UTC GENERAL EDUCATION LESSON PLAN TEMPLATE (Four page limit)

PRELIMINARY INFORMATION
Candidate: Cyle Herron

Date developed: September 20, 2016

Lesson Title:
Native American Changes
Grade Level: 8th
Number of students: 25
Unit/theme: Exploration and Colonization

Date of lesson: September 25, 2016

Where in the unit does this lesson occur?

This is the first lesson of the Colonization and Exploration unit.

Structure(s) or grouping for the lesson (all that apply): Whole

class learning and heterogeneous groups for question sheet.

Knowledge domain/subject: Social Studies

Period/time/estimated duration: 50 minutes

**USE COMPLETE SENTENCES IN RESPONDING TO ALL OF THE FOLLOWING LESSON PLAN ELEMENTS**
INFORMATION ABOUT THE CONTEXT, including diversity of the students (females/males, children with IEPs/504 plans, specific
language needs, other learning needs, etc.). What supports, accommodations, modifications will be provided?
I have 13 males and 12 females in my class. Three of the 25 students are African American. Two of the students read one grade
level below and four students read one grade level above. I have 3 students with sight problems and 1 student with a hearing
problem. Students will be placed in heterogeneous groups. Students with sight problems will be given their own sheet with
information that they may use to see rather than looking on the projector. Students with hearing problems will be placed near the
teacher and have an assistant to help make sure they understand the information.

RESOURCES, MATERIALS, TECHNOLOGY, EQUIPMENT FOR THE LESSON (Simply list all materials you will use)
We will use power point, textbook information, 4x4 paper, art supplies

CENTRAL FOCUS (The big idea being taught through a content area. Be sure to check for specific criteria in YOUR
handbook!) I am teaching the students the multiple Native American groups that were located in Georgia. We will also discuss
what life before and after European explorers landed in Georgia looked like.

JUSTIFICATION/RATIONALE for your plan (Why are you teaching this lesson at this time for these learners? How does
yesterdays lesson connect to todays experiences?)
This lesson will introduce the biggest groups of Native American that settled in Georgia and how they went about life. It will also
discuss the effects that European explorers had on these native groups.

PRIOR KNOWLEDGE OF CHILDREN ([1] List learners community, personal, & cultural assets. [2] What do they already know
about the subject?)
Students will know that European explorers were not the first people in the Americas.

LEARNING OBJECTIVE(S) (What will children KNOW and BE ABLE TO DO that is behavioral/measurable at the end of the
lesson?)
[Teacher version]: The students will (active verb) . . . by performing/demonstrating/writing . . .
The students will be able to identify the different Native American groups that were settled in Georgia by labeling the group and
where they settled.
Students will be able to discuss everyday Native American life by writing what how they lived.

CONTENT STANDARDS (list strand, grade, standard number, and write out the standard)

SS8H1 The student will evaluate the development of Native American cultures and the
impact of European exploration and settlement on the Native American cultures in
Georgia.

ACADEMIC LANGUAGE DEMANDS (Return to your central focus and specifically identify the following:)
LANGUAGE FUNCTION: Evaluate

Language Demand method to express understanding : Students will display understanding by labeling
where each Native American group was located in the Georgia colony.
DISCOURSE: (Be sure to check for specific criteria in your handbook!): We can understand how Native Americans
lived in the Georgia and how their lives changed due to European explorers.
SYNTAX: Be sure to check for specific criteria in your handbook!): none
VOCABULARY: Be sure to check for specific criteria in your handbook!): Ponce de Leon, John Olgethorpe,
colonization, settlement, Cherokee, Creek Indians, Hernando de Soto
LANGUAGE SUPPORT (steps to help students with language (show example, demonstrate how to use dictionary, circulate and
listen, collect and provide feedback, etc)
Class discussions, Georgia Indian map, Before and After Colonists picture.

PLAN FOR ASSESSMENT OF STUDENT LEARNING (How will you know and document students progress toward the
objectives?)
Diagnostic/pre-assessment: The class will be given a pretest over the unit information.
Formative assessment/feedback to learners: After the lesson, students will be placed into groups to label where each group of
Native American settled in Georgia. They will also draw what write what a Native American settlement looked like before and after
European explorers settled in the Georgia area.
Summative assessment (if any): At the end unit test there will be questions that come from this lesson

EXPECTATIONS FOR STUDENT LEARNING (YOUR CRITERIA FOR ASSESSMENT) (How will you SHOW/TELL students what
exceptional work looks like? What will meet your expectations? Fall below your expectations? Attach any rubrics you will use.):
Exceeds expectations: Correctly label exactly where all Georgia tribes were settled in the state.

