Lesson Plan: Day 6 (Learning Segment 4)

1. Identifying Information

Candidate: Nicole Mickanen Location: TBD

Class/Topic: Native Americans in Oregon Time: 9:30AM

Grade Level: Fourth Date: Friday, November 6, 2015

2. Central Focus A. This central focus of the learning segment is to learn about the Northern Paiute tribe.

B. The essential skill and/or knowledge to be developed in the learning segment is

examining the environment, clothing, shelter, food, transportation, traditions and

celebrations, and the impact of the Westward Movement on the Northern Paiute tribe.

3. The national and/or state standards addressed are:

A. Oregon Social Studies Standards i. 4.1 Identify and describe historic Native American Indian groups that lived in

Oregon prior to contact with Europeans and at the time of early European

exploration, including ways these groups adapted to and interacted with the

physical environment.

ii. 4.4 Identify conflicts involving use of land, natural resources, economy, and

competition for scarce resources, different political views, boundary disputes,

and cultural differences within Oregon and between different geographical areas.

iii. 4.12 Explain how people in Oregon have modified their environment and how

the environment has influenced people’s lives.

B. Rationale i. Standards 4.1, 4.4, and 4.12 will all be examined in the handout of the Northern

Paiute tribe Expert Group.

4. Objectives A. During this lesson, students will be able to (identify where the Northern Paiute tribe lived

in Oregon prior to contact with Europeans and at the time of early European exploration.

B. During this lesson, students will be able to identify and describe Northern Paiute

clothing, shelter, food, transportation, and the tribe’s traditions and celebrations.

C. During this lesson, students will be able to describe the impact of the Westward

Movement on the Northern Paiute tribe.

D. During this lesson, students will be able to explain how living in a geographical region

within Oregon affects how people live.

5. Connections A. Requisite skills needed to develop this strategy are the ability to define habitat and the

ability to identify regions of Oregon.

B. This lesson builds on previous lessons by examining a single region (desert) of Oregon

and how that habitat shaped a tribe’s life style due to its dependence on the region’s

natural resources.

C. Students make connections between skills by examining how one’s habitat affects an

organism’s life and a tribe’s characteristics.

D. This lesson scaffolds student learning toward the next lesson by teaching the facts of a

tribe in order to teach their table group about the Northern Paiute tribe (lesson 8), as well

as preparing the students to contribute to the class’ Process Grid (lesson 10).

6. Literacy Integration A. The language function addressed in the segment as a whole is identifying key

characteristics about the Northern Paiute tribe.

B. Key concepts (vocabulary terms) are: location/environment, clothing description, survival

(food, shelter, transportation), traditions, celebrations, and the impact of the Westward

Movement on the Northern Paiute tribe.

C. Other academic language (discourse and/or syntax) that is important in the entire segment

is identifying what the most important facts to highlight within a paragraph about the

above concepts.

7. Formal/informal assessment A. Informal: Student teacher will observe the students in the small-group to check for

engagement and for any facial expressions that are revealing confusion.

B. Informal: Student teacher will ask students, at the end of every paragraph, to show with

a thumbs up (understand the content), thumbs down (don’t understand the content), and

sideways thumb (getting there) to identify for comprehension of that specific

paragraph/content.

C. Formal: The learning segment assessment after the learning segment’s instruction is

complete.

8. Modifications/Accommodations/Differentiation A. The students with IEPs, ELLs, and struggling readers benefit from small group work,

checks for understanding, and the text read aloud, which are all utilized in this lesson.

B. ELLs and students on IEPs will benefit from the pictures and drawing component of the

lesson plan because they can visually see the characteristics of the tribe.

9. Instructional resources and materials A. Northern Paiute tribe handout

B. Pictures

C. iPad

D. pencil

E. highlighter

10. Instructional strategies, the learning segment student grouping for learning, and learning

tasks A. Hook: Review what a habitat entails. Student teacher will ask the students to first think to

themselves, and then the student teacher will call on students to name one of the

components of habitat. After all components have been stated, the student teacher will

state which components the students will be focusing on in their Expert Group.

B. Northern Paiute Tribe Expert Groups: Students will take turns reading one paragraph

aloud. After the paragraph is done being read, as a group, students will decide what the

most important facts to highlight are. Student teacher will assist in facilitating this

conversation. After highlighting the most important facts, student teacher will show

pictures of what was discussed and students will draw their own pictures to help solidify

what he or she just got done reading. This process will continue until the worksheet is

completely read, highlighted, and pictures are drawn.

C. Closure: Student teacher will ask if there are any final questions that need to be

addressed, and students will restate one fact aloud from each section.

Northern Paiute Tribe Handout, which includes the pictures the student teacher showed during the

lesson for each section:

Name: __________________________________

Northern Paiute Tribe

Expert Group

Location/Environment

The Northern Paiute tribe was located in the desert of the southeastern region of Oregon. They

experienced dry, cold winters, and very hot summers. Due to limited rainfall, their water

resources were dependent upon the winter snow.

Description/Clothing

During the summer, they wore very little. The men wore a breechcloth during the warm months.

During the winter, both men and women wore rabbit fur robes and wrapped themselves in

rabbit fur blankets to keep warm. The fibrous plants, such as the tule plant and yucca fiber, were

used to make sandals, blankets, and some clothing. Bird, deer, and animal hide (skin) were also

used to make their clothing. To keep mosquitos away, the Northern Paiute rubbed mud on their

bodies.

(tule)

(yucca)

How they Survived: Shelter, Food, and Transportation

For shelter, they did not have a permanent home, but instead a temporary home. They made

seasonal migrations to take advantage of the plants and animals in the area. The Northern

Paiutes had to travel far in search of food so their homes were easy to travel with and build.

Their temporary homes were made out of willow branches and grass mats, which the supplies

were all gathered in the desert, streams and lakes. For food, the men hunted for jackrabbits,

squirrels, deer, elk, sheep, and antelopes. The men also did the fishing if the tribe was located

near a lake. The women gathered over 150 different kinds of seeds, berries, bulbs (e.g. camas

bulbs), roots, and nuts (e.g. pine nuts—pinyon or piñon). During the winter, the tribe stored their

food due to the reduced access to food in the winter. The pine nuts, grass seeds, and roots were

their staple food for the winter. Both men and women harvested the pine nuts. For

transportation, they traveled by foot and horses.

Traditions and Celebrations

The Northern Paiutes believed that power could reside in the sun, moon, thunder, clouds, stars

and wind. Any tribe member could seek power for purposes such as hunting. For ceremonies,

dances and prayers were offered before the tribe went searching for food. Also, myths and

legends were told involving the activities of their animal ancestors, which set values and taught

moral and ethical rules. They also had a legend about the Northern Paiutes roaming Oregon

before the Cascade mountain range was formed.

Impacts of Westward Movement

The Westward Movement brought many non-natives through their land. Once the whites

reached the Northern Paiutes, the tribe members already had a lot of non-native items, such as

Spanish blankets, horses, buffalo robes, and Euro-American goods. This meant that the people in

the Westward Movement were not beneficial to the Northern Paiutes. The people a part of the

Westward Movement cut down the Northern Paiutes’ pine nut trees for fuel and housing, and

their animals destroyed the tribe’s seed plants and ruined the tribe’s water supply. Some of the

people in the Westward Movement carried the smallpox disease, which resulted in many

Northern Paiutes dying. Also, the Northern Paiutes tried to protect their land from the whites by

fighting them in war. Eventually, the United States won and some of the tribe members went to

work on the white farms and ranches and leaving behind their Native American culture.