The Southwest

ELEMENTARY EDUCATION DEPARTMENT
PROFESSIONAL SEMESTER PROGRAM

Template for LESSON PLAN FORMAT
Teacher Candidate: Yomara Rivas Date: 3/6/23 Time: 12:50pm-1:35pm

Mentor Teacher: Mrs. Hemphill Mentor Initials:
Group Size: 22 Students Grade Level: 3rd
Subject or Topic: Social Studies Section: 390_025
STANDARD: (PA Common Core):

Standard - 8.4.3.B
Identify the importance of artifacts and sites to different cultures and ethnicities.
Standard - 8.4.3.A
Identify the elements of culture and ethnicity.
I. Performance Objectives (Learning Outcomes):

The students will be able to identify and describe the cultural contributions of the Native
Americans.
II. Instructional Materials:

 Social Studies student packet
 Pencil
 How the stars Fell into the Sky by Jerry Oughton
III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea, outline of
additional content):
A. Prerequisite skills
 Categorize information
 Summarize
 Print concept
 Analyze artifacts and primary resources
B. Key Vocabulary
 Anasazi- a member of an ancient North American people of the southwestern US,
who flourished between c. 200 BC and AD 1500
 Mesas- an isolated flat-topped hill with steep sides, as found in arid and semi-arid
areas of the US.
 Adobe- refers to the method of building Pueblo-style homes
 Kiva- a large chamber, often wholly or partly underground, in a Pueblo village,
used for religious ceremonies and other purposes.
 Hogan- a traditional Navajo hut of logs and earth.
 Artisans- a worker in a skilled trade, especially one that involves making things
by hand.
C. Big Idea
The students will explore the people, homes, food, clothing, and culture of the
Southwest tribe.
D. Additional Content
The students will identify the importance of the homes of the Southwest tribe and
what were they used for.
IV. Implementation:
A. Introduction –
 “Class today we will continue exploring our Native American unit, if you can
please take out your Social Studies packet.”
 “We will be learning about the Southwest tribe and if you can please open your
packet to the graphic organizer.”
 I proceed to go over where the tribe is located and what is it like.
 I proceed to play a YouTube video on how the Grand Canyon was formed, which
will give them information on the landscapes area of the Southwest.
B. Development –
 “Okay friends now let’s learn about the Southwest people and who they were.”
 I then go over the homes of the tribe and proceed to play a BrainPOP video which
provides more information on the homes of the Southwest tribe.
 After the video we continue to review some more information the homes of the
Southwest tribe.
 The students as we go through will be filling out their graphic organizer.
 We proceed to go over the food sources of the Southwest tribe.
 I proceed to play another YouTube video which provided the students with a
deeper understanding on Native people of the Southwest.
 We continued reviewing the clothing and the culture of the tribe.
 The students were given time to continue filling out the graphic organizer.
C. Closure –
 “Where is the tribe today?”, we proceed to go over the information.
 “Let’s now turn the page and begin filling out our fill in the blanks.”
 “Friends keep in mind to use your word bank at the bottom of the page to fill in
the blanks.”
 I proceed to read each sentence and have volunteer students raised their hands and
provide us with the answer of the words that would complete the sentence.
 We were able to finish our fill in the blanks but due to us running out of time I
concluded my lesson with the worksheet.
 I proceeded to tell the students that I had a read aloud for our lesson, but that
tomorrow 3/7/23 during read aloud time I would read the story which goes with
our unit and would conclude our Southwest tribe lesson.
D. Accommodations / Differentiation -
 The student will be provided with extra time as needed to complete the graphic
organizer and fill in the blank worksheets,
 Partner pairing will be assigned for those students that are pulled out during the
lesson to help them complete what they missed.
E. Assessment/Evaluation plan -
1. Formative- As a whole class we fill in the blanks on The Southwest worksheet
to help us review what we learned in the lesson.
2. Summative- At the end of our Native American unit the student will be given
an assessment.
V. Reflective Response:
A. Report of Students’ Performance in Terms of States Objectives (Reflection on

student performance written after lesson is taught, includes remediation for
students who failed to meet acceptable level of achievement)
The students were able to demonstrate a basic understanding on the topic of our
lesson. Having more students than usual be pulled out form the classroom during our
lesson caused some distraction. But overall, the students maintain engagement throughout
the videos and the information of the Southwest tribe lesson. Remediation for those
students that missed part of the lesson is that on morning work on 3/7/23 they will be
assigned partners to work with to fill out the work they missed and review the
information together to get them caught up with the rest of the class.
B. Personal Reflection (Questions written before lesson is taught. Reflective
answers to questions recorded after lesson is taught.)
1. Were the students engaged during the lessons?
2. What could I have added or taken away to my lessons?
3. Was I able to pace my time according within each part of my lesson?
4. Did the students show and understanding to the lessons that were taught?
The students demonstrated engagement of the lesson and enjoyed the videos shown
through the lesson. I could see their expression of surprised on their faces on some of the
information given from the videos. I probably would have chosen shorter videos for the
lesson, but I felt that they all provided important information that went with the lesson
and allow them to receive more in-depth information. I was not able to fully pace my
lesson accordingly as there was a lot more information to cover in this topic and I was not
able to finish my read aloud book which would have fully concluded my lesson. (I will be
allowed to finish it during read aloud on 3/7/23/. The students were able to understand the
lesson as they were able to answer questions when asked and when filling in the blanks
most of the students raised their hand to answer which shows their understanding.
VI. Resources (in APA format):

 https://youtu.be/-v_RLRT9930
 https://jr.brainpop.com/socialstudies/nativeamericans/pueblo/
 https://youtu.be/xP3ZJrh5tTQ
 https://app.discoveryeducation.com/learn/videos/cc2bab31-ba49-445b-abd9-
ccc75739cc0b/

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ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM

Teacher Candidate: Yomara Rivas Date: 3/6/23 Time: 12:50pm-1:35pm

STANDARD: (PA Common Core):

I. Performance Objectives (Learning Outcomes):

II. Instructional Materials:

A. Report of Students’ Performance in Terms of States Objectives (Reflection on

VI. Resources (in APA format):

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