Lizette Zebi
Strategies for Curriculum
UBD Lesson Plan
The First Native Americans: Their Story of Travel, Wisdom and Survival
Students: High School Native Language Resource Class
Stage I- Desired Results
Established Goals: Students will be able to understand the struggles and challenges that the first settlers had in our country and compare them to the present and future.
Understanding:
How everything in the world is correlated through the past, present and future.
They will be able to distinguish between what the first settlers did for survival and what is done today in countries where there is poverty.
Students will be able to see how little similarities and differences are as well as the magnitude of the differences and similarities.
Essential Questions:
Describe the way of life of the first Native Americans?
What are the myths from their time arriving?
What barriers obstructed their destinations?
What survival challenges did they face?
Students will know:
The struggles that the First Native Americans went through.
They will be able to distinguish amongst the different tribes and what special traits they each had.
How to make an igloo
Students will be able to:
· Graph information
· Give ceremonial names for each of the tribes and their customs.
Stage II- Assessment Evidence
Performance Tasks:
Students will be able to graph and map out the journeys of the First Native Americans
Students will be able to align a timeline to the dates of the travels and the places where they went.
Other Evidence:
Students will be able to locate the areas on a map where the settlers came.
Continued….
Students will demonstrate achievement of the results through role-playing from each of the tribes such as the: Nootkas and the Shamans.
How did each tribe survive ( They will perform a play in class)
Students will reflect and self assess by making comparisons of the medicine man to that of their own cultures and if it is applicable.
Stage III Learning Plan
Learning Activities:
The activity is going to the end results of comparing, contrasting and relating to current issues in the world.
They knew how to read, graph and what survival was so they had a good grip on where they are going.
The students’ interests are held because they live in an area where poverty is a constant concern and people learn different survival skills. One skill is to eat less meat in the family and survive more on rice and things that are economically cheaper.
Students are equipped by viewing the natives through different lenses and being able to use technology as assistive devices in their classroom.
Most of the work is tailored and structured to meet the individual needs. A few of the students need more prompts due to their disabilities, but once given they catch on quickly.
Strategies for Curriculum
UBD Lesson Plan
The First Native Americans: Their Story of Travel, Wisdom and Survival
Students: High School Native Language Resource Class
Stage I- Desired Results
Established Goals: Students will be able to understand the struggles and challenges that the first settlers had in our country and compare them to the present and future.
Understanding:
How everything in the world is correlated through the past, present and future.
They will be able to distinguish between what the first settlers did for survival and what is done today in countries where there is poverty.
Students will be able to see how little similarities and differences are as well as the magnitude of the differences and similarities.
Essential Questions:
Describe the way of life of the first Native Americans?
What are the myths from their time arriving?
What barriers obstructed their destinations?
What survival challenges did they face?
Students will know:
The struggles that the First Native Americans went through.
They will be able to distinguish amongst the different tribes and what special traits they each had.
How to make an igloo
Students will be able to:
· Graph information
· Give ceremonial names for each of the tribes and their customs.
Stage II- Assessment Evidence
Performance Tasks:
Students will be able to graph and map out the journeys of the First Native Americans
Students will be able to align a timeline to the dates of the travels and the places where they went.
Other Evidence:
Students will be able to locate the areas on a map where the settlers came.
Continued….
Students will demonstrate achievement of the results through role-playing from each of the tribes such as the: Nootkas and the Shamans.
How did each tribe survive ( They will perform a play in class)
Students will reflect and self assess by making comparisons of the medicine man to that of their own cultures and if it is applicable.
Stage III Learning Plan
Learning Activities:
The activity is going to the end results of comparing, contrasting and relating to current issues in the world.
They knew how to read, graph and what survival was so they had a good grip on where they are going.
The students’ interests are held because they live in an area where poverty is a constant concern and people learn different survival skills. One skill is to eat less meat in the family and survive more on rice and things that are economically cheaper.
Students are equipped by viewing the natives through different lenses and being able to use technology as assistive devices in their classroom.
Most of the work is tailored and structured to meet the individual needs. A few of the students need more prompts due to their disabilities, but once given they catch on quickly.
6 comments:
Well written. I think you covered every aspect. I took curr development with Goldstein last year, and I dreaded this format, but I loved UBD.
I had her too and boy did I dread that class. Not only was it difficult, but it just felt hard to follow. The book was very useful and after using it several times it is a blessing. All of my other classes refer back to that book.
great lesson Lizette. I like how you made this a student centered lesson with activities such as graphing, mapping, and even roleplaying. one suggestion - your goal is to compare the first settler to the present and future (immigrants?) but there are no essential questions pertaining to that idea. maybe something like "How did the survival challenges of the Native Americans compare to that of immigrants in America today?"
I really like how you had the students involved in all the activities. Have you thought of having the students write down something that relates to your goal? If the students write down a few ideas about their struggles it would help you to see if you accomplished your goal.
I think this lesson sounds good. I like how you are making it culturally relevant to the students. I have a question though. It says the kids will know how to build igloos. Are they going to actually build mini igloos? If not, that might be something that would be really cool for the kids to try. What do you think?
I really like this lesson. I think that Native Americans are not taught enough or in such length. It seems that these students of yours will get a thorough understanding of Native Americans and facts that go along with them.
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