Meets expectations: Correctly label all Georgia tribes in general area where all tribes were settled in the state
Below expectations: Incorrectly label some most Georgia tribes.
PROCEDURES FOR THE LESSON (describe with EXPLICIT DETAILS every step of the lesson so that another
teacher could replicate your plan exactly!):

Set/Motivation: The class will be asked what to explain what they know
about Indians.
a. Instruction
1.

Introduce to the class the different sets of Native American

groups that settled in Georgia via powerpoint presentation. This
presentation will include where in Georgia each group settled,
some beliefs from each group, and what a normal day would
include for these Native American groups before European
explorers made it Georgia.

Read as a class Impacts of European Exploration. This passage

tells how Native Americans were effects by the Europeans.
3. Students will then break up into heterogeneous groups of 5. Each
group will be given a small map of Georgia. and a 4x4 sheet of
paper. The students will first be instructed to label where each
Native American tribe settled on the Georgia map. After the
groups are finished labeling the map, the students will be given a
tribe to draw and describe on the 4x4 sheet. On one side the
groups will draw before European explorers and on the other they
will draw and describe the after effects of the European settlers.
2.

LIST THE HIGHER-ORDER (CRITICAL) QUESTIONS YOU WILL ASK STUDENTS IN THIS LESSON:
What Native Americans settled in Georgia? What was theyre everyday life like? How were Native
Americans effected by European explorers?

BEGINNING: Anticipatory set/lesson launch/hook (How will the students gain the necessary information in order to
successfully accomplish the objective? Will you read a text together? View a video? Go on a field trip? Listen to a guest speaker?
Ask questions? Model? Engage in a discussion?)
We will begin by asking students to discuss their known knowledge of Native Americans.

MIDDLE: Instructional strategies to support student learning (What ideas/texts/experiences develop their understandings? How
will you promote discussion? How will you engage students in critical thinking/learning (individuals, small, whole groups)? Use
technology? Promote academic language?

1.

Introduce to the class the different sets of Native American

groups that settled in Georgia via powerpoint presentation. This
presentation will include where in Georgia each group settled,
some beliefs from each group, and what a normal day would
include for these Native American groups before European
explorers made it Georgia.

Read as a class Impacts of European Exploration. This passage

tells how Native Americans were effects by the Europeans.
3. Students will then break up into heterogeneous groups of 5. Each
group will be given a small map of Georgia and a 4x4 sheet of
paper. The students will first be instructed to label where each
Native American tribe settled on the Georgia map. After the
groups are finished labeling the map, the students will be given a
tribe to draw and describe on the 4x4 sheet. On one side the
groups will draw before European explorers and on the other they
will draw and describe the after effects of the European settlers.
2.

END: Closure (How will you end the lesson in a way that promotes student learning and retention? How are the children sharing/
modeling the lesson objective for that learning experience?)
Students will present an exit ticket explaining one effect that European explorers had on a Native American tribe.

DIFFERENTIATION/EXTENSION (How will you provide successful access to the key concepts by all the students at their ability
levels?)
Supporting students with special needs (accommodations/modifications required by the IEPs/504 plans and other ways youll
address diverse needs): Students with special needs will be placed in heterogeneous groups with higher level learning students.
They will also have the opportunity to stay after or meet at another time to finish their assignment and receive extra help.

Challenging experienced learners: They will be asked to more detailed on how they label the tribes on their map.
Facilitating a classroom environment that supports student learning: We will have a whole class discussion that introduces the life of
a Native American in the Georgia area. Students will get into cooperative learning groups and label on a map of Georgia where
each group settled.
Extension:
Students who are struggling with the given material will be given the opportunity to have conferences and torturing.

WHAT IFs (Be proactive; consider what might not go as planned with the lesson. What will you do about it?)
What if students . . . do not work well in their group? They will be placed in another group
What if students are not able to finish their map? They will be finished for homework
What if we finish before class ends? Students will work in their student journal.
What if students cannot . . .

REFERENCES (cite all sources used in the creation of this lesson including URLs, journals, etc.)
Text book used
Developed in part from the work of Dr. D. Johnson & Dr. E. Stevens, Roberts Wesleyan College, Teacher Education Dept.