3.++Five+Day+Unit+Plan

Teacher(s) Name: Krista Quick, Samantha Weil, Cher Lovestrand, Alexis Thematic Unit Theme/Title/Grade Level: Native Americans/It’s Time to Pow Wow Around the Nation/Second Grade Word Processed by: Samantha Weil Wiki space address: http://ucfgr2nativeamericanssp09.wikispaces.com/ = Daily Lesson Plan Day/Title: Day 1/ A Look In to Native Americans   = || Students will be introduced to the Native American culture. They will gain basic knowledge about the Cherokee, Iroquois, and Navajo Nations. This introduction will form a foundation that will allow them to expand their knowledge of these cultures.
 * ** Content Overview **

|| || -Students will be able to understand a short video on Native Americans. -Students will understand vocabulary introduced to them and will be able to recognize it when it is used during the lesson. -Students will be able to locate on a map where they live as well as understand where the Cherokee, Iroquois, and Navajo lived in comparison. -Students will be able to complete a KWL chart based on their prior/post knowledge of the subject. -Students will be able to research on specific web sites about the Cherokee, Iroquois, and Navajo Nation and answer questions based on their findings. - Students will be able to recall what they have learned and write a short paragraph about the information. || || SS.2.A.1.2: Utilize the media center, technology, or other informational sources to locate information that provides answers to questions about a historical topic. 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. LA.2.6.2: The student uses a systematic process for the collection, processing, and presentation of information.
 * = Learning Objectives =
 * What will students accomplish / be able to do at the end of this lesson? **
 * **Sunshine State Standards** (List with brief title: Reading, Writing, Listening, Speaking, & Viewing)

LA.2.1.6.1: Use new vocabulary that is introduced and taught directly. || //** Teacher Activities Student Activities **// · What learning strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students? || # Students will enter the technology lab and sit in front of a projector screen. || Computer Lab or technology center Internet access Access to Microsoft Word and Power Point A Look into our Nations Native Americans Presentation and Worksheet KWL Chart
 * **Student Activities & Procedures**
 * **Student Activities & Procedures**
 * 1) The teacher will open the Power Point presentation and the KWL Word document.
 * 2) The teacher will start the Power Point presentation and explain that today they will be starting their unit on Native Americans.
 * 3) The teacher will pose the question to the class: What do you know about Native Americans? Give students a moment to think of their answers.
 * 4) The teacher will put the KWL chart up on the screen and call on students and fill their answers into the K part of the chart.
 * 5) The teacher will then go back to the Power Point presentation and show the video on Native Americans.
 * 6) After the video, the teacher will show the slide with the map on it. The teacher will pose the question to the class: What is this a map of? The class will answer together, The United States.
 * 7) Then click and show where we live, and where the Cherokee, Iroquois, and Navajo lived. Explain that these are the three cultures that we are going to be studying.
 * 8) Next the teacher will review the vocabulary slide. The teacher will call on student volunteers to read definitions from the slide then rephrase into simpler terms for ESOL and ESE students.
 * 9) The teacher will now pose the question to the class: What do you want to know about Native Americans? Go back to the KWL chart and fill in the W part with students answers.
 * 10) The teacher will go back to the Power point presentation and explain what the students are doing next in the activity. Specifically explain the direction on the work sheet as well as show the students how to use the buttons on the power point to get to the websites.
 * 11) When the students get to their seats the last slide will already be open on the computers and ready for the students to use.
 * 12) Students will research these websites to answer the questions on the hand out.
 * 13) ESOL/ESE students will work with partners to complete the sheet.
 * 14) The teacher will walk around assisting students and answering questions.
 * 15) Allow about 20-30 minutes for the hand out
 * 16) After students finish the hand out bring the class back together in font of the projector screen.
 * 17) The teacher will bring up the KWL chart and asked for volunteers to share what they have learned about Native Americans. The teacher will fill the answers in the chart. ||
 * == Resources/Materials ==

National Geographic’s Video: “Native Americans” (__[])__ “Native American Facts for Kids: Cherokee Tribe” ( [] ) “Native American Facts for Kids: Iroquois Tribe” [] “Native American Facts for Kids: Navajo Tribe” [] “Merriam and Webster for Kids” http://www.wordcentral.com/

|| · How will student learning be assessed? Authentic/Alternative assessments? · Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes
 * ** Assessment **

|| The work sheet completed during the activity will be the assessment for what students learned. Each short answer question is worth two points. A two will be rewarded if students give the correct answers for all parts of the question. One point will be rewarded for partially correct answers. No points will be rewarded for fully wrong answers or no work. The quick write will be worth seven points. A full seven points will be rewarded students who fully express their newly retained knowledge using details and examples. Six points will be rewarded to students who use details to express their newly retained knowledge but no examples. Five points will be rewarded to students who use examples but not details to express their newly retained knowledge. Four points will be rewarded to students who express the information but do not use details or examples. Three points will be rewarded to showing understanding of the content. Two points will be rewarded for recognizing the subject. One point will be rewarded for something written on task. No points will be rewarded for no work shown.

