--- 2. Photographs, letters, artifacts and books can be used to learn
about the past.

Lesson Objectives:
To have the children to understand that all Indians are not the same and have them get
information and learn about the Iroquois Indians.

Materials Needed:
Teacher- Website (,http://www.bigorrin.org/iroquois_kids.htm) Big post it papers, markers,
Images of the tribe’s clothes, food, houses and artifacts, color sheet/white paper and Video- (
https://www.youtube.com/watch?v=6C9fbXmnQYQ ).
Students- Pencil, writing paper and crayons
Procedures:
Lesson Opening: Watching a video about the Iroquois Indians to start out the lesson.

Body of Lesson (Modeling): The children picking their favorite facts from the graphic
organizer to create their writing. After the children are done with their writing, they can choose
to do a coloring sheet or to draw their own picture.

Guided Practice:
The guided practice is the video starting the class, the fact sheet being read aloud by the teacher
and the graphic organizer.

Independent Practice:
The independent practice would be the children taking facts that they learned and creating a
writing explaining their favorite facts about this tribe. Also, the drawing or coloring sheet
whichever they choose.

Closing: I would collect the writing and coloring/drawing from the student to make sure
they are understanding the lesson I just covered.

Assessment and Evaluation:

The assessment that could come by this could be the bell ringer and see if the children are
actually retaining the information. Also, the writing that the children did, I could look at it and
see if they understood it and if not, bump back the activity I had planned for tomorrow and do
another lesson on the Iriqious.
The evaluation would be walking around and taking notes mentally or on paper and seeing if the
kids are really understanding the information.
Differentiation:
The differentiation I would use would be if the children are on a lower level, have them draw
multiple pictures about their facts instead of writing them.
For the children that are advanced, have them write 6 or 7 sentences use transitional terms to
challenge them.

Technology:
The projector and the Elmo helping display the video to provide information for the children.

Reflection:
Although this lesson is good, there is always room for improvement. I would say the fact sheet
that I will be reading the children has some words that may be too advanced for the children. So,
before I would do this lesson again, I would replace some of the advanced words for lower level
words for the children to understand them better.

Friday:
Title of Lesson: How are the Indians the same and how were they different?

Lesson Summary: I would have the students bring up what they remember about each set of
Indians that we learned about in the previous days. I would place the students in groups of my
choosing. (I would put the students in groups by levels) The students would be in their groups of
three (one for each tribe of Indians we learned about) and they would be discussing how each set
of Indian’s are the same and how they are different. The children would then write about what
they have learned that is different about each set of Indians and what is the same. One of the
facts must be about what region the tribe lived in (drawing back to lesson one). Finally, the
students get to draw a picture about one of the facts about how they are same and how they are
different. (Ex. The Shawnee and the Cherokee both lived in Wigwams but, the Iroquois lived in
Longhouses. The student could draw a picture of the wigwams and the longhouses).

Grade Level: 1st grade

Subject: Social Studies
Length of Time: 30-45 minutes

District, State, National Standards Covered:

Vinton County Local Schools, Ohio

Spatial Thinking and Skills-4. Maps Can be used to locate and identify places.
Historical Thinking and Skills--- 2. Photographs, letters, artifacts and books can be used to learn
about the past.

Lesson Objectives:
To have the children to understand that all Indians are not the same but do carry some of the
same qualities. This lesson will help them understand how they are different and how they are
the same.

Materials Needed:
Teacher- Graphic Organizer from the last few days and each tribes pictures displayed beside
their organizer.
Students- Writing paper, drawing paper, pencils and crayons.

Procedures:
Lesson Opening: Having the students bring up what they remember about all of the tribes
we learned about.

Body of Lesson (Modeling): The students would be in their groups of three (one for each
tribe of Indians we learned about) and they would be discussing how each set of Indian’s are the
same and how they are different. The children would then write about what they have learned
that is different about each set of Indians and what is the same. One of the facts must be about
what region the tribe lived in (drawing back to lesson one). Finally, the students get to draw a
picture about one of the facts about how they are same and how they are different. (Ex. The
Shawnee and the Cherokee both lived in Wigwams but, the Iroquois lived in Longhouses. The
student could draw a picture of the wigwams and the longhouses).

Guided Practice: The guided practice would be going over all other regions the Indians
lived in again and the facts about them all on our graphic organizers.

Independent Practice:
The independent practice would be their group work about how the Indians are the same and
how they are different through verbalization, writing and drawing.

Closing:
Have each student give me a fact before walking out the door about any tribe of Indians they
would like.

Assessment and Evaluation:

The assessment I would take from this lesson would be walking around and listening to the
discussions from the children and getting an understanding of which students are understanding
and which students are not.
Evaluation would be me walking around and maybe cutting in the conversations and asking them
some questions to make sure each person is getting involved in the discussion.

Differentiation:
The differentiation of this lesson is we could do it as a whole class and bring more detail into it
or having two people per Indian tribe to a group so there is more discussion and facts brought to
the verbal sharing.

Technology:
The technology used for this lesson would be the projector giving the students some questions I
would like them to ask another person about their tribe. Also, the map that we created on the first
day stating which region each tribe is from.

Reflection:
Although I feel the lesson is good, there is always room for improvement. I would maybe rethink
this lesson depending on the class size. If I had a smaller class I would do a class discussion
about it and not do groups. But, I love peer learning so I would try my hardest to keep it in the
lesson, because power is in numbers! I would maybe try to put myself in the groups a little more
other than just walking around and evaluating them.