LESSON PLAN TITLE
| Native Americans |
BIG IDEA | Migration |
RELATED NCSS STANDARD | I. Culture: Social Studies programs should include experiences that provide the study of culture and cultural diversity, so that the learn can:
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ESSENTIALQUESTION | Why did the first inhabitants of New York State decide to live in NYS and who were they? |
MATERIALS
| Maps:
Audio/visual aids:
Handouts:
Materials:
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GOALS STATEMENT
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INSTRUCTIONAL SEQUENCE
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Native Americans – first people to live in New York Lake Ontario – a large lake bordering New York State Inhabitants – people who live in an area Archaeologists – scientists who study artifacts to learn about the past Wigwam – is a house made of a wood frame and covered with hides or woven reeds Tradition – is a way of life that has been followed for a long time Confederation – is a government in which separate groups of people join together Longhouse – is a long, narrow house that is home to many families Maize – is a form of corn
A. Two Groups will write a Write a short story as an Iroquois child of the 1600s (2 paragraphs, 5-7 sentences) B. Two Groups will write a Write a short story as a modern-day child of Iroquoian descent. (2 paragraphs, 5-7 sentences) C. Two Groups will write a students will write their own poem on the lifestyle of the Iroquois Indians. (two stanzas)
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PRACTICE: (IN-CLASS OR H.W.) | H.W. – Students will complete a crossword puzzle on New York’s First Inhabitants. Students will answer the question: |
ASSESMENT | A rubric will be used to assess the students writing piece of their personal narratives. Students’ poem should reflect any similar or different lifestyles they may have with Iroquois Indians. |
Quality
| Unsatisfactory (1) D/F (0-69) | Emerging (2) C/C+ (70-79) | Competent (3) B-/B/B+ (80-89) | Exemplary (4) A-/A (90-100) | |
Development
| Student’s writing has no any details from the video | Student’s writing developed 1-2 details from the video and/or supporting materials; may begin to answer the prompt but are not adequately developed | Student’s writing developed 2-3 details from the video and/or supporting materials; but are adequately developed to answer the prompt | Student’s writing developed 4 or more details from the video and/or supporting materials; fully answered the prompt
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Mechanics | Student’s writing has no paragraphs, more than 4 spellings errors, and punctuation errors are present | Student’s writing has 1-2 paragraph(s), 3-4 spelling errors and a few of punctuation errors | Student’s writing has 2 paragraphs, but may not include 5-7 sentences, 2-3 spelling errors and a few of punctuation errors
| Student’s writing has 2 or more paragraphs with 5-7 sentences per paragraph, no spelling errors, and no punctuation errors | |
Ideas and Content | Student’s poem did not express any human needs/concerns that are similar or different from Iroquoian lifestyle | Student’s poem provides 1-2 human needs/concerns that are similar/different from Iroquoian lifestyle; poem is not as clear and the focus is not clear | Student’s poem provides 2-3 human needs/concerns that are similar and different from Iroquoian lifestyle; poem has somewhat a clear and developed focus. | Student’s poem provides 4 or more human needs/concerns that are similar and different from Iroquoian lifestyle; poem has a clear and developed focus. | |
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