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LESSON PLAN

Name: Ashley Mustaki


WGU Task Objective Number: 602.4.19-06
GENERAL INFORMATION

Lesson Title & Subject(s): Social Science Lakota Sioux tribe


Topic or Unit of Study: Lakota Sioux Teepees
Grade/Level: 2nd
Instructional Setting:
(e.g., group size, learning context, location [classroom, field trip to zoo, etc.], seating arrangement,
bulletin board displays)

nd
The instruction will take place in a typical 2 grade inclusion classroom. The class has 18 students of
mixed ability. Three of the students have IEP's. The desks are arranged in groups of two with one row of
six desks that wrap around the back corner. There is a bulletin board containing the various tribes the
students are studying with pictures of each of the tribes. The counter located on the side of the classroom
displays different Native American artifacts such as corn, gourds, dream catchers, bows, etc. There is a
wireless projector and a projector screen that is located at the front of the classroom that pulls down to
cover the white board.

STANDARDS AND OBJECTIVES

Your State Core Curriculum/Student Achievement Standard(s):


To view standards: Go to TaskStream Standards Manager under Programs & Resources. Then go to
Browse Standards (Standards Wizard). Select your state. Select standard(s).
York County Social Studies
2.2 The student will compare the lives and contributions of three American Indian
cultures of the past and present, with emphasis on the Powhatan of the Eastern
Woodlands, the Lakota of the Plains, and the Pueblo peoples of the Southwest.
Virginia SOL's Fine Arts
2.4 The student will create works of art inspired by a variety of concepts, themes, and literary
sources.
2.9 The student will create works of art from observation.
2.10 The student will create three-dimensional works of art, using a variety of materials to include
clay.

York County Langauge Arts


2.12 The student will write stories, letters, and simple explanations.

Lesson Goals:

(A statement describing the overall purpose of the lesson; what the students are expected to know or
do at the end of the lesson)
At the end of a lesson on Lakota Sioux teepees, the student will understand the characteristics of the
teepees and will be able to create their own teepee.

Lesson Objective(s):
(Your objective(s) should align with the knowledge and skills taught as well as with the assessment
chosen for this task. All learning objectives must include a Specific Behavior, Condition, and
Measurable Criteria)
After a lesson on teepees used by the Lakota Sioux tribe, the student will be able to apply their
knowledge of teepees to create their own teepee. The student will be expected to write 1-2 sentences
about the teepees used by the Lakota Sioux tribe with at least 80% accuracy.
MATERIALS AND RESOURCES

Instructional Materials:
Materials needed for the lesson (e.g., textbook, construction paper, scissors, PowerPoint, guided note
templates)
Presentation:
-Computer
-USB with Powerpoint preloaded
Lesson:
-Copies of the worksheet containing instructions on building teepee (1 per student)
-Half circle cut out of construction paper (25)
-Skewers (4 per student, around 80)
-Scissors, crayons, colored pencils (provided by the students)
-Tape (4-5 rolls)
-Copies of pre-assessment and post-assessment (1 per student, around 22)

Resources:
Supplementary information and/or places where you found information for the lesson
Images for the Power Point:

Sioux Indians Tipis - Viewing Gallery. (n.d.). Retrieved November 2, 2014, from
http://galleryhip.com/sioux-indians-tipis.html
Lakota, Dakota, Nakota - The Great Sioux Nation. (n.d.). Retrieved November 2, 2014, from
http://www.legendsofamerica.com/na-sioux.html
Facts about Lakota Sioux tribe:

Lakota and Dakota Sioux Fact Sheet. (n.d.). Retrieved November 2, 2014, from
http://www.bigorrin.org/sioux_kids.htm
Pictographs:

J. Bailey's Blog. (n.d.). Retrieved November 2, 2014, from


http://podcasts.shelbyed.k12.al.us/jbailey/2012/08/

INSTRUCTIONAL PLAN
Sequence of Instructional Procedures/Activities/Events (provide description and
indicate approximate time for each):
1. Identification of Student Prerequisite Skills Needed for Lesson:
(e.g., anticipatory set, schema, purpose of lesson for students, connections to previous
learning, definitions of terms reviewed)
Time: 5 minutes
Before the students arrive:
The teacher will have the pre and post-assessment slips on each student's desk and will have
the PowerPoint loaded up and ready to go.
Introduction:
The teacher will introduce the lesson by asking the students what tribe they have been learning
about this week?
-Answer should be Lakota Sioux.
The teacher will ask the students what they have learned about the Lakota Sioux so far.
-Answer should be that they lived in teepes, they were hunters, they hunted buffalo, etc.
The teacher will tell the students that they will learn more about teepees. The teepees made by
the tribe were very interesting and useful to the tribe. Some of what they learn today will be on
their test, so the students should be sure to pay attention.
They are going to look at some pictures of real-life teepees, learn some interesting facts about
teepees and then they will make their own teepee similar to the ones lived in by the Lakota
tribe.

