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

Teacher(s) Name: Carley Booth, Sarah Koppel, Cheyenne Pepper, Paola Escobar
Thematic Unit Theme/Title/Grade Level: Native American Tribes/2nd Grade
Daily Lesson Plan Day/Title: Day in the Life of a Cherokee Indian
Learning Goals/Objectives Learning Goal:
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/

Students will be able to compare the cultures of different Native American tribes.
Learning Objectives:
1. The student will actively engage in the read-aloud about the Cherokee Tribe
with purpose and understanding.
2. The student will gain a deep understanding of Cherokee culture and identify
what lessons we can learn from the tribe's experiences.
3. The student will narrate the Trail of Tears through drawing a picture in their
journals and record two facts about the event.
4. The student will use a map to identify where the Cherokee Tribe was located
in comparison to the map today.
NCSS theme(s):
- Culture: Cultures are dynamic and change over time
- Time, Continuity, and Change: Studying the past makes it possible for us to
understand the human story across time.
- People, Places, and Environments: The study of people, places, and
environments enables us to understand the relationship between human
populations and the physical world.
- Individuals, Groups, and Institutions
- Power, Authority, and Governance
Florida Standard(s):
- LAFS.2.RI.1.1: Ask and answer such questions such as who, what, where, when,
why, and how to demonstrate understanding of key details in a text.
Next Generation Sunshine State Standards:
- SS. 2.A.2.1: Recognize that Native Americans were the first inhabitants in
North America.
- SS.2.A.2.2: Compare the cultures of Native American tribes from various
geographic regions of the United States.
- SS.2.G.1.1 Use different types of maps to identify map elements.
- SS.2.A.2.5 Identify reasons people came to the United States throughout
history.

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

Unit Post-Assessment: Kahoot
On-going daily (progress-monitoring) Assessment:
- Exit slip given at the end of the day that ensures whether or not student
understanding of the Cherokee tribe was met.
- Teacher observations at the centers and class discussion.
- Students completed maps with drawings and 2 facts about the Trail of
Tears.
- SCALE: (UDL 9.3)

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

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Administer the pre-assessment one-week before Unit Plan.

Call students to the carpet area, announcing for them to bring their journals
and a pencil with them. The teacher should simplify his or her speech by
making it slower and redundant for ESOL students (ESOL #14).
Begin by telling your students that they had such an awesome week of
learning last week on Native Americans (UDL 9.1).
Ask the students what they remember about Native Americans (UDL 8.4, 3.2,
3.1).
After reviewing what they learned last week, tell students that we will be
beginning a new unit on Native American Tribes!
Explain that we will be doing some very fun and exciting things while
learning about the Native American tribes. Tell students that today, they will
be learning all about the Cherokee Tribe, including the foods they ate, the
difficulties they went through, and the jobs they did! Show your enthusiasm to
the students! (UDL 6.1)
Ask students what they want to know about the Cherokee Tribe. An example
question for this discussion could be, what is a tribe?
Record their responses on another sheet of butcher paper in the shape of a
Cherokee tribe item (dream catcher) (UDL 1.1, 3.3). Students will draw their
own dream catcher in their journals and record what the teacher writes down
in their own dream catchers on paper (UDL 3.4, 3.3).
While students are listening on the carpet, read the book If You Lived With the
Cherokee by Peter and Connie Roop, illustrated by Kevin Smith. Stop often to
discuss pictures and answer questions.
Discuss with students what they learned about the Cherokee Tribe from the
read-aloud, writing their responses on the sheet of butcher paper. Give enough
wait time for second language learners to respond to questions (ESOL #22).
Allow students to copy what you write in their journals once again.
Explain to students the instructions for the day. Tell students that the Cherokee
Tribe is one of the 3 tribes they will be learning about.
There will be 3 centers, including Jobs, Culture, and Geography. Go over in
detail what students will be doing at each center (UDL 2.4). Tell students that
they will have 15 minutes rotation time for 3 centers. At each center, students
will find a sheet with explicit directions for what they are to do.
Walk to each center table and model in detail what students are to do. Tell
students that at the Jobs center: they will be reading an article together and
then working on an activity in regards to jobs in the Cherokee tribe.
At the culture center, students will complete a trade scenario and discuss
within their group why they chose the objects they chose to trade.
Remind students that last week they learned about the Trail of Tears. Tell