|| What accommodations do you make for ESOL students, Gifted/Talented students, Learning/Reading disabilities..?
 * == Exceptionalities ==

|| ESOL- Thoroughly explain and speak slowly while presenting the power point presentation. Rephrase definitions and terms used into simpler language so the can understand the concept. Allow these students to work with a gifted student tutor. ESE- Make sure any personal needs were met right away (Ex: hearing or visually impaired students). Then make sure everything posted was said and everything said was posted in the presentation. I would simplify my explanations as well as thoroughly explain what to do during the activity. I would make sure the environment for these students was not restricting. If needed also these students to pair with gifted student tutors. Gifted-Allow gifted students to work along with and help students with special needs (ESE/ESOL) as well as any other students who may need help.

|| || Teacher(s) Name: Alexis Gonzalez, Samantha Weil, Krista Quick, Cher Lovestrand Word Processed by: Alexis Gonzalez Thematic Unit Theme/Title/Grade Level: Native Americans/It’s Time to Pow Wow Around the Nation/2nd grade Wiki space address: http://ucfgr2nativeamericanssp09.wikispaces.com/ = Daily Lesson Plan Day/Title: Day 2/The Navajo = || 1. The student will understand that the Navajo Indians come from the Four Corners Region and where the Four Corner Region is in the United States. 2. The student will understand that the life of the Navajo, their food, art, culture, and housing. 3. The student will understand the use and significance of a Dream catcher, and then make their own, incorporating math skills. 4. The student will pick their favorite animal, and learn its Navajo name. Then they draw a picture of it, and explain why it is their favorite animal. || || **Standard 1:** The World in Spatial Terms (SS.2.G.1) 1.Use different types of maps (political, physical, and thematic) to identify map elements. (SS.2.G.1.1) 2. Using maps and globes, locate the student's hometown, Florida, and North America, and locate the state capital and the national capital. (SS.2.G.1.2)
 * == Discussion Notes == || Parents will be asked to discuss Native Americans with their children throughout the week to promote learning.
 * = Learning Objectives =
 * What will students accomplish / be able to do at the end of this lesson? **
 * ** NCSS Themes/Sunshine State Standards ** List the overall theme and then each standard. Cutting and pasting from the website is allowed.

1. Recognize that Native Americans were the first inhabitants in North America. (SS.2.A.2.1) 2. Compare the cultures of Native American tribes from various geographic regions of the United States. (SS.2.A.2.2) measuring lengths. (MA.2.G.3) 1.Estimate and use standard units, including inches and centimeters, to partition and measure lengths of objects. (MA.2.G.3.1) and culture. (VA.C.1.1) **Penmanship:** The student engages in the writing process and writes to communicate ideas and experiences. (LA.2.5.1) The student will: demonstrate legible printing skills. (LA.2.5.1.1 ||  || · What best practice strategies will be implemented?  · How will you communicate student expectation?  · What products will be developed and created by students? ||   1. The teacher will begin by telling the students, “Today will we be learning about the Navajo Indians” introducing the first tribe of the week. 2. Then the teacher will ask the students if they know where the Navajo live in the U.S? The teacher will give time for the students to  answer, and then pull out a map, and show the students where the Navajo Nation really is- Arizona, New Mexico, Utah and Colorado. 3. The teacher will show a power point which will cover the subjects of whom the Navajo were, what they ate and wore. How they lived, the roles of men and women, arts and crafts and marriage. 4. Next the teacher will ask the students if they have any more questions about the Navajo. 5. The teacher will ask the students what their favorite animal is. Then she will explain that today they are going to learn the name of that animal in the Navajo language. After, they are to draw a picture of the animal, and write its Navajo name under it, and write a few sentences about why it is their favorite animal. 6. The teacher will do a read aloud on the book: How the Stars Fell into the Sky: A Navajo Legend by Jerrie Oughton. 7. The teacher will then ask the students if they have ever heard of a dream catcher. 8. Then she will go on to explain that a dream catcher is hung above your bed when you sleep. They are supposed to catch bad dreams through all the woven patterns. They also have feathers and beads dangling from it. 9. The teacher will then show them a real dream catcher, so they have a better idea as to what it looks like. 10. Next the teacher will tell the students that they are going to make their own dream catcher. 11. The teacher will explain the steps of how to make a dream catcher: · To start, cut out the center of the paper plate so that you have about 2 inches of the rim leftover. · Punch holes 1/2 inch to an inch apart around the rim of the plate. · Now, take a piece of yarn about 2 arm lengths long and tie it to one of the holes. Start weaving it from one hole to the next. Make sure it overlaps a few times; this way it will look more like a real web. · You can add a few beads to the middle of your Dream Catcher by slipping them onto the yarn as you weave the yarn in and out of the holes. · When you're done, tie a knot at the end of the yarn. · Punch three more holes at the bottom of your Dream Catcher. Tie a piece of yarn, about 5 inches long, to each of the holes. · Thread beads onto the yarn and tie a feather to the end. · Use markers to decorate the paper plate. · Punch a hole in the top of the Dream Catcher. Put a piece of yarn through the hole and tie it. This is so you can hang it over your bed. 12. The teacher will tell the students that they are going to write a story about a bad dream they had in detail, and then they will place it in the dream catcher so that they will never have this bad dream again. ||  || || // ALL resources including but not limited too; internet sites, professional resources- books, journals (titles and authors), children’s literature, etc. should be noted here. // Materials: · Map of the U.S  ·  Dream Catcher · Paper plate · Scissors · Yarn · Hole puncher · Beads · Feathers · Book: How the Stars Fell into the Sky: A Navajo Legend by Jerrie Oughton · Power point on the Navajo · Computer
 * Standard 2:** Historical Knowledge (SS.2.A.2)
 * Standard 3: -** Develop an understanding of linear measurement and facility in
 * Standard 1: ** The student understands the visual arts in relation to history
 * 1. knows that specific works of art belong to particular cultures, times, and places. **
 * **Student Activities & Procedures**
 * //Teacher Activities/Student Activities// **
 * == Resources/Materials ==
 * == Resources/Materials ==

