February 1, 2018
|
By Caitlin Hardeman

Lesson plan

Compare and Contrast Native American Tribes

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Students will be able to compare and contrast information about Native American tribes by reading two informational texts.

(5 minutes)
  • Assign students into A-B partnerships, and prompt them to think about the similarities between weekdays and weekends.
  • Direct Partner A to speak to his or her partner about the similarities between weekdays and weekends. Set a one-minute timer and direct Partner A to begin. Then, gather students’ attention and call on some B partners to repeat what their Partner A had explained.
  • Repeat the process with partner roles reversed. Instruct Partner B to discuss the differences between weekdays and weekends.
  • Explain to students that today, they will be looking for similarities and differences between important groups in history.
(10 minutes)
  • Explain to students that when we think about the similarities between two or more things, we Compare. When we look for the differences between two or more things, we Contrast.
  • Connect back to the introduction and point out that Partner A was comparing, while Partner B was contrasting.
  • Draw a Venn diagram on a sheet of paper and display it on the document camera.
  • Show that the middle part of the Venn diagram is where the comparative information goes.
  • Point out that the outer sides of the Venn diagram are where the contrasting information goes.
  • Label the tops of the Venn diagram with the topics that will go in each. (Weekdays and Weekends)
  • Model filling out the Venn diagram with information that students shared from the introduction part of the lesson, in which they compared and contrasted weekdays and weekends.
(15 minutes)
  • Divide students into small groups of three or four students.
  • Give each group a copy of the Environmental Heroes: Rachel Carson and Al Gore worksheet.
  • Direct the students to label the top of the Venn diagram with the focus topics. (Rachel Carson and Al Gore)
  • Instruct students to collaborate with their groups in order to fill out the three sections of the venn diagram on the last page of the worksheet.
  • Encourage students to think critically about similarities and differences about the two topics and to find the evidence in the text by underlining.
  • Circulate to encourage, praise, and prompt.
  • Gather students’ attention and have the class share out. (Tip: Call on nonvolunteers, call on students to restate what another student said, and call on students to agree/disagree with information that is shared.)
  • Create a class copy of the Venn diagram with the students’ shared answers.
(15 minutes)
  • Explain to students that they will now compare and contrast facts about the history of two important Native American tribes.
  • Distribute a copy of the Native American Tribes: Cherokees worksheet and the Native American Tribes: Choctaw worksheet to students.
  • Hand out a blank piece of paper to each student.
  • Instruct students to draw a Venn diagram on the blank paper.
  • Direct students to read the passages independently and complete the Venn diagram with information about the history of the Cherokee and Choctaw Native American tribes.

Support:

  • Frontload vocabulary (compare, contrast, and terms from the reading passages) with students prior to the lesson.
  • Display a Venn diagram with the sections labeled to support students who are unsure of where to place information as they use the graphic organizer.
  • Read aloud the passages about the Native American tribes with struggling readers.
  • Provide colored highlighters to students to help create visuals within the text of information that is similar and information that is different between the two Native American tribes.

Enrichment:

  • Develop students’ writing skills by instructing them to take the information from the Venn diagram and turn it into an informational essay. Use the Informational Writing Graphic Organizer as a planning tool before writing or typing the finished product.
  • Challenge advanced students to research different Native American groups (such as Hopi, Apachi, or Iroquois) to compare and contrast.
(5 minutes)
  • Give each student an index card, and direct them to put their names on them.
  • Display the following question on the board: What is one similarity and one difference between the Cherokee and Choctaw Native American tribes? What is one interesting fact that you learned about the tribes?
  • Collect index cards to serve as an exit ticket.
(5 minutes)
  • Scramble the student partnerships, and give each student time to share what they learned today about the history of the Cherokee and Choctaw Native American tribes.
  • Encourage students to share additional questions they have about the tribes.

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