Lesson Planning Template s6

Teaching Skills Focus for This Lesson: Instructional Clarity

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. b. Compare and contrast the Georgia Creek and Cherokee cultures of the past to Georgians today.

Specific Learning Objective(s) Students will identify how the lives of the Creek and Cherokee are different and the same as modern Georgians.

Stage 2 Assessment Evidence Assessment Instrument Graphic Organizer and Culture Quilt (Ex. Test, Poster, Presentation, Picture, etc.) Evaluation (Grading) Instrument Rubric will be used for both. (Ex. Point System, Rubric, Checklist, etc.) Stage 3 Learning Plans Materials Graphic organizer, paper, crayon, markers, colored pencils, handouts and books on the Creek and Cherokee, scissors, glue, Cherokee and Creek PowerPoint.

Sequence of Teacher Actions The teacher will present a mystery bag to the students. The teacher will reveal *Attention-Getter/Motivator arrowheads, a dream catcher, a deer skin, and paper cut outs of the Cherokee language. The teacher will ask what students believe they will learn about today *Tie to Previous Learning and reveal that we will be learning about the Creek and Cherokee, and asking then what they know about them. *Significant Actions to Introduce The teacher will go over the Creek and Cherokee Indians PowerPoint. and Guide Lesson The teacher will explain the three centers students will have to rotate through. In Center 1 students will have printed materials to learn more about the Creek and Cherokee. Students will be given a square piece of paper and draw and write about the facts that they learn about the Creek and Cherokee. In Center 2, students will complete a graphic organizer, comparing and contrasting the lives of the Creek and Cherokee to Georgians today. In Center 3, students will explore the Cherokee language by making a headband with their name spelled in Cherokee on top (pending out). The teacher will have students spend 10 minutes at each station. After every student has gone through all the centers, the teacher will ask students to share what they have learned about the Creek and Cherokee.

Sequence of Student Actions Students will look at the materials in the mystery bag and be asked what they believe they are learning about today. *Explain How Students Are Students will find out that they will be learning about the Creek and Cherokee and Engaged During Lesson be asked what they know about them Students will view the Creek and Cherokee PowerPoint. * Explain How Students Discuss Student will be divided into three groups and listen to the instructions the teacher or Present Results of What gives about each center. They Did During the Lesson Students will spend 10 minutes at each center. Students will make sure to go through each center. Students will be asked to share what they have learned about the Creek and Cherokee. Teacher’s Lesson Closure/Wrap- The teacher will ask students the essential question to see what they have learned. Up/Transition Adaptations for Exceptional The rubrics will have different criteria for students at different levels. Higher level Students (Anyone who requires students should have at least 5 bullet points point for each side on the graphic modifications for their needs) organizer and have at least two sentences for their culture quilt. Medium level students should have at least 3 bullet points and 1 sentence and lower level students should have at least a picture of their facts and 2 bullet points on their graphic organizer. Pre- cut letters for the headbands will be available for students who have trouble copying and cutting out the letters. Related Activities/Extensions Those students needing more will be given a map and be asked to locate the Creek (What can students do who need and Cherokee on a map. They will research the movement of the Cherokee more than is in the lesson? Should Indians when forced out of Georgia to the western United States. be related to lesson.) Connections to Other Disciplines This lesson can be connected to language arts because they are required to read about Indians as well as write sentences. It can also be connected to art because they will be observing some art produced by the Indian culture and they will be making headbands.

Candidate’s Reflection After the Lesson: Submit Lesson Plan Agenda with this Lesson Plan