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Lesson title: Comparing & Contrasting Native American Tribes

(Grade 4)

This lesson follows the Writing about Reading process in Lowell Public Schools. A modified version of the Keys-2-Literacy 2 column notes organizer has also been incorporated.
Duration: 2 days Lesson # 2 (modified) of 5 in Native American unit Student Objectives Students will be able to: Identify facts for 2 Native American tribes using the encyclopedia pages. Classify their facts into similarities and differences for the 2 tribes. Construct a Venn diagram using their facts for 2 Native American tribes. Compare and contrast 2 Native American tribes in a 2 paragraph essay using the facts from their Venn diagrams. Classroom Configuration: Students will be divided into 5 groups of 4 students each and assigned a tribe to focus on. Each group will be assigned one tribe from one of the main regions being studied. The students will work in these groups for the remainder of the unit. MA State Social Studies Framework Strand(s) 4.11 Describe the climate, major physical features, and major natural resources in each region. (G) 4.15 Describe the diverse nature of the American people by identifying the distinctive contributions to American culture of: A. at least three indigenous peoples in different areas of the country (e.g., Navajo, Seminoles, Sioux, Hawaiians, and Inuit). Cross Curricular Lesson-MA State Framework Strand from ELA MA ELA Framework General Standard 23: Organizing Ideas in Writing 23.11 Organize ideas for writing comparison-and-contrast essays. 24.2 Identify and apply steps in conducting and reporting research: locate resources, evaluate the relevance of information, and interpret, use and communicate the information. Common Core W.4.2 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.

Materials & Resources Venn diagram transparency (or smartBoard program, if applicable) & handouts Tribe fact page copies from Scholastic Encyclopedia of the North American Indian & Encyclopedia of Native American Tribes (each group receives copies for their regions tribe and all groups get copies for the Wampanoag) Fact collection sheet handouts

Launch 1) Assign each table group one tribe from their region. A student from each group will pick a region with the tribe name out of a bag. 2) Together the class will then complete for review a model Venn diagram for 2 states in different regions (Massachusetts & Arizona). The class has completed Venn diagrams in previous lessons. The teacher will have an overhead diagram and the students will give facts to place in the diagram for each state. The model diagram will remain on the overhead for the remainder of the class as a reminder for the correct way to complete them. Explore 3) Distribute fact collection handouts to all students. The groups are to complete a fact sheet to capture facts on 2 tribes (one will be the assigned group tribe; the other will be the Wampanoag). The facts will cover the topics of region, transportation, housing, clothing, and food. They can add additional info they find interesting such as details on natural resources, art, transportation, tools, etc. 4) The groups will then complete Venn diagrams using the 2 tribes from their fact sheets. 5) Once they have completed their Venn diagrams each student will write a 2 paragraph compare/contrast essay discussing the similarities & differences between the tribes. They need to include at least 2 similarities and 2 differences. What they do not finish in class, the students will complete for homework. Summary 6) Students share similarities and differences they have found for their tribes. Assessment/Evaluation Teacher can walk around while groups are working to see: Students have completed their tribe fact collection sheets. Students have properly completed a Venn diagram with similarities & differences of their 2 tribes. Adaptations Use of the Venn diagram helps visual learners and both the diagram and fact collection sheets help all students to organize their collected facts. Class completion of a Venn diagram keeps a model available while students are working and refreshes their memory of how to correctly complete one before they do their own. Students work in groups to find facts for the 2 tribes and complete their Venn diagrams.

Name: ____________________________ Date: _______________________

Directions: Label each circle with the tribe names. In the overlapping section identify ways the tribes are similar. In the outer circle sections identify ways the tribes are unique.

_____________________

_____________________

Directions for 2 paragraph essay: Use the facts you have sorted above to write a 2 paragraph compare/contrast essay on your 2 tribes. The essay should include a topic sentence, at least 2 similarities, at least 2 differences and a concluding sentence.

Tribe Fact Collection Sheet


Name: _______________________________ Date: __________________________ Directions: Use the handouts on the two tribes to collect facts on each topic below.

Tribe Region
1.

______________

Wampanoag

1. 2. 3. 1. 2. 3. 1. 2. 3. 1. 2. 3. 1. 2. 3.

Transportation 2.
3. 1.

Housing

2. 3. 1.

Food

2. 3. 1.

Clothing

2. 3. 1.

Other Information

2. 3.