EDEL453 Spring2013 SuzanneGarlick Unit 1 History DAY 4

7/30/2019 EDEL453 Spring2013 SuzanneGarlick Unit 1 History DAY 4

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Title of Unit: Nevadas Washoe Tribe

Title of Lesson: Nevadas History of Native Americans Submitted By: Suzanne Garlick

Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

A. Summary of the Lesson Plan:Today we will review and discuss what the guest speaker said about the Washoe Tribe.

Also, the students will choose what type of project they would like to do and what their

project will focus on such as the culture, lifestyle, beliefs, ancestry, and foods.

B. Target Population: Grade Level: 5th grade Skill Level: All skill levels Grouping: Individuals, whole group, and small groups.

C. Materials: Paper Pencils Smart board/projector Journal Article: The Washoe People Past and Present (pg. 5-8) (Bottom of page) Quiz (Bottom of page)

D. Objectives: NV State Social Studies Standards

o H1.5.1 Identify and describe Native North American life and cultural regions priorto European contact.

o H1.5.2 Identify and describe the attributes of Native American nations in thelocal region and North America.

o H1.5.3 Discuss the interactions of early explorers with native cultures. Student-Friendly Standards

o I can identify and describe Native American life, culture, and attributes bylearning what life was like from our guest speakerChief Sleep Easy. I will also

discuss the interactions of early explorers with Native American cultures.

E. Procedure:1. There will be a warm up on the smart board asking, What were some interesting facts

that Chief Sleep Easy talked about? After a couple of minutes call on students to

share with the class.

2. The students will read The Washoe People article (Look at last page) as a class.3. Stop and ask questions.

o Why do you think the Washoe Tribe lives in the Arizona region?o What are their attires?


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o What do you think of their culture?o What were their families like? Compare and contrast the differences between

their family and yours.

4. Students will then proceed to take a quiz after reading the article (Look at last page).5. Afterwards, students will be given a sheet of paper with their names on it for them to

check what their project will look like (PowerPoint, movie, arts/craft, etc.) and what

their project will focus specifically on, (culture, lifestyle, beliefs, ancestry, and foods.)

6. CLOSURE:Have students do a ticket out the door about something new they learnedafter reading the article.

F. Assessment: What will you use to measure student understanding?

I will measure my students understanding by observing how they answer the questions

during their reading time. I will also check their journal (warm up) to see how much the

students learned.

Explain how you will know students understand the concepts from the lesson.I will use the ticket out the door method and check how well the students completed

their quiz. This way I will know how well they have grasped the content and what they

need to work on.

G. Reflection:1. Which part of the lesson do you think will be the easiest for you to teach?

I think the reading assignment would the easiest to teach because the students will

be reading and the teacher will occasionally ask a couple of questions to enhance

the students understanding of the lesson.

2. Which part will be most challenging for you to teach?The reading assignment would be a bit challenging because the students will read

an article and the students might get somewhat bored.3. How will you follow up or extend this lesson?

I would extend this lesson by playing a vocabulary bingo game. This is an

educational game where the students will be required to know the definitions of

their weekly vocabulary words in order to win.

4. What will you do for students who dont grasp the concepts?


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I would talk with those students individually and thoroughly explain the main

concepts of the lesson. I will try to explain to them in simple words what the class is

learning as well as informing them about The Washoe Tribe. If the students are still

struggling, I would talk with the special ed. coordinator for more ideas.

5. Which part of the lesson, if any, do you think might need to change?I dont think theres anything I would change about this lesson. The only thing that I

worry about is the time. I dont know if this lesson is fine as it is or if I should add

something more.

6. When you were writing this lesson plan, what was the most difficult part?The most difficult parts that I found were finding an article that the students would

like as well as making the quiz.


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Quiz:


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The Washoe Tribe

1. What does Da ow aga mean?a) Lake Superiorb) Lake Tahoec) Hoover Damd) The Lazy River

2. The Washoe language is related to what other language?a) The Spanish Languageb) The English Languagec) The Hokan Languaged) The Latin Language

3. What caused the Washoe history to change drastically?a) The Colonistsb) The Indiansc) Their environment

4. Was family important to them?a) It was somewhat importantb) It was the core of their tribec) It wasnt important at all

5. What does Galais Dungal mean?a) Farm houseb) Animalsc) Winter housed) Hens house

6. What happens at the yearly gatherings near the lake? Explain in a few sentences.

7. During the winter camps, why were leaders chosen to guide some of the groups? Explainin a few sentences.

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EDEL453 Spring2013 SuzanneGarlick Unit 1 History DAY 4