Resources: · // [] // · // [] // · // [] // · // [] // || · How will student learning be assessed? Authentic/Alternative assessments? · Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || ** Pre-Assessment: ** I will ask the students orally if they know where the Navajo live. I will also ask the students orally if they know what a dream catcher is, and why people use it?
 * ** Assessment **
 * Post-Assessment: ** When asked orally, the students will be able to tell where the Navajo live, and name at least one fact about their lifestyle.

The students will write complete sentences about their favorite animals with correct punctuation marks, with 100% accuracy.

The students will create their dream catcher with 90% accuracy.

The students will also write a story about a bad dream that they had, using descriptive words, with 85% accuracy. || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc
 * == Exceptionalities ==

|| · For all students, I will include a map of the United States, so that the students can have a visual of where the Navajo live. · I will also make sure that the environment is friendly, and the children feel comfortable. · For ESOL and students with learning/ reading/disabilities, I will speak slowly and clearly, so that they can understand the directions. · The Gifted/Talented students will be able to pair up with ESOL students to help them with an activity if needed. ||
 * == Discussion Notes == || Students will go home and show their parents the dream catcher, and hang it over their bed if they desire. They are to go home and find more information on the Navajo, and get ready to learn about the Iroquis tomorrow

|| Teacher(s) Name: Krista Quick, Samantha Weil, Cher Lovestrand, Alexis Gonzalez Word Processed by: Krista Quick Thematic Unit Theme/Title/Grade Level: Native Americans/It’s Time to Pow Wow Around the Nation/Second Grade Wiki space address: http://ucfgr2nativeamericanssp09.wikispaces.com/ = Daily Lesson Plan Day/Title: Day 3/Iroquois Indians = || 1. The student will learn about the culture and customs of the Iroquois Tribe. 2. The student will be able to describe what a clan is in the Iroquois tribe. 3. The student will understand that the Iroquois inhabited in the Woodland Region of the United States, now known as New York State. 4. The student will be able to make sand art. 5. The student will write a story imagining that he/she is in the Iroquois tribe. || || ·  SS.2.A.1.1: Examine primary and secondary sources. · 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. · LA.2.1.5.1: The student will apply letter-sound knowledge to decode phonetically regular words quickly and accurately in isolation and in context. · LA.2.1.6.1: Use new vocabulary that is introduced and taught directly. || · What best practice strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students? || 1) Prior to the class, a PowerPoint presentation will be prepared with the fonts big enough for students who may have vision impairments. The PowerPoint can be accessed here: It contains many pictures (ESOL strategy: pictures). There will also be a detailed schedule written on the board with the day’s activities. This will help any students with autism spectrum disorder or learning disabilities. Vocabulary words will also be listed on the board for children with reading or learning disabilities. Words will include: longhouse, clan, Iroquois, tribe, job, canoe, etc. 2) Begin the lesson by asking students what they know so far about Native Americans. After getting some responses, give them a brief review of the history of Native Americans that they learned earlier in the week. Be sure to remind them that the Native Americans were the first inhabitants of the United States. Remind them that the Europeans came at a later time. 3) Have one student come up to the map and show what region the Navajo Indians lived in the U.S. Then explain that the Iroquois were another tribe and point out that Iroquois lived in the area of the United States that is now known as New York State. Tell students that today they are going to learn all about the Iroquois tribe! 