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Unit Lesson Plan Overview

Subject: Social Studies/ELA/Technology Grade: 4th Topic: Texas History-Native Americans Time: 2 weeks
TEKS: Social Studies
(1) History. The student understands the origins, similarities, and differences of American Indian groups in Texas and North America
before European exploration. The student is expected to:
(A) explain the possible origins of American Indian groups in Texas and North America;
(B) identify American Indian groups in Texas and North America before European exploration such as the Lipan Apache,
Karankawa, Caddo, and Jumano;
(C) describe the regions in which American Indians lived and identify American Indian groups remaining in Texas such as the
Ysleta Del Sur Pueblo, Alabama-Coushatta, and Kickapoo; and
(D) compare the ways of life of American Indian groups in Texas and North America before European exploration.
ELA
6) Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive
skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:
(B) generate questions about text before, during, and after reading to deepen understanding and gain information;
(G) evaluate details read to determine key ideas;
(H) synthesize information to create new understanding; and
(I) monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and
annotating when understanding breaks down.
(7) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly
challenging variety of sources that are read, heard, or viewed. The student is expected to:
(B) write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of
sources;
(C) use text evidence to support an appropriate response;
(D) retell, paraphrase, or summarize texts in ways that maintain meaning and logical order;
(E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
(F) respond using newly acquired vocabulary as appropriate; and
(G) discuss specific ideas in the text that are important to the meaning.
Technology Applications
(3) Research and information fluency. The student acquires and evaluates digital content. The student is expected to:
(A) use various search strategies such as keyword(s); the Boolean identifiers and, or, and not; and other strategies appropriate
to specific search engines;
(B) collect and organize information from a variety of formats, including text, audio, video, and graphics;
(C) validate and evaluate the relevance and appropriateness of information; and
(D) acquire information appropriate to specific tasks.
Objectives: TLW identify Myths and Facts of the Ice Age.
TLW describe life for each of the four Texan Indian Groups by creating foldables.
TLW compare and contrast the four mayor Texan Indian Groups using Venn diagrams.
Week Monday Tuesday Wednesday Thursday Friday
Week 1 Objectives: Objectives: Objectives: Objectives: Objectives:
Today I want to teach you Today I want to teach you Today I want to teach Today I want to teach Today I want to teach
about the Early Native about the Early Native you about the Early you about the Early you about the Early
Americans in Texas. Americans in Texas by Native Americans in Native Americans in Native Americans in
Specifically the beginning, using our writer skills to Texas by becoming Texas by becoming Texas by comparing
the Ice Age. read about the Indians. experts in one of the four experts in one of the and contrasting the
Indian Groups. four Indian Groups. different Indian
Introduction/ Link Introduction/ Link Groups.
Watch video on What is an Watch Tease on Indians Introduction/ Link Introduction/ Link
Ice age? Introduction/ Link
Activities:
Activities: Students will complete a Activities: Activities: Activities:
(Glue handouts in Journal.) revise and edit passage on Students will be split into Students will be split Each tribe will be
Read handout on Myths vs. the Indian groups we will 4 groups, tribes. Each into 4 groups, tribes. paired with another
be discussing. tribe will be assigned a Each tribe will be and together they will
Facts about the Ice Age different Indian Group; assigned a different compare and contrast
and fill out the notes page. Lapian Apache, Indian Group; Lapian their individual tribes
Karankawa, Jumano, and Apache, Karankawa, with the other by
Caddo. Students will be Jumano, and Caddo. creating a Venn
allowed to read textbooks Students will be allowed Diagram.
and use the internet to fill to read textbooks and
out their foldables on the use the internet to fill
life of their respective out their foldables on
tribe. the life of their
respective tribe.

Week 2 Objectives: Objectives: Objectives: Objectives: Assessment


Today I want to teach you Today we will review on Today I want to teach Today I want to teach
about the Early Native the four Indian Groups. you about Native you about Native
Americans in Texas by Americans in Texas by Americans in Texas by
becoming experts in all of Introduction/ Link comparing Indian Life comparing Indian Life
the four Indian Groups. Watch Tease on 4 Indian then to now. then to now.
Groups
Introduction/ Link Introduction/ Link Introduction/ Link
Activities:
Students will be split into
Activities: groups of four where each Activities: Activities:
Students will be split into tribe will be represented. Students will be split into Students will be split
groups of four where each Students will share groups where they will into groups where they
tribe will be represented. knowledge of their own work together to will work together to
Students will share tribes. Students will create complete a Treasure complete a Treasure
knowledge of their own foldables to glue into their Hunt to learn about the Hunt to learn about the
tribes. Students will create journals, or simply take Indians living in Texas Indians living in Texas
foldables to glue into their notes in their journals on now. now.
journals, or simply take each tribe.
notes in their journals on IF STUDENTS FINISH
each tribe. EARLY, they can create a
Texas Postcard
highlighting their favorite
Indian Group.