Norwich Secondary Education Program Lesson Template

Designer: Ben Severson

History
Grade level: 11th
Lesson Title/Topic: Native Americans

Course: American
Timeframe: 50 Minutes
Lesson No.: 1

Learning Objectives: Understand the Historical Significance of

Myths, Stories, and Legends.
Essential Question(s) of Lesson: How were these stories recorded?
Why were animals and inanimate objects given human traits?
Students will:
Know: The importance and historical significance of myths, stories, and
legends.
Understand: That fictional tales, novels, and poems all have cultural
significance to the group and time period in which they were created.
Be able to: Read a fictional story, myth, or legend decide the
historical/cultural meaning and describe the story to their classmates.
Common Core Standards
CCSS.ELA-LITERACY.RH.11-12.3

Evaluate various explanations for actions or events and determine which

explanation best accords with textual evidence, acknowledging where the text
leaves matters uncertain.
CCSS.ELA-LITERACY.RH.11-12.2

Determine the central ideas or information of a primary or secondary source;

provide an accurate summary that makes clear the relationships among the key
details and ideas.
Learning Activities
Anticipatory Set or Trigger- Class discussion led by teacher discussing fictional
stories and their importance. (15 Minutes) [This would ideally be a recap of
the previous class where the class had learned about historical context and
significance of fictional stories]
Activity Sequence- Divide class into two groups. Assign a Native American
story to each group. Using reading strategies discussed in previous classes
they are to annotate their story and discuss their view of the cultural and

Norwich Secondary Education Program Lesson Template

historical significance. (15 minutes) [This provides for 3 reading strategies 1.
Annotating a document. 2. Discussing a document with a group for better
comprehension and understanding. 3. Summarizing a document and
presenting it to peers to increase comprehension and demonstrate
understanding.]
Groups present their story. (5 minutes each)
Closing- Summary of the stories and ensuring essential questions have been
answered. (5 minutes) [This is to be sure that all needed information has
been provided either by the groups or by the instructor.
Assessment
-Formative strategies (Checking for understanding)
Understanding will be assessed through a grading rubric to check for clarity
of presentation, accuracy of information, and complexity of connections. [The
rubric assessment is a simple grading style that will provide a good grade for
students who actively participate and understand the concept of historical
context.]

-Other assessments
Accommodations & Differentiation

Resources American Indian Myths and Legends: Selected and edited

by Richard Erdoes and Alfonso Ortiz

Reflection (after having taught the lesson)

Norwich Secondary Education Program Lesson Template

Grading Rubric
Information accuracy:
1. Information is completely inaccurate with not textual evidence.
2. Information is slightly inaccurate and has some textual evidence.
3. Information is mostly/completely accurate and is supported with
textual evidence.
Connections:
1. No connections are made from outside readings or previous classes.
2. Some connections are made from outside readings or previous classes.
3. Strong connections are made from outside readings and previous
classes.
Presentation:
1. Group was disorganized, spoke softly, and did not convey their
message well.
2. Group was fairly organized, spoke well, but did not fully convey their
message.
3. Group was organized, spoke well, and fully conveyed their message.