4) Grab the students’ attention by showing them an example of sand art. To check for background/prior knowledge, ask students if they have ever seen or made sand art before (ESOL). Tell them by the end of our day they will have made their own sand art to keep! 5) Show the students the PowerPoint containing information about Iroquois Indians. Tell them that they will want to take notes since there will be a game at the end, in which they will need to know the information. The PowerPoint begins with a slide that teaches them how to pronounce Iroquois. As a class, pronounce the word: eer-uh-kwoy. Explain that the word actually means "real snakes." Then tell them that this name Iroquois was given to them by their enemies, the Algonkian. Ask students if they know what an enemy is. 6) Continue the PowerPoint to discuss that there were five tribes in the original Iroquois Confederacy: the Mohawk, Seneca, Oneida, Onondaga and Cayuga tribes. Later a sixth nation, the Tuscarora tribe joined the confederation. 7) Next, explain that the Iroquois lived in longhouses. Include a picture of a longhouse on the PowerPoint. Iroquois longhouses were up to a hundred feet long!! In each longhouse there lived 2 or more families together, called a clan. A clan can have up to 60 people. 8) Ask a student to raise his/her hand and tell you what a job is (ESOL strategy: checking for prior knowledge). Tell students that the men’s job included clearing the fields, and building and repairing the longhouses. Other than that, their time was spent in trading and hunting, and in war and preparing for war. Women were in charge of farming, property, and family. 9) Tell students that the two most important instruments in the Iroquois tribe were the drums and flutes. Drums were often filled with water to give them a different sound from all the other tribes. 10) Explain that the Iroquois Indians traveled mostly by foot on land. Another way they traveled was by canoe. 11) Discuss what kinds of food they ate: Iroquois women did most of the farming, growing corn, beans, and squash and harvesting wild berries and herbs. Iroquois men did most of the hunting, shooting deer and elk and fishing in the rivers. 13) Tell the students to return to their regular seats. They will now be making sand art! Explain the directions before handing out materials. Ask a student to repeat the directions back to you to ensure it was heard. Repeat directions again (ESOL strategy: repetition). The printables for sand painting can be found here: [|Sand Painting]
 * = Learning Objectives =
 * What will students accomplish / be able to do at the end of this lesson? **
 * ** NCSS Themes/Sunshine State Standards ** List the overall theme and then each standard. Cutting and pasting from the website is allowed.
 * **Student Activities & Procedures**
 * //Teacher Activities/Student Activities// **
 * 12) Numbered Heads Together Game:** Split up students in to groups of 4 (ESOL strategy: cooperative groups). Allow students to come up with their own Indian tribe name. The teacher will ask a question such as “How long were the longhouses?” Each group must put their “heads together” to come up with the right answer. Then, the teacher will call on a specific group and specific number to answer the question. If they get it right, they get one point. If they get it wrong, the question will be passed on to another group. By practicing the information, students will be more likely to remember it. Each person in the group that has the most points will receive 3 tickets (good for use towards prizes from the treasure box on Fun Friday). This strategy also helps any students with ADHD or emotional/behavioral disorder because it gives them the chance to be actively involved. Questions to be used during this game can be found here: [[file:sse3312iroquoisgame.doc]]

Directions for sand painting: 1) Print out copies of each printable of animals on cardstock. 2) Have students pick out which animal they want to make. 3) Lay paper on a large piece of newspaper. 4) Squeeze glue around the outline of the illustration. 5) Brush glue lightly toward the center and add more glue to completely fill in the drawing. Add a border of glue. 6) Sprinkle a generous amount of sand over the picture making sure all the glue is covered. Shake off excess sand. Best Practice Strategy: Numbered Heads Together (p. 97)

