SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Sioux Indians from the Great Plains

Teacher(s) Name: Azure Gipson (other group members: Megan Langton, Samantha Klein, and Beverly
Zambrano
Thematic Unit Theme/Title/Grade Level: Native Americans/ Back to Our Roots: A Unit About Native
Americans/ 2nd Grade
Wiki space address: http://ucfgr2nativeamericanssp15th.weebly.com
Daily Lesson Plan Day/Title: Day 2 (Wednesday), Sioux Indians from the Great Plains
LearningGoals/Objectives

Whatwillstudentsaccomplishbeable
todoattheendofthislesson?Besure
tosetsignificant(relatedto
SSS/CCSS),challengingand
appropriatelearninggoals!

LearningGoal:

The students will know that the Native American Indians were the first
inhabitants of North America and explore habitats, food, clothing, shelter,
rituals, and customs. The students will note the differences and similarities
among the three tribes: Seminole, Sioux, and Inuit and they will be able to
make associations between those cultures.
LearningObjectives:

1. The students will develop an awareness of how three tribes: Seminole,

Sioux, and Inuit were alike and how they were different based on their regions
of North America.
2. The students will recognize that Native Americans were the first inhabitants
of North America.
3. The students will recognize and understand that all living things need to have
their basic needs met in a certain habitat in order to thrive there.
4. The students will create and develop a piece of writing where they express
their opinions about living in a Tee Pee, using supporting details and
incorporating linking words as needed.
NCSSThemes
CommonCoreState
Standards(CCSS)
NextGeneration
SunshineStateStandards
(NGSSS)Listeachstandard.
Cuttingandpastingfromthe
websiteisallowed.
http://flstandards.org.

NCSStheme(s):

1. People, places, and environments- The study of people, places, and humanenvironment interactions assists students as they create their spatial views and
geographic perspectives of the world beyond their personal locations. Students
need the knowledge, skills, and understanding to answer questions such as:
Where are things located? Why are they located where they are? What do we
mean by region? How do landforms change? What implications do these
changes have for people? This is not just about places and climate but also
about the people fond and what they provide. It is focused on interactions with
the environment and drawling on personal experiences.
2. Culture (anthropology)- System of beliefs, knowledge, values and traditions
at home and around the world. Human beings seek to understand their
historical roots and to locate themselves in time. Knowing how to read and
reconstruct the past allows one to develop a historical perspective and to
answer questions such as: Who am I? What happened in the past? How am I
connected to those in the past? How has the world changed and how might it
change in the future?
CommonCoreStateStandard(s):

1. SS.2.A.2.2 Compare the cultures of Native American tribes from various

geographic regions of the United States.

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

2. SS.2.A.2.3 Describe the impact of immigrants on the Native Americans.

3. SS.2.A.2.1 Recognize that Native Americans were the first inhabitants in
North America.
4. SC.2.L.17.2 Recognize and explain that living things are found all over
Earth, but each is only able to live in habitats that meet its basic needs.
5. LAFS.2.W.1.1 Write opinion pieces in which they introduce the topic or
book they are writing about, state an opinion, supply reasons that support the
opinion, use linking words (e.g., because, and, also) to connect opinion and
reasons, and provide a concluding statement or section.
Assessment
Howwillstudentlearningbe
assessed?Authentic/Alternative
assessments?
Doesyourassessmentalignwith
yourobjectives,standardsand
procedures?
Informalassessment(multiple
modes):participationrubrics,journal
entries,collaborative
planning/presentationnotes,etc.

UnitPreAssessment:
StandardNativeAmericanpretestwithmultiplechoice,trueorfalse,andfillin
theblankquestions.ThispretestistobeadministeredpriortoDay1instruction
coveringNativeAmericanmaterial.(thetesttemplateandanswersheetis
includedaftertheDay1lessonplan)
UnitPostAssessment:
Thepostassessmentistobethesamequestionsasthepretestwiththe
questions/formatofthequestionsswitchedinorder.Thepostassessmentwill
beadministeredonDay5ofthisunitplan.
Ongoingdaily(progressmonitoring)Assessment:
Duringthewholegrouprecapatthecampfiretheteacherwillbeassessing
whichstudentsareengagedandwhichstudentsmayneedafurtherreviewof
thecontentpresented.Additionaltothattheteacherwillmonitorthelearning
centerstationsactivitiestoensureproperunderstandingisobtained.The
teacherwillkeeparunningrecordofobservations.Beforeleavingfortheday
thestudentswillberesponsibleforplacingapostitcardonthenumberthat
correlateswiththeirunderstandingofthecontentforthedayandaskany
questionsthatmayneedtobeansweredthenextdayduringreview.Thisscale
ispostedontheclassroomexitdoorandwillmakeiteasytogagestudent
progress.(samplescaleisprovidedattheendofthislessonplan)

Design for Instruction

Student Activities & Procedures
Whatbestpracticestrategieswillbe
implemented?
Howwillyoucommunicatestudent
expectations?
Whatproductswillbedevelopedand
createdbystudents?
ConsiderContextualFactors(learning
differences/learning
environment/learningstyles)thatmaybe
inplaceinyourfutureclassroom.
Exceptionalities
What accommodations or modifications do
you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities
(SLD), etc.

Guiding Questions:
Who were the Sioux Indians? Where did the Sioux Indians live in North
America? What type of food did the Sioux Indians eat? What type of shelter did
the Sioux Indians live in? What type of Clothing did the Sioux Indians wear?
I.

