Eastern - Southern Woodlands

ELEMENTARY EDUCATION DEPARTMENT
PROFESSIONAL SEMESTER PROGRAM

Template for LESSON PLAN FORMAT
Teacher Candidate: Yomara Rivas Date: 2/26/23- 2/27/23 Time: 12:50pm-1:35pm

Mentor Teacher: Mrs. Hemphill Mentor Initials:
Group Size: 22 Students Grade Level:3rd
Subject or Topic: Social Studies Section:390_025
STANDARD: (PA Common Core):

Standard - 8.4.3.B
Identify the importance of artifacts and sites to different cultures and ethnicities.
Standard - 8.4.3.A
Identify the elements of culture and ethnicity.
I. Performance Objectives (Learning Outcomes):

The students will be able to identify and describe the cultural contributions of the Native
Americans.
II. Instructional Materials:

 Social Studies student packet
 Pencil
 The Very First Americans by Cara Ashrose
 The Rough-Face Girl by Rafe Martin
 Chromebooks
III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea, outline of
additional content):
A. Prerequisite skills
 Basic history concept
 Print Concept
B. Key Vocabulary
 Eastern Woodlands- a cultural area of the indigenous people of North America.
 Southern Woodlands- Native Americans who have traditionally inhabited the area
now part of the Southeastern United States and the northeastern border of Mexico,
that share common cultural traits
 Tribes- a group of people who live together, share the same language, culture, and
history, and stay outside towns or cities
 Native Americans- a member of any of the first groups of people living in North
America or South America.
C. Big Idea
The students will explore the eastern and southern woodlands tribes and their differences.
D. Additional Content
The students will learn about the people, homes, food, and clothing from each of the
tribes.
IV. Implementation:
A. Introduction – DAY 1
 “Students on Thursday I introduced to you the non-fiction text of Sacagawea a
Native American.”
 “You all had the opportunity to read the book, gather information from it and
write a literary essay.”
 “Continuing from that same text topic today we begin our new unit on Native
Americans. We will learn about the different tribes, who they were, and their
differences.”
 I proceed to show them some images and artifacts from the First Americans.
 After we will watch a short video on Discovery Education the describes the
culture, lifestyle, and history of three of the major Native American tribes of the
Northeast.
 Now that we have had the chance to get to know a little about our new unit I will
proceed to our read-aloud.
 The students will be asked to join me in the carpet, and I will proceed to read the
book. The Very First Americans by Cara Ashrose
Introduction – DAY 2
 I will begin the lesson with a read-aloud The Rough-Face Girl by Rafe Martin
 After the read-aloud the students will return to their seats.
 “Today we will continue our lesson with The Southeast Woodland”
 I introduce the different tribes of the south.
 We will then watch a video on BrainPOP Jr. and learn about the Cherokee Tribe.
B. Development – DAY 1
 Once in their seats I will introduce the groups of people in the Eastern Woodlands
and watch a video on the Iroquois region.
 The students will learn about the different homes they lived in.
 The different types of food and how they prepared them.
 The different types of clothing they wore, how they traveled, and their cultural
beliefs.
Development – DAY 2
 “Class now let’s continue to learn about their different homes and how they were
made.”
 I will then introduce another video on BrainPOP Jr. on Cherokee.
 After the video we proceed to learn about the food they ate, their clothing, and
their ceremonies.
C. Closure – DAY 1
 “Now that we have learned about the Eastern Woodlands, I would like to hand
out your Social Studies packet, please put it in your Social Studies binder.”
 After each student has received their packet, they will be asked to turn to the
first page.
 “Please turn to the back of the page and let’s begin together to fill in the
blanks of each of these sentences using our key word bank at the bottom of
our worksheet.”
 We will proceed to fill in the blanks, when completed the students will work
on the front page and fill out the graphic organizer with what they learned in
reference to the food, clothing, homes, and how they travel.
Closure- DAY 2
 Like on day one the lesson will conclude with the students filling in the
blanks using their key word bank to show their understanding on the topic
of the Southern Woodlands.
 On their own the students will fill the graphic organizer on the front-page
writing about the different homes, clothing, food, and ceremonies.
D. Accommodations / Differentiation -
 The students will be provided with videos throughout the lesson to help support
the understanding of the topic.
 Each student is provided with a packet that they will have in their binders to fill
out at the end of the lesson to help with their understanding of the material.
E. Assessment/Evaluation plan -
1. Formative- On their packets the students will fill in the blanks using the key
words given to complete the sentences. They will also use their graphic organizer
to write the type of food, shelter, belief, and travel for each group.
2. Summative- End of the unit assessment on Native Americans to show their

understanding on the topic.
V. Reflective Response:
A. Report of Students’ Performance in Terms of States Objectives (Reflection on

student performance written after lesson is taught, includes remediation for
students who failed to meet acceptable level of achievement)
The students throughout the lesson of Day 1 and Day 2 were able to demonstrate and
understanding of the Eastern and Southern Woodlands by asking questions,
participating, and actively engage during our different parts of the lesson. I would
say for those students that require remediation due to them having to be pulled out of
the classroom working with a partner to review what they missed or working one-
one-one during morning work will help them catch up on their lesson and fill in any
missed work.
B. Personal Reflection (Questions written before lesson is taught. Reflective

answers to questions recorded after lesson is taught.)
1. Were the students engaged during the lessons?
2. What could I have added or taken away to my lessons?
3. Was I able to pace my time according within each part of my lesson?
4. Did the students show and understanding to the lessons that were taught?
The students demonstrated that they were engaged during the lessons, when I would ask
questions or go over their take aways of the videos they watched or the information on
the slides they were able to answer questions and demonstrate a level of understanding.
The way the lesson is being taught helps the students understand the concept on Native
Americans, so I believe at this time adding or taking away is not necessary. I made sure
to keep track of the time of my lesson and cover all the parts in it. When filling in the
blanks with the students on their packet the students demonstrated an understanding of
the words that needed to be added to complete the sentences. Overall, the lessons were
delivered accordingly and to the best of my ability by trying to maintain the students
engage and the content as interesting as possible.
VI. Resources (in APA format):
Cherokee - BrainPOP Jr. (n.d.). Jr.brainpop.com.
https://jr.brainpop.com/socialstudies/nativeamericans/cherokee/
History Kids: Native Americans of the Northeast. (n.d.). Google.discoveryeducation.com. Retrieved
February 27, 2023, from https://google.discoveryeducation.com/learn/videos/c404a8e3-4306-
45c5-90a2-0b798ba1cad2/
Iroquois - BrainPOP Jr. (n.d.). Jr.brainpop.com.
https://jr.brainpop.com/socialstudies/nativeamericans/iroquois/
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ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM

Teacher Candidate: Yomara Rivas Date: 2/26/23- 2/27/23 Time: 12:50pm-1:35pm

STANDARD: (PA Common Core):

I. Performance Objectives (Learning Outcomes):

II. Instructional Materials:

2. Summative- End of the unit assessment on Native Americans to show their

A. Report of Students’ Performance in Terms of States Objectives (Reflection on

B. Personal Reflection (Questions written before lesson is taught. Reflective

VI. Resources (in APA format):

Cherokee - BrainPOP Jr. (n.d.). Jr.brainpop.com.

History Kids: Native Americans of the Northeast. (n.d.). Google.discoveryeducation.com. Retrieved

February 27, 2023, from https://google.discoveryeducation.com/learn/videos/c404a8e3-4306-

Iroquois - BrainPOP Jr. (n.d.). Jr.brainpop.com.

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