Remind students that on Friday they are going to participate in a Native American Pow Wow! || || Materials: PowerPoint presentation Sample sand art U.S. Map Playground sand Newspaper Small craft paint brush Elmer’s glue Ivory card stock Native American animal printables __The Rough Face Girl__ by Rafe Martin Resources: [] [] [] Journal article: [], Author: Clute, Myron, Title: Clans of the Iroquois [] (includes children’s literature) [] Chapin, June R. __Elementary Social Studies.__ 2009.
 * == Resources/Materials ==

http://www.storiestogrowby.com/script.html

http://learningdisabilities.about.com/od/readingstrategies/qt/diffreadingmate.htm

http://www.lessonplanspage.com/ssNativeAmericanActivities.htm

http://nativeamericans.mrdonn.org/northeast/iroquois/villagelife.html || · How will student learning be assessed? Authentic/Alternative assessments? · Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || Pre-Assessment: Students will explain what they know so far about Native Americans. They are asked about specific vocabulary, such as enemy and job, to ensure that there are no misconceptions.
 * ** Assessment **

Post Assessment: Students will write a story imagining that they live in the Iroquois tribe. They will use at least 5 ideas and vocabulary words from the day’s lesson. The story should have a clear beginning, middle, and end. A rubric will be used to ensure that the story is high-quality work.

Informal Assessment: Students write stories visualizing that they are in the Iroquois tribe. They are to use ideas and vocabulary from the day’s lesson. Students are also informally assessed during the game, in which they compete for the right answer to questions relating to the Iroquois tribe. The teacher may take anecdotal notes.

Authentic Assessment: Students will create sand art with 100% accuracy.

|| What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc
 * == Exceptionalities ==

|| ESOL: Cooperative groups, pictures, repetition, connect to prior knowledge, visuals (map, sand art), vocabulary Gifted/Talented students: It is likely that these students may finish their sand art before the rest of the class. They will be given the option to either complete a crossword puzzle with words from the lesson, or get a head start on their homework. Learning/Reading disabilities: Vocabulary listed on board prior to PowerPoint presentation. Autism spectrum disorder: Daily schedule posted on board ADHD/Emotional/Behavioral disorders: Interactive game, group work || During the reading block, the teacher will read-aloud the story __The Rough Face Girl__ by Rafe Martin. Then students will complete a reader’s theater of a Native American Cinderella story. They will also take a quiz based on the script. The script and quiz can be found here: [] For homework, students will be asked to think about what it is like to live in the Iroquois tribe. Then, they will write a story about what it is like to live in that tribe. They must use at least 5 ideas and vocabulary words that were learned during the day’s lesson. || = = Teacher(s) Name: Cheriessa Lovestrand, Krista Quick, Samantha Weil, Alexis Gonzalez Word Processed by: Cheriessa Lovestrand Thematic Unit Theme/Title/Grade Level: Native Americans/ It’s Time to Powwow Around the Nation/ Second Grade /Day Four-Cherokee Tribe Wiki space address: http://ucfgr2nativeamericanssp09.wikispaces.com/ = Daily Lesson Plan Day/Title: Day 4/ Cherokee Indians   = What will students accomplish / be able to do at the end of this lesson?  || -The student will learn a variety of facts about the Cherokee Indians, including information on food, shelter, weapons, and clothing. -The student will understand that the Cherokee Indians come from the southeast region of America and be able to correctly show on a map where the Cherokee lived. -The student will understand the importance of Sequoyah. -The student will be able to name at least four facts about Cherokee Indians.  ||   ||  Recognize that Native Americans were the first inhabitants in North America. (SS.2.A.2.1) Recognize a characteristic of early Native Americans. (SS.2.A.2.Pa.a ) Compare the cultures of Native American tribes from various geographic regions of the United States. (SS.2.A.2.2) The student will compose simple stories, poems, riddles, rhymes, or song lyrics. (LA.2.4.1.2) The student will draw a picture and use simple text to explain why this item (food, pet, person) is important to them. (LA.2.4.3.1) 
 * == Discussion Notes == || Parents will be asked to help out with supplies for the activity by sending in newspapers and white glue.
 * =Learning Objectives =
 * NCSS Themes/Sunshine State Standards List the overall theme and then each standard. Cutting and pasting from the website is allowed.

