USC Aiken School of Education Lesson Plan Format

Candidate Name: Elayna Hatchell

Lesson Title: Native Americans in the US
Subject Area(s): Social Studies
Grade Level(s) Second Grade
Date: 4-22-18
Duration: 30-40 mins
Standards: Standard 2-4: The student will demonstrate an understanding of cultural contributions made
by people from the various regions in the United States.

2-4.3 Recognize the cultural contributions of Native American tribal groups, African
Americans, and immigrant groups.

Learning Objective: What is a totem pole and why are they significant in Native American culture?

Essential Question(s):
Number of Students:
Evaluation /
Suggested Assessments:
*Attach a copy of all
assessment sheet(s) to
your lesson plan. Include
any rubrics, checklists,
rating sheets, scoring
guides, etc. that will be
used.
Who were the Native Americans? What cultural contributions did they make? What is a
totem pole? How does this reflect their culture?
23
Students will be asked if they know what a totem pole is. The teacher will ask the
students to answer by a show of hands and will make a checklist of everyone who
knows and does not know.
Students will learn about the Native American totem poles and be able to create their
own according to a characteristic that best suits their personality. They
will be given materials to make their totem pole. During this process, the teacher
will walk around and observe the students and ask questions about the
student’s totem pole.
Students will share their totem pole with their parent. They will be asked what
animal they chose and explain why they chose that animal for their exit slip.

Accommodations Provide help, if needed, to create totem pole

Student Learning

and/or
Diversity for

Modifications for
Special Needs
Differentiation

Grouping Individual
Materials/Resources: Paper plates, markers and crayons, construction paper, pipe cleaners.
*Attach a copy of all
handouts to your lesson
plan.
Educational Technology: N/A

USC Aiken Lesson Plan Format 5_26_16 Page 1 of 3

Pedagogical Strategies:
Procedures:
Structure the lesson
according to your
instructor’s prescribed
instructional model (e.g.
Learning Cycle, The E’s,
Gradual Release, etc.).
Include time estimates for
each phase of your lesson.
Provide a detailed
description of the lesson’s
step-by-step procedures in
chronological order.
Include:
1) Launching the lesson
with a strong opening
2) One or more
opportunities for student
exploration
3) Direct teaching
4) A meaningful closure
Formative assessment/
comprehension checks
should be embedded
throughout the lesson.
Safety Considerations:
Follow Up:
USC Aiken Lesson Plan Format 5_26_16
What are you going to do to achieve your learning objective? Check all that apply.
☒ Hands-on Activity ☒ Manipulatives ☐ Modeling
☐ Graphic Organizer ☒ Lecture ☐ Guided Practice
☐ Thinking Map ☒ Drawing/Artwork ☐ Brainstorming
☐ Small Groups ☐ Mnemonic Device ☐ Movement
☐ Think-Pair-Share ☐ Game ☐ Music
☐ Interactive Read Aloud ☐ Web Quest ☐ Video
☐ Reading Workshop ☐ Inquiry Stations ☐ Roleplay
☐ Writers Workshop ☐ Problem-Based Learning ☐ Journal Writing
☐ Other:
Students will be asked to come to the carpet. On the Smart Board, a picture of a totem pole
will be shown. The teacher will ask the students to raise their hand if they know what the
picture is on the board. The teacher will make a checklist of who raised their hand and who
did not.
The teacher will also share with the students the essential question, “What is a totem pole
and why are they significant to Native American culture?” The teacher will tell the students
to have this question in mind as they go throughout the lesson.
The teacher will proceed to explain to the students that the picture shown is called a totem
pole. A totem pole is carved out of wood from a tree and is a beautiful sculpture. Different
totem poles can mean different things. Some cultures use the totem pole to remember a
historic event or tell a story that occurred. Each face on the pole represents part of the event
or story. In their culture, many tribes use the totem poles to tell stories. They choose a spirit
animal to add to their totem pole based on the characteristic.
A chart will be provided on the board for the students to view and see all the animals and
what characteristics goes with each animal. (Link included on website)
The students will be given the task of making their own totem pole. They will choose the
animal that best fits their personality and draw that animal. They will each get a paper plate
to create their animal. On the back of the plate, the students will write their name and the
animal they chose. The students will be given paper plates, markers and crayons,
construction paper and pipe cleaners to create their animal.
As they are creating a part of the totem poles, the teacher will go to each student and ask,
“What is your spirit animal and why did you choose that animal? Why do you think the
Native American’s displayed a story or event using a totem pole?”
After all the students are finished they will turn and talk with their partner about their
animal and what it means to them. The students will then refer to the essential question,
“What is a totem pole and why are they significant to Native American culture?” The
students will then raise their hand to answer this question.
In closure of the lesson, the students will respond to this question, “What spirit animal did
you choose and why?” They will answer this question on a sheet of paper and turn it in for
“exit slip” of final assessment.
Be mindful of materials being used, be careful while using them
Continue into next lesson based on Native American music
Page 2 of 3
Reference(s): Native american legends. (n.d.). Retrieved April 22, 2018, from
http://www.legendsofamerica.com/na-totems.html What is a totem pole? (n.d.). Retrieved
April 22, 2018, from https://wonderopolis.org/wonder/what-is-a-totem-pole/

USC Aiken Lesson Plan Format 5_26_16 Page 3 of 3