First Name
Sean
Last Name
Chang
UH Email
Chang4@hawaii.edu
Date
11/21/14
Semester
Fall
Year
2014
60 minutes
Grade
Level/Subject
3/Art
Title
Lesson Duration
Native American Vests
Lesson Overview
Briefly summarize your lesson plan in a few sentences.
In this lesson, Im going to give the students a brief background of the first Thanksgiving
and how the Native Americans helped the first settlers during their first winter in
America. After that, Im going to have each of the students make their own Native
American vest and, time permitting, a headband.
Central Focus (Enduring Understandings)
A brief description of the important understanding(s) or key concept(s)
Art concepts:
-Patterns
-Lines
-Color
Symbols
Native Americans
Essential Question(s)
The big idea of the lesson stated as a question or questions
How can we use symbols, patterns, and colors to create a Native American themed
vest?
How did the Native Americans dress at the first Thanksgiving feast?
Content Standard(s)/Benchmark
The Common Core State Standards (CCSS) or Hawaii Content & Performance
Standards III (HCPS III) that align with the central focus and address essential
understandings, concepts, and skills
Standards/Common Core, benchmarks, and performance indicators for this lesson.
Standard/Common Core
Benchmark
Performance Indicator
Students will:
Share prior knowledge about their knowledge of the
holidays and of Native Americans and how they are
connected as well as answer guided questions that
allow teacher to transition into powerpoint about
Native American culture
Students will choose a symbol that they find
interesting and share with their neighbor about why
they find it interesting.
Decorate their vests for the next 15-30 minutes
using the mentioned criteria
Clean up their areas, make sure the room is cleaner
than it was before we started, cooperate for picture
taking
Task
What students do to demonstrate they meet standards( matches Performance Indicator
Students will decorate a vest using either patterns or Native American Symbols.
b.
c
Students will: (Insert or Attach Rubric or Checklist Assessment)
ME(meets with Excellence)
MP (meets with Proficiency
Vest is decorated with all of
the mentioned criteria and
then some
DP (developing proficiency)
Vest is missing at least one
of the components
TYPE OF LEARNER
ELL/MLL
Struggling
Accelerated
504/IEP
Allow students to get assistance from peers who are done with
their vest
Give students the option to make a headband and feather to
match their vest
Follow 504/IEP
Materials (Optional)
Please note and/or paste any supporting materials (i.e., teaching materials, custom
lesson plans, etc.) into the space below. You may use as many pages as needed
beyond the space below to paste your materials.
Provided by me:
Pre-cut paper bags
Precut card stock
Construction paper
Powerpoint about the first Thanksgiving
Provided by students:
Scissors
Glue
Crayons
Imagination
What changes would you make to your instructionfor the whole class and/or
for students who need greater support or challengeto better support student
learning of the central focus (e.g., missed opportunities)?
Based on your reflection and your assessment of student learning, describe the
next steps to support students learning related to the central focus and student
learning objectives.
I would try to allow for more time to do the lesson. I feel like one hour was rushing it for
this activity and that with a little more time, I couldve done a much more thorough job
with explaining. Also, I would go more into detail about the art concepts that I used
because due to time, I didnt have much of an opportunity to go into too much detail
about the art concepts that were used.
The next step for these students is to research a tribe and to go more into depth about
that particular tribe and their customs and culture. This lesson was a great introduction,
but it didnt provide much in the way of history or culture for more than 3 tribes.