McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

Revised August 2015

Teacher: Mrs. Esther Miguel Date:

Title of Lesson: Powhatan Indians (Maps & Grade: Fifth

Life)

Core Components
Subject, Content Area, or Topic
Social Science/History, English Language Arts
Virginia Essential Knowledge and Skills (SOL)
VS.2 The student will demonstrate knowledge of the physical geography and native peoples, past
and present, of Virginia by
b) Locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge
Mountains, Valley and Ridge, and Appalachian Plateau;
c) Locating and identifying water features important to the early history of Virginia (Atlantic
Ocean, Chesapeake Bay, James River, York River, Potomac River, Rappahannock River, and
Lake Drummond and the Dismal Swamp);
d) Locating three American Indian language groups (the Algonquian, the Siouan, and the
Iroquoians) on a map of Virginia;
e) Describing how American Indians related to the climate and their environment to secure
food, clothing, and shelter;
ELA. 5.1 The student will listen, draw conclusions, and share responses in subject-related group
learning activities.
a) Participate in and contribute to discussions across content areas.
b) Organize information to present in reports of group activities.
c) Summarize information gathered in group activities.
ELA 5.8 The student will write for a variety of purposes: to describe, to inform, to entertain, to
explain and to persuade.
Lesson objectives
The student will know who the Powhatan Indians were and where they lived.
The student will identify the location of the Powhatan Indians.
The student will relate the climate and environment to descriptions of the Powhatan Indian’s.
The student will locate the Powhatan tribe area on a map of Virginia.
The student will locate the physical geography surrounding the Powhatan tribe.
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
Materials/Resources
Book: The Powhatan Indians by: Melissa McDaniel

Map of
Map: Virginia.docx

Textbook
Colored pencils, markers, or crayons

Time Process Components

(min.)
10 min *Anticipatory Set
Picture Hunt: The students will look at a series of images and determine what is
happening in each one. There will be three images, each relying on the next to put
together a scene. Without prompting the students at all about the lesson or the
images simply tell them to write down three things they see or think.
1 min *State the Objectives (grade-level terms). The student should be able to say:
I can describe the Powhatan Indians.
I can locate their tribe and surrounding physical geography on a map.
I can explain the climate and environment of the region the Powhatan lived in.
I can relate the Powhatan tribe to their physical geography and environment
features.
45 min *Instructional Input or Procedure
1. The teacher will assign students to groups of three to four students.
2. Each group will find a space to sit and will be given a book and will read it either
independently or round robin read.
3. The students will brainstorm the ideas and write them on large easel paper in the
book that relate to the Powhatan Indians, their climate, environment, and
geographic features.
4. As a whole class each group will appoint a spokes person and they will describe
what the group thought and found while reading and share the information with the
group.
5. The teacher will give the students a blank map of Virginia.
6. Students will work in their groups to locate and draw the features they read about
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 in the story (the features will be on the map according to their social studies
textbook.)
7. Each student will write a narrative explaining the climate and environment the
Powhatan lived in. This information will come from both the book and textbook.
8. Students will turn in their narrative and display their maps in a designated area of
the classroom.
2 min *Modeling
The teacher will put the map of Virginia on the document camera. The example
will be filled in with a few water ways missing. The example will also be missing a
legend and title. The teacher will fill in the missing components with colored
pencils or markers and explain each piece of the map to the students.
2 min *Check for Understanding
As the students transition to each activity the teacher will ask the group to remind
her of each component of the work at hand before they can move on. This will
ensure that they have not forgotten what they have been told to do and if they have
the teacher can fill in the blanks and get the students moving on the right track.
*Guided Practice
The students will be working in groups for the majority of the lesson. They will
collaborate and help each other to finish all components of their work and check
each others work for accuracy.
*Independent Practice
The students will be turning in a narrative that they will write themselves. This
ensures that each students took away the important parts of the lesson and
comprehended what they have read.
15 min *Closure
The students will complete a short Kahoot! quiz to conclude the lesson and allow
the teacher to see what they remembered and where they may need extra
instruction. Between each question if there are any wrong answers the teacher will
explain and ask for students to add in information about the question and its answer.

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)?
What part of the lesson would you change? Why?

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Date

Signature

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015