|| //Teacher Activities/Student Activities// · What best practice strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students? || 1.) Review the tribes discussed in the previous days. Ask questions to make sure that the students have gained knowledge of the previous tribes, like: “Where are the Navajo Indians from? What about the Iroquois?” and “What is the favorite fact that you learned about each of the other tribes?” Display a map of the United States and ask the students to show where the previous tribes discussed throughout the week were located. = 2.) Show short video clip that introduces main points on Cherokee Indians, from http://www.cherokee-nc.com = 3.)Present PowerPoint with discussions on: • Where They Lived, Past and Present Before 1838- At first, they lived in a large area that includes present day Georgia, Tennessee, North Carolina, South Carolina, Kentucky, Alabama, Virginia and West Virginia. Explain that the area got much smaller as wars started taking place. Reinforce the concept that Native Americans were the first inhabitants in North America.  Trail of tears- Trail of Tears was the Cherokee name for what the Americans called Indian Removal. During the 1800's, the US government created an "Indian Territory" in Oklahoma and sent all the eastern Native American tribes to live there. Some tribes willingly agreed to this plan and others did not. Even after they asked the courts to stay, the American army forced them to leave. They weren't prepared for the journey, and it was winter time. Thousands of Cherokee Indians died on the Trail of Tears. Many Native Americans from other tribes died too. It was a terrible time in history. Many survived and settled into the Indian Territory in Oklahoma. After 1838- The Cherokee Nation in Tahlequah, OK The United Keetoowah Band of Cherokee Indians in Tahlequah, OK The Eastern Band of Cherokee Indians, in Cherokee, North Carolina • Shelter Cherokee families typically had two dwellings: rectangular summer houses with cane and clay walls and bark or thatch roofs, and cone-shaped winter houses with pole frames and brushwork covered by mud or clay. • Clothing Men: Traditional- Leggings and breechcloth made from animal hides; Today- Ribbon shirts (Show ribbon shirt and pass it around the class.) Women: Traditional- Blouses made from deer hide or cloth and wraparound skirts; Today- tear dress • Food The “Three Sisters” were corn, beans, and squash. These items were Cherokees’ staple foods. These were the main things that Cherokee people ate daily. Deer and turkey were the main meats that Cherokee Indians consumed Non-poisonous plants and roots that came from the forest were also eaten Berries, potatoes, pumpkin, fish are other examples of types of food that Cherokee people would eat. • Weapons and Tools Fishermen used spears and fishing poles. Hunters used bows and arrows or blowguns to shoot game. Warriors fought with bows and arrows, tomahawks, and spears. Flint knives and scrapers were used to skin animal hides. Wooden hoes were used to farm. (Show arrowheads and scraper. Pass them around the class) • Art Double wall basketry- baskets were the main source of storage for Cherokee households. They were also used to carry the men’s hunting and fishing gear and catches. Clay pottery- Used to hold daily items and used in various ceremonies. Today they are sold to tourists and collectors. (Show real examples of pottery, and pass around the class.) Gourd items- Cherokee Indians used gourds to make rattles, masks, and musical instruments. They often pained the gourds with bright colors. River Cane- used to create baskets and to construct houses. Beading- Cherokee people used beads to decorate clothing and bags. Ceremonial wear was heavily beaded and very detailed. (Show the class the bead choker, pass around.) • Music The water drum- A pot or kettle with a skin stretched over the top of it. Some water is placed inside before playing. The River Cane flute- A foot long flute with 6 holes. Trumpets- Often made from buffalo horns or long neck gourds. Conch shells were used in very early times. Rattles- Turtle shells are used for ceremonial rattles. Men had a single rattle to be held in the hand, and women wore turtle shell shackles on their legs. Ceremonial hand rattles were sometimes made from gourds, as well. • Sequoyah Sequoyah introduced the Cherokee people to a syllabary that he created. Syllabary is a form of writing that uses symbols to represent sounds. • Speaking Cherokee Hello= “o-si-yo” (sounds like: oh-see-yoh) Goodbye= “do-na-da-go-hv-I” (sounds like: doe nah dah go huh ee) Please= “u-do-hi-yu-I” (sounds like: ooh doe he you ee) Thank you= “wa-do” (sounds like: wah-doe)
 * Student Activities & Procedures

4.) “What would you take?” activity. Ask the students, “If you were going to have to leave your home and move far away, to an unfamiliar area, what are the three things you would take? Why?” Tell them that they are going to pack a bag with their three items. Tell them to draw pictures of these items and place them into their brown paper bags. Next, have the students write a short story in their journals about what it would be like to live as a Cherokee child. Tell them to try to include their favorite items in their story. Allow ESOL students to pair with a buddy to help them write out their story. 5.) Allow the students to decorate their bags with tribal patterns, designs, and beads that they have seen throughout the lesson. Lay bags out to dry. 6.) To sum up, and assess, the lesson have the students draw or write at least four interesting facts or concepts about Cherokee Indians. ||  || Resources: -Facts for discussion, PowerPoint, and pictures, on Cherokee life: www.cherokee.org, http://www.bigorrin.org/cherokee_kids.htm www.cherokeeindians.com http://www.cherokee-nc.com/
 * == Resources/Materials ==

