LESSON PLAN NUMBER 1
Teacher Education Candidate
Ashley Hodges, Jessica McEntyre
Supervising Teacher
Ms. Abell and Ms. Isler
School: North Douglas Elementary and Burnett Elementary
Block No. 2
UWG Supervisor
Ms. Baugh and Dr. Thomas
Date of Implemented Lesson Plan: 03/29/11
Subject: Social Studies
Grade Level: 2nd
Teaching Skills Focus for This Lesson: Instructional Clarity, Questioning and Responding to Students, Providing
Feedback and Reinforcement
Stage 1 The Desired Results
Standards
SS2H2 The student will describe the Georgia Creek and Cherokee
cultures of the past in terms of tools, clothing, homes, ways of
making a living, and accomplishments.
a. Describe the regions in Georgia where the Creeks and Cherokees
lived and how the people used their local resources.
NCSS: Assist learners to understand and apply the concept of culture as an
integrated whole that governs the functions and interactions of language,
literature, arts, traditions, beliefs, values, and behavior patterns.
Specific Learning Objective(s)
Assessment Instrument
(Ex. Test, Poster, Presentation,
Picture, etc.)
Evaluation (Grading) Instrument
(Ex. Point System, Rubric,
Checklist, etc.)
Materials
Sequence of Teacher Actions
The students will be able to see and understand Georgia Creek and
Cherokee Indians and their culture and ways of living.
Stage 2 Assessment Evidence
KWL Chart and discussion
The students will provide three things they learned on their art activity.
Stage 3 Learning Plans
Construction paper feathers, head bands, book, glue, stapler, and pencil
.
Who can tell me what two groups of Indians are formally known from the state of
Georgia?
*Attention-Getter/Motivator
*Tie to Previous Learning
*Significant Actions to Introduce
and Guide Lesson
The teacher will start by going through the artifact bag that was created with
objects about Creek and Cherokee Indians. We will then ask the students a series
of questions that pertain to the items in the bag such as what tribes they think we
are talking about and what the different objects are. We will then introduce are
standard, essential question, and agenda. We will then do a KWL chart with the
students to discuss what they know and what they want to know. We will then
read a specific book to the class to discuss our topics and get the students thinking
and engaged. We will then show a PowerPoint that displays important facts and
pictures we will be discussing. After viewing the Power Point we will then ask
some questions to the students about the different topics. We will then do a fun
activity where we will pass out the supplies and explain the directions to the
students. We will instruct the students to record one fact on each of their three
feathers about what they learned during the lesson and discussion. They will then
glue the feathers onto their bands where we will come around and staple to create
hats. After wrapping up and discussing some of the students’ facts we will then
refer back to our KWL chart to add what the students have learned and will
answer essential questions.
Sequence of Student Actions
*Explain How Students Are
Engaged During Lesson
* Explain How Students Discuss
or Present Results of What
They Did During the Lesson
Students will stay active and curious during artifact bag discoveries. Students will
be active in the discussion of the KWL chart and will list things they either know
or would like to know. They will then listen and stay active in the reading of the
book. They will then pay attention to the power point being resented and will
answer questions afterwards and during pertaining to. The students will then
complete activity by listing one fact on each of their three feathers to create their
feathered head band. The students will then participate in discussion of activity
and share some of their facts that they learned throughout the lesson. They will
then participate in the discussion of the KWL chart where they will come together
to discuss what they have learned and will answer essential question.
Teacher’s Lesson Closure/WrapUp/Transition
Now that we know more about the Creek and Cherokee Indians we can now
know more about some of our heritages and other cultures.
Adaptations for Exceptional
Students (Anyone who requires
modifications for their needs)
Related Activities/Extensions
(What can students do who need
more than is in the lesson? Should
be related to lesson.)
ESL students will have a supervising teacher or helper to help them with the
lesson and the fact feathers.
Connections to Other Disciplines
This lesson could relate to English by having the students go further and write
paragraphs about the facts they learned.
Students who finish early can complete the extension worksheet where they will
list facts about the Cherokee and Creek Indians and will then write facts that they
have in common.
Candidate’s Reflection After the Lesson:
Submit Lesson Plan Agenda with this Lesson Plan
Georgia Creek and Cherokee
Indians and their Culture
Standard:
SS2H2 The student will describe the Georgia Creek
and Cherokee cultures of the past in terms of tools, clothing, homes,
ways of making a living, and accomplishments.
a. Describe the regions in Georgia where the Creeks and Cherokees lived
and how the people used their local resources.
NCSS: assist learners to understand and apply the concept of culture as an
integrated whole that governs the functions and interactions of language,
literature, arts, traditions, beliefs, values, and behavior patterns
Essential Question:
What are the some ways we can
describe Georgia Creek and Cherokee cultures on the past in
terms of tools, clothing, homes, ways of making a living, and
accomplishments?
Agenda:
 Artifact bag
 Review standard, essential question, and agenda.
 KWL chart
 Read selected book
 Review Power point and ask and discuss questions
 Do fun feather fact hat activity
 KWL chart and essential question wrap up