Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

Teacher(s) Name: Cheyenne Pepper, Sarah Koppel, Paola Escobar, Carley Booth
Thematic Unit Theme/Title/Grade Level: Native Americans/Native American Culture/2nd grade
Wiki space address: http://ucfgr2nativeamericansf16t.weebly.com/
Daily Lesson Plan Day/Title: A Day of Trade
Learning Goals/Objectives Learning Goal: Students will be able to compare the cultures of different Native
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) List each standard.
Cutting and pasting from the
website is allowed.
http://www.cpalms.org/Public/

American tribes.
Learning Objectives: *you MUST have objectives to meet all standards
1. The students will be able to compare different Native American cultures.
2. The students will be able to recognize the fact that Native Americans were the
first inhabitants in North America.
3. The students will be able to answer questions such as who, what, where any
why, as well as be able to understand the key details of a text.
4. The students will use their knowledge of language, as well as all of its
conventions.
5. The students will be able to recall stories, as well as their morals.
NCSS theme(s):
Culture
People, places and environment
Florida Standard(s):
LAFS.2.RL.1.1: Ask and answer such questions as who, what, where, when,

why, and how to demonstrate understanding of key details in a text.

LAFS.2.L.2.3: Use knowledge of language and its conventions when writing,
speaking, reading, or listening.

LAFS.2.RL.1.2 Recount stories, including fables and folktales from

diverse cultures, and determine their central message, lesson, or moral.

Next Generation Sunshine State Standards:

SS.2.A.2.2: Compare the cultures of Native American tribes from various
geographic regions of the United States.

SS.2.A.2.1: Recognize that Native Americans were the first inhabitants in

North America.

LAFS.2.RL.1.1: Ask and answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key details in a text.
LAFS.2.L.2.3: Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
LAFS.2.RL.1.2 Recount stories, including fables and folktales from diverse
cultures, and determine their central message, lesson, or moral.

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,
etc.

Unit Pre-Assessment: Kahoot on Native Americans.

Unit Post-Assessment: Kahoot on Native Americans.
On-going daily (progress-monitoring) Assessment:
We will assess the students on their Kahoot answers at the end of the day. We
will also be able to listen and observe the childrens behavior during the
simulation in order to be sure that they understood the material. At the end of
the lesson, we will also be able to check their scales while the students are off
to lunch.

Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

Design for Instruction

Student Activities & Procedures

What best practice strategies will be

implemented?
How will you communicate student
expectations?
What products will be developed and
created by students?
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/fi
le/view/ESOLStrategiesComprehensibleIn
struction.pdf/42902857/ESOLStrategiesCo
mprehensibleInstruction.pdf
and ESE (Gifted/Talented students,
Learning/Reading disabilities, SLD etc.)

http://www.udlcenter.org/aboutudl/ud
lguidelines/udlguidelines_graphicorga
nizer

1. The teacher will first review information from the previous day using the mixpair-share strategy.
2. Write on the board a few questions for students to answer during the mix-pairshare activity, such as what is one thing you remember from yesterday? and
what was your favorite thing from yesterdays lesson?
3. Have students walk around the room while the song is playing, First
Americans and So Proud. (CD) Stop the music after 30 or 45 seconds.
4. The students then stop walking and high-five the nearest classmate. They are
now partners.
One students is partner A and the other student is partner B. They take turns
answering the two questions on the board, about 2 minutes. (ESOL STRATEGY
TEACH THINK, PAIR, AND SHARE STRATEGIES IN COOPERATIVE
GROUPS)
5. Break students into 4 equal groups. Do this by drawing names out of a hat in
order to keep it fair (3 Native American tribes and one immigrant tribe)
6. The groups will be one Cherokee, one Apache, one Cheyenne, and one group
of US settlers.
7. Explain to the students that this will be a lot like the trading activity from
Monday in the Cherokee tribe, but we will not be trading within a tribe. The 3
different tribes, as well as the immigrants, will all be trading with each other.
8. Have the students disburse into their groups in order to start creating different
things to trade. They may use their artifacts from the past week and their
journals as resources when creating items to trade.
9. The items to trade could be designed from the previous lessons on the tribes
that the students have already learned. These could range from the crops they
grew to the things they made. Tell students to use their imagination and their
travel boxes as examples for what to create to trade.
10. There needs to be crayons, markers, construction paper, and scissors available
for students to use.
11. Have the students disburse into their groups in order to start creating different
items to trade!
12. After students create their items, the floor is open for the trading to begin.
13. Give students about 15-17 minutes to trade their items in their tribes.
14. At the end of the trading session, the students will all return to their seats, take
out their iPads, and complete the Native American Kahoot (post-assessment)
that has already been prepared for them.

Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

Resources/Materials

First Americans and So Proud. (CD)

A hat
All of the students names cut out individually
Construction paper
Scissors
Markers
Crayons
Glue
iPads
Kahoot on Native Americans