-Video clip- http://www.cherokee-nc.com/index.php?page=161

Materials: PowerPoint on Cherokee Living Arrowheads and scraper Modern Cherokee shirt Moccasins Brown paper bag Assorted beads Glue Pencils Paper Crayons, colored pencils, or markers

|| · How will student learning be assessed? Authentic/Alternative assessments? · <span style="font-size: 9pt; font-family: 'Times','serif';">Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || <span style="font-size: 10pt; font-family: 'Times','serif';">Pre assessment: -Discuss with students what they have learned about each of the tribes this week to gather what they have learned. Ask questions like: “Where are the Navajo Indians from? What about the Iroquois?” and “What is the favorite fact that you learned about each of the other tribes?” <span style="font-size: 10pt; font-family: 'Times','serif';"> Post assessment: -The student will be able to draw or write at least 4 significant concepts or facts about the Cherokee tribe. -The student will be able to write a short story or poem about what it would have been like to have to go on the Trail of Tears. (Assessment is an informal evaluation of how well the student comprehends the subject.) || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc
 * <span style="font-family: 'Times','serif';">Assessment
 * == Exceptionalities ==

|| <span style="font-size: 10pt; font-family: 'Times','serif';">-ESOL- visual aids: PowerPoint, worksheet with pictures used to match concepts. Video clip. Assign a buddy to help with the activity. -Gifted- Creative outlet using “Pack a bag” and short story, with a higher level thinking question. -Learning/Reading disability- Verbal discussion with PowerPoint, Video clip -Visually impaired- PowerPoint with large text. <span style="font-family: 'Times','serif';"> || -Reading lesson will be focused on a read aloud. The story read: “ [|Cherokee] ” //by [|Roop], [|Connie Roop] , [|Kevin Smith] (Illustrator)// <span style="font-size: 10pt; font-family: 'Times','serif';">-After reading “Cherokee,” have the student create a Venn Diagram comparing life with the Cherokees (past), to their own life, (present). -Parents are welcome to be involved throughout the lesson. Students with artifacts or stories will be welcome to share their ideas or items throughout the lesson. -Science lesson will incorporate the concept of growing crops for consumption. The students will plant seeds, observe their growth, and understand their importance. <span style="font-family: 'Times','serif';">
 * == Discussion Notes == || <span style="font-size: 10pt; font-family: 'Times','serif';">-Math lesson will incorporate repeating patterns, reflecting on the patterns in Cherokee art and beadwork.

|| <span style="font-family: 'Times','serif';"> Teacher(s) Name: Samantha Weil, Krista Quick, Alexis Gonzalez, and Cheriessa Lovestrand Word Processed by: Samantha Weil, Krista Quick, Alexis Gonzalez, and Cheriessa Lovestrand Thematic Unit Theme/Title/Grade Level: Native Americans/ It’s Time to Powwow Around the Nation/ Second Grade Wiki space address: http://ucfgr2nativeamericanssp09.wikispaces.com/ = Daily Lesson Plan Day/Title: Day 5/Its Time to Powwow! =
 * == == || <span style="font-size: 10pt; font-family: 'Times','serif';"> ||

<span style="font-family: 'Times','serif';"> || <span style="font-family: 'Times','serif';"> <span style="font-family: 'Times','serif';">-The students will be able to recall information from previous Native American lessons taught during the week. -The students will create a concept map using what they have learned for the week. -The students will be able to follow directions on how to participate in each activity as well as when to start, clean-up, and rotate stations. -Students will be able to identify key terms and why those terms are important to the study of Native Americans. -Students will be able to partake in a discussion about Native American culture.
 * =<span style="font-family: 'Times','serif';">Learning Objectives =
 * <span style="font-size: 11pt; font-family: 'Times','serif';">What will students accomplish / be able to do at the end of this lesson? **

|| <span style="font-size: 11pt; font-family: 'Times','serif';"> <span style="font-family: 'Times','serif';"> || SS.2.A.2.2: Compare the cultures of Native American tribes from various geographic regions of the United States.
 * **<span style="font-family: 'Times','serif';">NCSS Themes/Sunshine State Standards **<span style="font-size: 10pt; font-family: 'Times','serif';">List the overall theme and then each standard. Cutting and pasting from the website is allowed. <span style="font-family: 'Times','serif';">