2. Presentation of New Information or Modeling:


(e.g., term definitions, concepts, processes and/or approaches)
Time: 10 minutes
The teacher will begin the lesson by opening up the PowerPoint and showing students the
beginning slide. This slide will contain the pre-assessment question that the students are to
answer on their slip. The students will mark their answer A B C or D.
The teacher will go through each slide of the PowerPoint. The teacher will ask the students
each question. The teacher will also comment on the picture when necessary.
When asking the question about what the Lakota tribe hunted, the teacher will point out the
outfits of the Native Americans and how they are hunting on horseback.
When asking the students how tall a teepee is, the teacher will ask students to look at the little
girls sitting in front of the teepee and estimate the height of the teepee.
When talking about the pictographs on the teepees, the teacher will point out the different types
of pictographs that each teepee has.
The teacher will point out each element of the teepee that could help the students when they
begin constructing their own teepees.

After the powerpoint, the teacher will ask if the students have any questions about the photos
or facts they have learned about.
After questions are answered, the teacher will tell the students that they will use what they
have learned about the teepees to create their own teepee.

3. Guided Practice:
(e.g., teacher directed, scaffolding, check for student understanding including any questions
to ask or anticipate from students)
Time: 5 -7 minutes
The teacher will tell the students that she will explain how to make the teepees before the
students build their own.
The teacher will hand out the worksheet to the students that contains the instructions for
building the teepee.
The teacher will take out her half circle and sticks, similar to what the students will use to make
their own teepee.
The teacher will follow each step that the students will follow. These steps are listed on the
worksheet.
The teacher will have the students read each step as she builds the teepee.
Throughout each step the teacher will demonstrate what the teepee should look like at each
step by demonstrating building the teepee herself.
After each step, the teacher will ask the students if there are any questions.
After the teacher has answered all questions, the teacher will pass out the half circles and
sticks to each student.

4. Independent Student Practice:


(e.g., teacher monitored, check for student understanding including any questions to ask or
anticipate from students)
Time: 20 minutes
The teacher will hand out one pre-cut half circle and 4 skewers to each student.
The teacher will instruct the students to follow the steps on their worksheet and remember how
she built her teepee.
As the students are constructing their teepees, the teacher will walk around to ensure that
students are following the steps accurately and do not need help.

5. Culminating or Closing Procedure/Activity/Event:


(e.g., review terms, concepts, and/or learning process; establish connections to the next
lesson; check for student understanding including any questions to ask or anticipate from

students)
Time: 5 minutes
The teacher will present the post-assessment to the students. The post-assessment requires
that students write 1-2 sentences about teepees. The teacher will pass out the postassessment sheet to the students and give them time to write.
If students need assistance writing, these students will be allowed to dictate to the teacher
what they want written.
After the students are done writing, they will have the oppurtunity to display their teepee on the
side shelf of the classroom where all the other Native American artifacts are found.

Pedagogical Strategy (or Strategies):


(e.g., direct instruction, cooperative learning groups, partner work)
Modeling direct instruction
guided practice cooperative learning
Independent practice cooperative learning and independent work

Differentiated Instruction:
Describe accommodations for such groups as English Language Learners, hearing impaired, learning
disabled, physically disabled, and/or gifted/accelerated learners.
Students with motor impairments/writing disabilities will be allowed to dictate to a paraprofessional or
the teacher what they would like to write for the post-assessment.

Student Assessment/Rubrics:
Describe how you will know if students have met the objective(s) for this lesson (include pre- and
post-assessment plansformal and/or informal, summative and/or formative, etc.).
The post-assessment is provided as an attachment.
The students will be expected to write 1-2 sentences about teepees that they learned from the
powerpoint with at least 80% accuracy.