Native American Lesson Plan

Name: Laura Martin, Patricia Orta, and Janet Fernandez

Grade Level: 1st

Word Processed by: Janet Fernandez

Day: Day 3 - Wednesday

Lesson Title: Native Americans

Lesson Length: 45 min

Unit Title: Pilgrims

Rationale for Instruction
A rationale is an essential part of
thoughtful planning of classroom
instruction. This is a brief written
statement of the purpose for instruction
and the connection of the purpose to
instruction that has come before and will
follow.

First grade social studies spends a lot of time on basic geography and world cultures. Elementary
students should begin to learn how to create and understand essential map skills, different cultures, and
the role of goods and services in the country! Knowing these concepts can help propel your first grader
to success in the classroom. Students will also get to know the planet and the many kinds of people that
lived on it.

CCSS (LAFS/MAFS)/Next
Generation Sunshine State
Standards
List each standard that will be addressed
during the lesson. Cutting and pasting
from the website is allowed. You must
have a minimum of 3 standards that
represent multiple content areas identified
in this portion of the lesson plan.
These can be downloaded from the
Florida Dept of Education
www.cpalms.org/homepage/index.aspx.

Mathematics Benchmark Guidance - Social Studies instruction should include opportunities for
students to interpret and create representations of historical events and concepts using mathematical
tables, charts, timelines, and graphs.
VA.1.O.2.1 - Create imagery and symbols to express thoughts and feelings.
SS.1. A.2.1 - Understand the history and tells the story of people and events of other times and places.
SS.1.A.3.1 - Use terms related to time to sequentially order events that have occurred in history.
LAFS.1.RL.1.3 - Describe characters, settings, and major events in a story, using key details.

Learning Objectives
What will students know and be able to
do at the end of this lesson? Be sure to
set significant (related to
CCSS/LAFS/MAFS, and NGSSS),
challenging, measurable and
appropriate learning goals!

The student will learn how to develop picture time lines.

The student will learn how to identify the beginning, middle, and end of historical stories.

The student will learn how to sequentially order events.

Modified 1/16 Van De Mark from document created by L. Spaulding

Student Activities &

Procedures
Design for Instruction

What best practice strategies will be

implemented?
How will you communicate student
expectation?
What products will be developed and
created by students?
Consider Contextual Factors (learning
differences/learning environment) that
may be in place in your classroom.

Native American Lesson Plan

The student will be able to share and compare their timelines.

The students will demonstrate comprehension with details based on their timelines.

1. As students enter the classroom, a circle will be formed around the floor. The students will
activate prior knowledge, infer, and also review what they have already learned on Native
Americans (questions will be addressed if needed).
2. Students will start a group discussion and take turns sharing ideas and thoughts based on the
learned or experienced material.
3. Students will then be asked to have a seat in their tables and wait for further instructions.
4. The teacher will explain what is expected and provide an example of a completed timeline.
5. Each student will be part of a group and be provided with the name of a Native American tribe
along with a small article.
6. Students are to read the article and circle important details of the article.
7. Students are then responsible for creating a five-event timeline using drawings and small
descriptive words or phrases to explain their drawing.
8. Students will use the article to place the drawings in a timely manner and or sequence of events
(first, second, third, fourth, and fifth)
9. Students will be allowed to collaborate with one another during discussion, drawings should be
completed individually.
10. When students have completed their work, each group will present and share their timelines in
front of the class.

Modified 1/16 Van De Mark from document created by L. Spaulding

Assessment

How will student learning be assessed?

Authentic/Alternative assessments?
Does your assessment align with your
objectives, standards and procedures?
Informal assessment (multiple modes):
participation rubrics, journal entries,
collaborative planning/presentation
notes

Resources/Materials

Native American Lesson Plan

Daily Lesson Plan Assessment:
The students learning will be assessed via:

The five-event timeline provided

Rubric

Observation

Group discussion

Retelling

Think-aloud

Resources:
Bruchac, J., & Shed, G. (2000). Squanto's journey: The story of the first Thanksgiving. San Diego:
Silver Whistle.
Education.com | #1 Educational Site for Pre-K through 5. Retrieved April 19, 2016, from
http://www.education.com/
King, D. C., & Whiteley, P. M. (2008). First people. New York: DK Publishing.
TeacherVision.com | Trusted Teaching Resources for Teachers & Parents - TeacherVision.com. (n.d.).
Retrieved April 19, 2016, from https://www.teachervision.com/
Materials:

Copy the five-event timeline for each student

A demonstration of what the end result should look like for each group or table

An article from the book -First People An illustrated History of American Indians by David C.
King and consultant Peter M. Whiteley, for each group or student based on different tribes and
their cultural background and information
Modified 1/16 Van De Mark from document created by L. Spaulding

Native American Lesson Plan

Exceptionalities
What accommodations or modifications
do you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities,
etc?
These accommodations and/or
modifications should be listed within the
procedures section of the lesson plan as
well as in this section of the document.

Crayons

Coloring pencils

ESOL:

Visuals

Power points

Slideshows

Peer pairing

Examples

Extra time

One on one instruction

Students with Learning Differences:

Students will be assisted and monitored throughout the lesson. Questions will be answered as needed.
One on one and additional materials will be provided as well.

Gifted/Talented:
The student will complete the five-event timeline along with a journal entry that records a significant
time or event during the tribes lifetime.
Lesson Extensions

For homework, students will be asked to search for other information on Native American History that
was not discussed in class or in their particular group. For example, different shelters, foods, activities
they did for fun, and other fun facts that the student is able to find and share with the class. Can include
and it is not limited to songs, pictures, slides or other items found.

Modified 1/16 Van De Mark from document created by L. Spaulding

Native American Lesson Plan

Modified 1/16 Van De Mark from document created by L. Spaulding