Design for Learning

Instructor: Ms. Cooper

Lesson Title: Native American Feathers
Curriculum Area: Language Arts
Grade Level: Grades K
Date: 11/19/14
Estimated Time: 15 Minutes
Standards Connection
Language Arts-K
o 9.) Actively engage in group reading activities with purpose and
understanding.
*IEP Goal: Students will be able to identify and request primary colors.
Lesson Objectives
The students will be able to:
1. Request primary colors when making a Native American
headdress
Evaluation of Learning Objectives
1. The students will identify colors, and create a Native American
headdress
2. The students will actively participate in group time by listening
and requesting objects when asked
Engagement
The teacher will tell the students that they will be doing a fun
activity involving thanksgiving, which is what they have been
talking about that week. The teacher will then introduce the
activity reading a book about Native Americans and
Thanksgiving. The teacher will ask questions during the book to
further engage the students in the lesson.
1, 2, 3, I need all eyes on me. Today we are going to be doing a
fun activity involving Thanksgiving. Raise your hand if you have
ever heard about Native Americans? A lot of you. And Native
Americans were people who lived off the land and made their
own shelter, clothes, and food. We are going to read a short
story about Native Americans, so we can learn more about them.
While I am reading, we need to be silent and have our listening
ears on.

Learning Design
After the book has been read, the teacher will tell the students
that they are going to make their own Native American
headdresses, so that they can look just like them. The teacher
will show a model of what the headdress is supposed to look like,
and using communication cards, she will go around between the
three or four students to ask each student which color feather
they want. The teacher will repeat this process until each student
has had about two or three turns requesting colors or until time
is up. The students will have aids helping them to tape the
feathers once they have requested their colors. The students will
communicate which colors they want by some talking and others
moving board maker cards in spaces for form a sentence. (I want
(color) please.
The teacher will hold up her model of the headdress and say look
this is what we are going to be doing today. We are going to be
making our own Native American hats or headdresses, so that
we can look just like the Native Americans in the story. We have
color choices of blue, red, yellow, and green. We are going to
take turns asking for different colored feathers until each one of
you has enough feathers to put on your headdress. S, what is the
first color you would like for your headdress? Show me on the
communication board. Good job, you want red. Here you go. SG,
what is the first color you would like? (The teacher repeats this
process about two or three times for each child).
For closure, the teacher will have the students name some of the
colors that they used make their headdresses. Great job
everyone, you all did such a great job.. What are some of the
colors that we talked about and that you used to make your
headdresses? Yes! We mentioned blue, red, yellow, and green.
Now I am going to collect your headdresses to put in a safe place
to go home and you all may line up at the door.
Assessment: The students will be assessed based on their active
participation and their ability to participate by naming colors.
The teacher will use a rubric to help assess this.

Student
Student was
listened and
able to identify
participated in
and request
the group
colors.
activity.
Satisfactory
Satisfactory
Unsatisfactory
Unsatisfactory

Content and Resources

Headdress
Feathers
Native American Book
Board maker communication cards and board
Glue/Tape
Plans for Individualized learners
I will make sure that keep student SG on task
I will make sure students M and C are able to communicate using
the board maker communication cards.
I will let students B, L, and SG try and tape their own feathers.
Students C and M will have one on one attention from aids.
Extensions
I will have students decorate their own headdress if they want.
Students will answer comprehension questions about the book
that was read.
I will have students who need more help with color identification
work identifying simple color cards in direct instruction.
Accommodations and Modifications
Students will be able to communicate with me in different ways.
If students can verbally communicate, they will be able to use
communication cards and verbally tell me which colored feathers
they want. (SG, S, B, and L)
If students cannot verbally communicate, they will be able to just
use communication cards to tell me which colored feathers they
want. (M and C)
Data Analysis
After teaching the lesson and looking at the rubric, every single
child except one received satisfactory on both sections of the
rubric. C was the only student who was not able to request colors
and did not participate fully. He was not at a state where he
could have participated because he was wandering around the
classroom and laying on the floor. Overall, all of the students did
a wonderful job and were able to communicate what colors they
wanted even if they have limited verbal ability.
Reflection on Instructional Design

After reflecting on my lesson, I am very pleased about how all of

the students performed.
I would like to be able to do this lesson again with C one on one.
One thing that I would have done differently is the fact that I
should have given the students my expectations before I started
the lesson
Although I was in a hurry to finish the lesson because of time
restraints, I could have quickly told them to listen to the book
without talking out of turn.
I also would ask more high-level thinking questions to the older
students if I taught this lesson again. I think it would have been
great to go more in depth with the older students and ask them
questions about Thanksgiving history.