Lesson Plan Guide

Teacher Candidate:

Cassie Pearson

Date: April

28, 2015 Grade and Topic: Fourth grade Cherokee Indians

Length of Lesson: One hour and 15 minuets
Mentor Teacher:
School:

Dr. Annette S. Cornelius, Instructor

University of Memphis

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

Students will be broken into groups of three. They will search the Website given to find facts on a topic that was
presented to them, regarding the Cherokee Indians. Taking those facts they will form a PowerPoint and present
it to the class.
LESSON OBJECTIVE:
Given a specific research topic about the Cherokee Indians, the students will be able to search for facts on the
Website given. These facts will go on a PowerPoint of five slides that they will develop, and present to the class.
Each student must participate in each activity to be given credit. This will enhance my students researching
skills, presentation skills, and organization skills.
STANDARDS ADDRESSED:
.
State/ District standards:
The Land and People before European Exploration Students describe the legacy
and cultures of the major indigenous settlements of Tennessee: 4.2 Analyze religious
beliefs, customs, and various folklore traditions of the Cherokee, Creek, and Chickasaw,
including: (C, TN) Principal Chief summer and winter homes Beloved Woman
recreation clans maternal designations.
ISTE standards:
Students apply digital tools to gather, evaluate, and use information.
A. Plan strategies to guide inquiry.
B. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media.
C. Evaluate and select information sources and digital tools based on the appropriateness to specific
tasks.
D. Process data and report results.
Students understand humans, cultural, and societal issues related to technology and
practice legal and ethical behavior.
A. Advocate and practice safe, legal, and responsible use of information and technology.
B. Exhibit a positive attitude toward using technology that supports collaboration, learning, and
productivity.
C. Demonstrate personal responsibility for lifelong learning.
D. Exhibit leadership for digital citizenship.

MATERIALS:
Laptop (Every group will have one)
Internet
PowerPoint downloaded on the laptops.
Projector
http://www.bigorrin.org/cherokee_kids.htm
Technology will be integrated into this lesson, because it gives the students a chance to break out into groups and learn
how to work together. It will also help my students to become more accustom to using technology.

BACKGROUND and RATIONALE:

The key concept of the lesson is for the students to learn more about the Cherokee Indians. Specifically,
the students will be learning about the Cherokee transportation, the children in the tribe, the weapons
and artifacts, and food.
PROCEDURES AND TIMELINE:
Introduction: What will you do to help the students become focused or motivated to learn in this teaching
segment? To help the students become more motivated to complete this lesson I am letting them have a little
more freedom to work in groups. I also will bring to my classroom some Indian food, clothing, and pictures to
let my students have a better understanding of the Cherokee Indian and how they lived.
Procedures:
Prior to the Laptops
Teacher Procedures
Pass out information sheet on the in class assignment 3 minutes
Begin introduction 5 minutes
Start discussing general facts about the Cherokee Indians such as: Where were the Cherokee
Indians located on a map? 10 minutes
Assign every student a group and a location for the group in the classroom. 2 minutes
Prior to the Laptops
Students Procedures
Look over information sheet in order to get an idea of the days lesson and activity.
Listen intently and try to answer any questions that are asked.
Get into a designated area with group that has been assigned.
Teachers Procedures Laptops

Take out computers (every group gets one laptop) 3 minutes

Go into extensive detail regarding the activity. You will need to click on the internet tab and
once you have done that type in http://www.bigorrin.org/cherokee_kids.htm to find the
information you will need to find facts on the topic I have given you. Once you have found
about five facts, you will need to go to Microsoft word PowerPoint and begin putting
together a short PowerPoint. It can be five slides (including a title page). You will have forty
minuets to complete this. 10 minutes
Answer any questions the students might have. 2 minutes

Student procedures at Laptops

Listen to the directions

Open laptop and go to the designated website.

Find a few facts on my topic such as Cherokee homes.
Use those topics to form a five page PowerPoint; with a title page at the beginning.
Assign each of the three students in the group a specific speaking part in the presentation.
Complete this within the designated time frame.

Teacher Procedures
It is now time to present work to the other groups.
Begin with group one. 25 minutes
Making sure each student speaks in the group, and the other students in the class are paying
attention and showing support.
Put laptops up 3 minutes
Student Procedures
Wait until it is time for group to go
In the meantime, showing support to each group that is presenting.
Once every group has gone all of the laptops can be put up.
After Laptops
Teacher procedures
Pass out handout on Cherokee Indians 30 seconds
After Laptops
Students Procedures
Complete handout 6 minutes
Closure: To close the lesson we will all discuss what we wrote on our handout. The handout is something
where the children can reflect on the lesson and the activity. It will be a laid back discussion.

