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1. Nathaniel Searls
Analyze Learners
General Characteristics
The students whom this lesson is attended for are 10th
graders learning about the Native Americans. The
students range in age from 14 to 16 years. There are 20 students total, 14 girls and 6 boys. Of those
students; 17 are Caucasian,2 are African-American, and 1 is Asian. One of the students has Legg-Calve-
Perthes disease and will be out of class Monday due to a doctor’s appointment. These students use
technology on a daily basis and love to give their input during class time.
Entry Competencies
The 10th
graders are able to do the following:
 Form literate and complete sentences.
 Use Social Media
 Use various tools associated in arts and crafts.
 Discuss various topics in classroom discussions.
 Use various technologies.
 Work in a group.
Learning Styles
The students dislike using a textbook or listening to long lectures. Using a textbook is a waste because
most of the students will more than likely not read it. Lectures are also a bad idea because the students
just become bored and you lose their attention. As 10th
graders,they like to express their own creativity
and participate in discussions themselves. Implementing activates into the lesson and having the students
participate in classroom discussions is the only way to keep their attention on the subject of Andrew
Jackson and the Cherokee Indians.
State Objectives
The objective for this lesson is as follows:
 My students will identify the characteristics of the Cherokee Nation by analyzing a photo of a
Native American, participating in a call with a modern Cherokee Indian, posting blogs to a
classroom blog, and participating in Arts and Bots with 90% accuracy by the end of the week.
Select Methods, Media, and Materials
The teacher first selects a teaching method, followed by materials and equipment that are available at the
school. He also uses materials found at local supply stores and modifies them for classroom use. The
method he chooses to use is classroom discussions, analyzing a photo of a Native American, participating
in a call with a modern Cherokee Indian, writing to a blog, and using arts and bots from recycled
materials in small groups that will be displayed for the school at the end of the week.
 Blogger. The teacherneeds a way to assess that the students understand the key concepts of the
lesson, anything they want to know more about, and their opinions on the events from the lesson.
He will do this by using Blogger to have the students document their understanding of the lesson

2. Nathaniel Searls
and their view on the events that have taken place. This blog can be accessible from any computer
with an internet connection and/or the school’s computer lab.
 Arts and Bots. The teacher wants to implement a hands on activity so that his students can express
their creativity and understanding of the lesson. He will use arts and bots to have students create
something related to Indian Removal and the Cherokee. The students will display their bots to the
rest of the school to show their achievement.
 Photoshop. The teacher will Photoshop a picture for the class to analyze. He will have to do this
before the beginning of the class.
 Zello. The teacher wants his students to talk to a person of the Cherokee Nation so that they can
understand the people. He will contact a modern Cherokee Indian and have them participate in a
Q&A with the students. This way they can ask questions about the Cherokees and get a response
from a real life Cherokee Indian. The teacher will have to remind the students that their question
have to be related to the topic of the Cherokee Nation.
 Facebook. The teacher wants a way that the parents can have access to what their children are
learning and doing at school. The teacher will create a private Facebook page that the students
and their parents will join. This way the parents have an idea of what their children are doing at
school.
 Wikispaces. The teacher wants a way to gather what all the children are going to do throughout
the week. He also wants a resource that the children can access the materials out of the classroom.
He will create a Wikispace Classroom with all of the material that his students will be doing
along with the assignments that need to be completed.
Utilize Media and Materials
Previewthe Materials
The teacher makes sure the blog is setup right, gets in contact with the Cherokee Native, post the
Photoshop picture to the Wikispace, and creates his own bot as an example to show the students.
Prepare the Materials
The teacher sets up the classroom blog so that it is ready for use. He organizes the materials used for the
arts and bots. He then uploads the Photoshop photo to the Wikispace classroom.
Prepare the Environment
Since most of the lesson is classroom discussion, the teacher arranges the student’s desks into four small
groups consisting of five seats. This will even out the class so that they can have small-group discussions
before each classroom discussion. This also helps stay organized and puts them in a group when they do
the arts and bots section of the lesson. The teacher sets up the Smart Board so that he can show the
Photoshop picture to the students. The teacher will make sure the Smart Board is working and each
student can see it from his/her chair. The teacher will setup the computer lab so that it is ready for use. He
will also download the Zello app to his phone.
Prepare the Learners
To prepare the students, the teacher explains the overall lesson plan and objective of the lesson. The
teacher gives the rubric to each student and previews each activity. He prepares the students for using the

3. Nathaniel Searls
computer lab. He makes sure every students understands each activity and answers any questions. He has
the students download the Zello app to their phones.
Provide the Learning Experience
The teacher presents each activity as followed:
 Blogger. The teacherwill introduce the students to Blogger and what blogs are. He will use the
computer lab to show students how to access the classroom blog and how to post to it. The
students will then write about the Cherokee nation; who they are; some of their customs; and their
relationship with the US government.
 Arts and Bots. The teacher will have the students work together in their groups to create their very
own bot relating to Native Americans. The students will work on this project throughout the week
as a group and display it at the end of the week to the school. The bots will be constructed with
recycled material and the kits provided.
 Photoshop. The teacher will have the students react to the Photoshop picture of the Native
American. He will ask them how they think the Native is feeling in the picture. What is the
relationship with the Native and the land? The students will answer their opinions on why these
characteristics are relevant to the class.
 Zello. The teacher will have the students and the Cherokee Indian join the Zello call. The students
are able to ask the Cherokee Indian questions while taking turns. This way the students get to
interact with a Cherokee Indian and learn about the Cherokee Nation.
 Facebook. The teacher will make the class Facebook and change its privacy settings to a hidden
closed group. The teacher will send a permission slip home with the students explaining the use
of the Facebook page and requiring permission from the parent. The parent will be required to
give their information needed to be invited to the group. The Facebook group will be used to
document and show the parents what their children will be doing throughout the week.
 Wikispaces. The teacher will create the Wikispace classroom and give the students the link to it.
He will explain that all the information they need for the Unit Plan will be made available on the
Wikispace.
Require Learner Participation
Large-Group Activities
The students will participate in classroom discussion along with writing to the classroom blog. The
students will participate in the Zello call with the Cherokee Indian. The children will analyze the
Photoshop picture as a class.
Small-Group Activities
The students will be divided up into small groups when they work on their arts and bots. They will also be
grouped with a student that has the Zello app incase a student doesn’t have a phone.
Evaluate and Revise
Assessment ofLearner Achievement

4. Nathaniel Searls
The following rating form is used to evaluate students’ knowledge of Native Americans and their
response to Indian Removal. The form is to be used as a rubric to show the students accuracy in
completing the lesson.
Classroom Participation (20 points)
 Did the student participate in classroom discussion?
 Did the student participate in the analyzing the Photoshop photo?
 Did the student participate in talking with the Cherokee Indian?
Class Blog (40 points)
 Did the student post a blog entry?
 Does the blog relate to the topic discussed?
 Does the blog answer the question asked?
 Does the blog have an accurate grammatical structure?
Arts and Bots (40 points)
 Did the student create a robot that relates to the unit?
 Did the student participate in the creation of the robot?
 Did the student work on their Arts and Bots for the day?
Evaluation of Media and Methods
The successfully evaluate the media and methods utilized, the teacher examines and discusses the
students responses and projects after each activity. The teacher will spend a majority of his time
conducting and listening to classroom discussions. The teacher will supervise the students as they work
on their projects and provide assistance when needed.
Evaluation of Overall Instruction
The teacher will write down what he liked about the lesson and what he thought he could improve. Each
student will take this survey and the teacher will compare these answers with his for future improvement
on the lesson.