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

students that today at the geography center, students will watch a video about
the horrific Trail of Tears regarding the Cherokee Tribe and then color in a
map with information they learned. Next, they will record 2 things they
learned about the Trail of Tears they didnt know before.
Center 1: Jobs in the Cherokee Tribe
http://nativeamericans.mrdonn.org/southeast/cherokee/roles.html
Students will read the directions sheet placed in the middle of the table.
Students will first read the article provided at the table as a group. Next, they will get to
demonstrate what men in the Cherokee tribe did versus the women. The men built the houses
and the women gathered crops. Thus, students will build mini houses (ESOL #46) using brown
paper as the top roofing, 4 popsicle sticks as the holding together of the top, and Styrofoam to
stick the popsicle sticks into (easy peasy lemon squeezy!) Each group will be given a basket
and will have to walk around the room to find crops that women gathered (ESOL #42) such as
corn, beans, squash, sunflowers, pumpkins, and potatoes (UDL 8.2).
Center 2: Culture

https://www.nps.gov/kemo/learn/education/classrooms/loader.cfm?csModule=security
/getfile&pageID=1350122

Resources/Materials

Students will read the directions sheet placed in the middle of the table.
Explain to students that The Cherokee Tribe traded goods with other tribes. Each person in the
group will be a member of the Cherokee tribe and complete a trade scenario and discuss with
their group why they chose the objects they chose to trade (ESOL #16). Students will have 10
minutes to work together to trade (ESOL #48), and 5 minutes to discuss as a group why they
chose what they did.
Center 3: Geography
Students will read the directions sheet placed in the middle of the table, the sheet will have a
picture of Ipads to enhance instruction for ESOL students (ESOL #17).
Students will first read an introduction to the Trail of Tears according to the Cherokee Tribe on
the table.
Students will use the I-pads and watch this short video on the Trail of Tears and their affect on
the Cherokee Tribe (ESOL #17)
https://safeshare.tv/submit?url=https%3A%2F%2Fptop.only.wip.la%3A443%2Fhttps%2Fwww.youtube.com%2Fwatch%3Fv%3D1Q
5Z4UUitdU+
Next, they will color in their map according to where the Chickasaw tribe was located before
the Trail of Tears using the new information they learned (Tennessee, Georgia, North
Carolina, and Alabama), and where they relocated after the Trail of Tears (Indian territory
in modern day Oklahoma). On the back of their map, students will draw a picture that pertains
to the Trail of tears and write two things they learned they didnt know before.
16. After students have visited each center, revert the class back to the carpet.
17. Have a class discussion about what your students learned. Here are some guidance
questions:
What is the Trail of Tears?
What types of jobs did men do?
What types of jobs did women do?
Why is trading with other tribes so important?
18. Have a few students share their favorite activities from the lesson!
19. Tell students to return back to their seats. Administer the exit slip for the day!
https://www.nps.gov/kemo/learn/education/classrooms/loader.cfm?csModule=security
/getfile&pageID=1350125
Exit slip
https://www.nps.gov/kemo/learn/education/classrooms/loader.cfm?csModule=security/getfile&
pageID=1350125
Blank Map
Crayons/Pencil
YouTube video:
https://safeshare.tv/submit?url=https%3A%2F%2Fptop.only.wip.la%3A443%2Fhttps%2Fwww.youtube.com%2Fwatch%3Fv%3D1Q
5Z4UUitdU+
Jobs Article: http://nativeamericans.mrdonn.org/southeast/cherokee/roles.html
Pictures of crops
4 popsicle sticks per student
1 Styrofoam block per student

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

1 sheet of brown paper per student

Glue/Tape/Scissors

If You Lived With the Cherokee by Peter and Connie Roop; illustrated by Kevin Smith