The teacher will engage the students by having them listen to a Native
American song using the Native American Music App and an IPod. The
students will then be invited to sit around the campfire and conduct a 35 minutes review of the previous days information found in their flip
books, the teacher will instruct the students to talk with their shoulder
partner about what they learned and then as a whole group share aloud
facts they wrote in their flip book the previous day. (ESOL
accommodation: working with a partner) (Teacher will be assessing
students content knowledge at this time and taking observational notes)

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

II.

Next, during the Language Arts block, the teacher will introduce
the students to the Sioux Indians by reading the book If You Lived with
the Sioux Indians by Ann Mcgovern, this will help in laying a
foundation for learning about this group of Indians. This will be
followed by reviewing and reading the Sioux Indians of the Great Plains
flip chart on Promethean Planet via the interactive white board. As the
teacher reads and plays the links the students will record the facts for
the Indians: Shelter, clothing, and food in the spaces provided in their
flip books. (Link Provided in the materials section) (ESOL
Accommodation: read aloud/group reading, point to pictures and use
slow and accurate speech when reading, check for comprehension
often) (Students will be self-assessing during the short interactive quiz
contained in the flip chart)

III.

Next, during the Language Arts block, the teacher will present the
students with several pictures of various Tee Pees that the members of
the Sioux Indians lived in. Post these pictures on the Interactive White
Board or project via white board using the overhead projector for all of
the students to see. Pose the question to the students: "If you lived with
the Sioux Indians in a Tee Pee how would you feel? The teacher will
take a few responses. What would you have painted on your Tee Pee
and why? Provide each student with a Sioux Indian Writing sheet. The
students will write three to five sentences about their Tee Pee and then
draw and color a picture of it in the space provided. (ESOL
Accommodation: Visual pictures to provide examples of what is
expected. If the ESOL student is at a beginning level all to draw
pictures instead of writing sentences) **Students will place this
writing in their Indian Satchel to turn in at the units completion
for grading. (Writing self-check rubric provided at the end of the lesson
plan)

IV.

Explore- during the social studies block the students will break into
groups and take turns traveling around the classroom to various stations
that are created around the specific foods, clothing, and shelter that the
Sioux Indians have in their culture. (All finished products will be placed
in the students traveling Indian satchel to be turned in for a final grade)
(ESOL accommodation: Interactive hands on activities)

Stations (Learning Centers): (Students will take their Indian satchel with
them to the stations to store their artifacts)
1. Food- At this station the students will work together to sort various pictures
of food items using a Venn Diagram that is labeled with the headings Food The
Sioux Indians Like to Eat, Food I Like to Eat, and Food That We Both Like to
Eat. The students will then draw these items on their own Venn Diagram and
label the items. (ESOL Accommodation: Use of graphic organizer to keep
information gathered organized)
2. Clothing- At this station students will view various pictures of Sioux Indians
in their native dress noting the similarities and differences of their clothing and
discussing it with their group members. The students will then make an Indian
vest out of a paper grocery bag. The students will be asked to tell a story with

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

only pictures (can draw it and incorporate some die cut shapes, an example
Indian Picture Dictionary is provided for those who need assistance)
somewhere on their vest and share it with their group members.
3. Shelter- The students will first read a brief article as a group about the
shelter that the Sioux Indians lived in. Then the students will make a
replica Tee Pee that represents the shelter that that Sioux Indians lived in as
their homes and the Tee Pee that they wrote about during the Language Arts
block (this writing is in their Indian satchel if they need to reference it). A Tee
Pee template is available at the following link in the materials section. Students
will color and tape the Tee Pee to resemble a traditional Sioux Tee Pee. (ESOL
accommodation: provide vivid examples and step by step directions of what is
expected)
V. Self-Check- At the close of this lesson the teacher will instruct the students
to take out their flip books and turn to the Sioux page. The students will record
one interesting fact that they learned during the lesson and then the teacher will
ask the students to each take one post-it note from the pad provided and think
of and write down any questions they may have about the material presented
during todays lesson. As they exit the classroom they will place their post-it
containing the questions and their classroom number on the scale on the door
numbered 0-4 (see attached scale for each numbered meaning) for the teacher
to gather the understanding level of the students and gather any questions that
need to be answered during the next days review.
VI. Extensions- For homework the students will be asked to complete the
Native American Coordinate Math Sheet by following the coordinates to
discover a Native American Indian!
Resources/Materials

Premade flip books

IPod with Native American Music App
Book: If You Lived With the Sioux Indians written by Ann Mcgovern
Flip chart at this link http://www.prometheanplanet.com/enus/Resources/Item/31382/sioux-indians-of-the-great-plains#.VRtTCfnF_ng
Images of Sioux Indian Tee Pees
One Sioux Indian writing sheet for each studnet
Pencil/crayons/markers ( will need supplies for all learning center stations)
Various food pictures on a card for sorting
Venn Diagram for each student (For food station)
Pictures of Sioux Indians in their native dress(For shelter learning center station)
1 Paper grocery bag vest (pre-cut) for each student
Various Die Cut Shapes(For paper bag vests)
Glue sticks
Tape (Tee Pee making station)
Tee Pee template for each student https://www.teachervision.com/native-

american-history/printable/37295.html
Sioux Indians shelter reading sheet
Native American Coordiante Math Sheet for each student (homework assignment)
ALL resources should be noted here including but not limited to: internet sites, professional
resources- books, journals (titles and authors), childrens literature, etc.

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

DiscussionNotes:Makecommentshererelatedtoideasforassessmentmeasures,parentinvolvement,fieldtrips,orextensionto
theunitplanideas.