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

LA.2.5.2.1: The student will interpret information presented and seek clarification when needed. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">LA.2.1.6.1: Use new vocabulary that is introduced and taught directly. || · <span style="font-size: 9pt; font-family: 'Times','serif';">What best practice strategies will be implemented? · <span style="font-size: 9pt; font-family: 'Times','serif';">How will you communicate student expectation? · <span style="font-size: 9pt; font-family: 'Times','serif';">What products will be developed and created by students? || # Begin the lesson by asking students to look at the map of the U.S. Then, point to a region and ask students: “Who can raise their hand and tell me which tribe lived in this region?” Continue by pointing to each area of the U.S. inhabited by the Navajo, Iroquois, and Cherokee. Remind students of how the Native Americans were the first inhabitants of the U.S. Remind them that the Europeans came to the U.S. at a later time. <span style="font-size: 9pt; font-family: 'Times','serif';"> || <span style="font-size: 12pt; font-family: 'Times','serif';">Chart paper, bell, index cars, markers/ crayons, tape, brown paper bags, bowls, plastic cups, snack food items, foam material, scissors, stapler, glue, feathers, beads, string, fabric scraps.
 * **Student Activities & Procedures**
 * //Teacher Activities/Student Activities// **
 * 1) Review the key concepts of each tribe from the week. Start with the Navajo by calling on one student at a time to come up and place a word that describes the Navajo tribe on a concept web. Make sure the font is big enough for students who may have vision impairments. Also include pictures for students to place on the concept web (ESOL strategy: pictures). Continue the same pattern with Iroquois and Cherokee.
 * 2) Hang up concept web in the front of the class so students can refer to it during the Pow Wow activities.
 * 3) Explain to the class that a Pow Wow is a Native American term for celebration and that today they will be celebrating the completion of the Native American unit.
 * 4) Break up class into three groups, the Cherokee, Iroquois, and Navajo groups (ESOL strategy: small groups).
 * 5) Each group will have time at each different center related to what they have learned from this week.
 * 6) Be sure to explain the directions for each center, repeat the directions (ESOL: repetition), and check for clarification by asking a student to repeat the directions back to you.
 * 7) Center one will be a word and picture wall of what the students feel are important terms they learned this week (ESOL: pictures, vocabulary). They will write their word on one side of an index card and a short sentence on why it was important to the study of Native Americans on the back. If they choose to draw a picture on the back, they must write what it is a picture of and why it was important to the study of Native Americans.
 * 8) The teacher will ring a bell once to start an activity, twice to clean up, and three times to rotate stations.
 * 9) At the second station, the students will make their own “Trail of Tear Mix”. Students will decorate brown paper bags with Native American images and then fill there bag with snack items such as but not limited pretzels, popcorn, chocolate peaces, dried fruit, cheese crackers, etc.
 * 10) At the third station the students will create their own headdress. Students will take pre cut strips of foam material and measure it to the size of their heads. Connect the ends of the strips to make a headband. Decorate the band with feathers, beads, and other decorative items. Students can wear the headdresses for the rest of their Pow Wow.
 * 11) At the end of the Pow Wow the students will come together for a class discussion on their favorite aspect of Native American culture (ESOL strategy: class discussion). At this time the students can enjoy their Trail of Tear Mix.
 * 12) Last, students will complete a worksheet with facts about the Navajo, Iroquois, and Cherokee tribes.
 * 13) Students who finish early may work on a word search with vocabulary words from the week. ||
 * ==Resources/Materials ==

|| · <span style="font-size: 9pt; font-family: 'Times','serif';">How will student learning be assessed? Authentic/Alternative assessments? · <span style="font-size: 9pt; font-family: 'Times','serif';">Are you using a rubric? · <span style="font-size: 9pt; font-family: 'Times','serif';">Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes <span style="font-family: 'Times','serif';"> || <span style="font-family: 'Times','serif';">Pre-Assessment: Ask students to identify where different tribes (Iroquois, Cherokee, and Navajo) lived in the United States.
 * **<span style="font-family: 'Times','serif';">Assessment **

Authentic Assessment: Students will create headdresses. They should complete this activity with 100% accuracy.

Informal Assessment: Students are assessed through observations during the concept map activity, as well as during the word and picture wall activity. <span style="font-size: 12pt; font-family: 'Times','serif';">Post-Assessment: Students will be given fill-in-the-blank worksheets with facts about Navajo, Iroquois, and Cherokee tribes. This will be for a grade. Students must complete the worksheet with at least 75% accuracy. || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc
 * ==Exceptionalities==

|| <span style="font-family: 'Times','serif';">ESOL: Pictures, class discussion, vocabulary, illustrations, small groups, repetition

Gifted/Talented students: Allow students who finish early in a center to complete a word search with vocabulary words from the week.

ADHD/Emotional/Behavioral disorders: The centers allow students to move around, which will help students who have ADHD or Emotional/Behavioral disorders. <span style="font-size: 12pt; font-family: 'Times','serif';">Learning/Reading disabilities: Be available to help students during the word and picture wall activity. Some students may need reminding about the meaning of certain words. || <span style="font-family: 'Times','serif';"> <span style="font-size: 12pt; font-family: 'Times','serif';">Prior to the week, parents will be sent letters asking for volunteers to come in and help with the Pow Wow. Parents will be asked to bring in some kind of Native American food or drink for the occasion.
 * ==Discussion Notes== || <span style="font-size: 10pt; font-family: 'Times','serif';">

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