ASSESSMENT EVIDENCE:

Rubric for Presentation

Presentation

All presenters
are involved
and all keep
eye contact.
The audience
was interested.

A few
presenters are
involved and
only a few keep
eye contact.
The audience
was interested

Requirements

All

All

A few
presenters are
involved and
minimal eye
contact is
made. The
audience was
confused.
One

Only one
person
presented. The
audience was
not interested.

More than one

Content

requirements
are met and
exceeded.
The facts were
correct and
made sense.

requirements
are met.

requirement
was not met.

requirement
was not met

The facts were

correct but
there were a
couple of
sentences that
were worded
wrong.

The facts were

correct but did
not make sense.

The facts were

not correct and
did not make
sense.

MODIFICATIONS:
I know this is a requirement for future lesson plans, but not for this class.

Lesson Plan Evaluation

Teacher Candidate:

Date:

Grade and Topic:

School:

Evaluator:

Lesson Plan (LP)

Component

Goals/Objectives/Stan

Evaluation #

5pts
LP reflects appropriate

_____
1

4pts
LP reflects state standards.

2pts
LP lists no state standards

dards and/or Common

Core and ISTE
NETS*S (if
applicable)

standards. Goals and

objectives are stated
appropriately and clearly
identify what the students
will be able to do by the
end of the lesson. The
objective includes a
performance, condition
and assessment. If
technology is to be used, an
appropriate ISTE NETS*S
standard is included.

The goals and objectives are

stated but do not reflect the
content of the lesson or are
not realistic given the focus
of the lesson.

or includes inappropriate
state standards. Goals and
objectives are unclear, do
not align with lesson
content and/or concerned
only with details and facts.
If technology is to be used,
LP listed no ISTE NETS*S
or the standard chosen does
not reflect the content of
the lesson or is not realistic
given the focus of the
lesson.

Materials &
Resources

All materials needed are

listed and appropriate.
Some are teacher made
and the quality is high.
Materials include more
than standard textbook or
classroom adopted
materials. Outside sources
are used and there is a
variety for differentiation.
Appropriate technology is
well integrated when
incorporated. Examples
are provided with lesson
plan.

All materials needed are

listed and appropriate. The
materials do not reflect
outside sources or variety
and rely mainly on the
textbook and/or classroom
adopted materials.
Examples are of acceptable
quality. If the lesson
includes a technology
component, the technology
is integrated in a limited
way.

Materials needed for lesson

implementation are not on
the list of materials and/ or
are not appropriate for this
lesson. If applicable,
technology is not integrated
appropriately.

Introduction

Introduction engages
students and connects to
students backgrounds.
Clear efforts are made to
gain students interest and
motivate toward learning.

Introduction lets the

students know what they
will be doing. However, the
introduction does not
motivate and/or generate
interest.

The introduction does not

inform or engage students
in the lesson.

Lesson
Procedures/Organizati
on

LP procedures are clear

and detailed including, key
questions to be asked and
ways of monitoring
students learning are
evident A variety of
instructional strategies and
included. LP is organized
and the sequence of events
is logical with appropriate
time spans listed.
Activities/assignments are
matched to objectives.
Modifications for students
special needs are listed
where appropriate within
the procedural steps.
Closure is detailed and
involves students.

LP procedures include all

steps necessary to complete
the lesson but details are
limited. The activities are
developmentally
appropriate but lack
modifications for students
special needs. Approximate
times are listed. Closure is
detailed and acceptable.
Technology is being used,
but the given rotation plan
and supporting activities
were not appropriate.

LP procedures are limited

and are not described in
detail. The sequence of
events is not logical.
Approximate times are not
listed or are unrealistic.
Appropriate closure to the
lesson is not evident.
Technology is being used,
but a rotation plan and
supporting activities were
not are identified.

If technology is being used,

a rotation plan and
supporting activities are
identified.

Assessment(s)

Assessments are clearly

related to the objectives of
the lesson. Formative
assessment strategies are
described in detail.
Assessment tools, such as a
rubric, are provided.
Assessment clearly
monitors student
understanding, provides
feedback or differentiates
content or instruction.

Assessments are related to

the objectives of the lesson.
Formative assessment ideas
are included and are
acceptable but do not allow
for differentiation.
Additional details are
needed.

Assessments are
inappropriate or do not
measure the objectives of
the lesson. Assessments
include only paper and
pencil instruments.

Equity (Modifications)

Different types of learners

are thoroughly addressed
in the lesson plan to
achieve full participation.
The lesson plan includes

Different types of learners

are addressed in the lesson
plan but activities are not
thoroughly developed to
meet the students special

Different types of learners

are not addressed in the
lesson plan.

instruction and student

activities that address
different learning styles
and cultural backgrounds
and the LP provides
multiple ways for students
to provide evidence of
understanding.

needs.