Wampanoag Harvest 1600 Unit Introdution Lesson Plan

Social Studies: Introduction to Wampanoag Harvest 1600 Unit

Grade Level and Unit: 1^st and 2^nd grade, Introduction to Wampanoag Harvest 1600

Session and Description of Lesson Tasks: The students will be hearing about this unit for the first time. We will read a story, have a discussion, complete a worksheet, and look at pictures of Wampanoag people.

Materials needed: Indian artifacts, worksheet, pictures, “Wampanoag Clambake” story book, crayons, colored pencils, markers.

Grouping Decisions:  This activity will be completed as a whole group.

Learning goals/Objective(s) What are your core ideas for this lesson? What do you intend all students to know and understand? I want students to understand the different resources that were available 400 years ago and how life was different for the Wampanoag Indians.	Language Objectives? What language will you model during the lesson? What language do you expect to hear during student discourse? Wampanoag Plymouth Indians House Food Transportation Clothing
Standards: How do the learning goals relate to the standards? Massachusetts History and Social Studies Framework: 1.8 After reading or listening to stories about famous Americans of different ethnic groups, faiths, and historical periods (e.g., Neil Armstrong, Cesar Chavez, Roberto Clemente, Thomas Edison, Bill Gates, Daniel Inouye, Thurgood Marshall, Rosa Parks, Colin Powell, Sacagawea, Jonas Salk, Harriett Beecher Stowe, Clarence Thomas, Booker T. Washington, and the Wright Brothers) describe their qualities or distinctive traits. (H, C)
Connect and Anticipate: In what ways does this lesson build on students’ previous knowledge? What student strategies and responses do you anticipate? What misconceptions and struggles might students have? This unit will build on the student’s previous unit, Neighborhood Nature. We will be discussing how the Wampanoag Indians lived near this area 400 years ago and how the environment affected them. Students will be reflecting on their own lives and how things may have been similar or different 400 years ago. Students may struggle relating to the Wampanoag Indians but we will be reading many different books about them, looking at artifacts, and other resources will be available for student research.
Focus Questions: Consider what questions you will use to focus on students’ thinking to encourage sense-making and discourse. Launch: To introduce the activity/motivate students. Have you ever heard of the Wampanoag Indians? What do you think it was like 400 years ago? Explore: To assess students’ understanding and to advance their thinking as they work independently, in partners or small group What kind of clothing, house, food, and transportation did the Wampanoag use 400 years ago? Summary: To facilitate the analysis and synthesis of ideas shared at the end of the lesson What do the Wampanoag people look like now? How are they similar and different to 400 years ago? How are they similar and different from you?

Evidence: How will you know what students understand? What evidence will you collect? (If there is an exit task, what will be its focus to inform you instructional next steps?) I will know if students understand based on their responses on the worksheet. They will be given a blank worksheet with four boxes labeled house, food, clothing, and transportation. I will also be able to judge their understanding based on their comments and questions in whole group discussion.

Pitfalls and Solutions:

ELL: These students may have a difficult time understanding vocabulary. I will help them overcome this by spending extra time with them with the story books we read and the pictures and artifacts.

Special Ed.: These students will need extra support and may have a difficult time grasping the concept.