This lesson discusses the lives of American Indians and how they were able to make their own goods to sell and secure food, shelter and clothing. Students are also given the necessary materials to create their own dreamcatcher and devise a plan to profit from them.

1. Lesson Plan Format
MTE/534 Version 5
1
University of Phoenix Material Ethan Owens
Lesson Plan Format
Create an authentic, standards-based production lesson plan for visual or performing arts. The lesson
plan must result in the creation of an art work or a performance. Attach any handouts or other original
materials for the lesson
Component Details
Lesson title Dreamcatcher
Grade level Grade 5
Time or days for completion 1 week
State standards and arts
components
VS.2 The student will demonstrate and understanding of the
relationship between physical geography and the lives of the
native peoples, past and present, of Virginia by
a) Locating three American Indian language groups (the
Algonquian, the Siouan, and the Iroquoian) on a map of
Virginia
b) Describing how American Indians related to the climate
and their environment to secure food, clothing, and
shelter
c) Describing the lives of American Indians in Virginia today
Objectives
Students will create their own dream catcher as used and sold
for profit by American Indians.
Students will be able to locate the geographical regions where
the native peoples lived and the differences between each
tribe.
Students will demonstrate understanding of the everyday lives
of American Indians including how they adapted to their
environment to secure food, clothing, and shelter.
Areas of curriculum
integration
Visual Arts and Social Studies
Previous knowledge required
from students to participate
Students must be familiar with what being an entrepreneur
entails. They will need to be proficient in crafting dream
catchers and constructing an outline for pricing for each item
to be sold. Students also need to be accustomed to the
American Indian culture.
Required materials, including
equipment and technology
Note. Permission must be
obtained for copyrighted
materials; websites must be
cited for any downloaded
materials.
Feathers, beads, gemstones, yarn, wire, ribbon, glue
Soft Rain: A Story of the Cherokee Trail of Tears by Cornelia
Cornelissen
Dreamcatcher by Audrey Osofsky

2. Lesson Plan Format
MTE/534 Version 5
2
Sequence of lesson, such as
hook, input, modeling, guided
practice, and closure guided
practice, where applicable
Students will be asked what is an entrepreneur?
There will be a class discussion about the different types of
entrepreneurs and how to be successful.
Students will be asked about the most effective way of
advertisement in 2017 as compared to the era of time when
the American Indians were trying to survive.
Students will be asked if they know what a dreamcatcher is
and what is was used for by the American Indians.
Class discussion about the different tribes of American Indians
and their geographical locations, as well as their efforts to
adapt to their environment to secure food, shelter and clothing.
I will read parts of books relating to the lesson and the
students will be sent home with these books to read
independently.
Students will be given materials to create their own
dreamcatcher.
Students will be split into small groups and instructed to create
a plan for how to advertise and make a profit.
Assessments that align to
objectives
• Indicate if the
assessment is formative
or summative
• Include all necessary
rubrics, tests, and
checklists, as
appropriate.
Formative Assessment – Exit slip after each class asking the
students to write down one new thing they learned from the
lesson discussed
Summative – Short group presentation showing their plan for
how to profit from selling dreamcatchers – such as pricing list,
inventory, advertisements, etc.
Plan for diverse learners
Include the following:
• Accommodations for
students with learning or
physical disabilities
• Accommodation for
English Language
Learner students
• Accommodation for gifted
students
• An explanation of how
this lesson will appeal to
different learning styles
All students will be given the option to work alone or with a
partner or group.
The teacher will be available to help all students during the
lesson after they are split into groups. He/she will walk around
the classroom and observe the students as they work.
Students with learning or physical disabilities will be given
seats closest to the teacher’s desk to maximize their
interaction with him/her and provide them with easy access to
as questions as they arise.
ELL students will be paired with a fluently speaking English
student who can help explain into more detail what the ELL
student may not understand right away.
This lesson will appeal to different learning styles because
although there is a strategy based lesson involved in creating
a blueprint for how to make a profit, it is also a very hands-on
lesson that allows students to create their own unique craft.

3. Lesson Plan Format
MTE/534 Version 5
3
Classroom management and
safety plan
Classroom floors will remain clear of backpacks and any
obstacle that could cause someone to fall.
All supplies used during the lesson will be put away into their
designated area at the completion of the lesson.
Students should always come to class prepared with their
books, pencil and paper.
Students will always raise their hand when needing to ask a
question or make a statement to the class/teacher.
Students will complete their own assignments.
Opportunities for display or
public performance
The dreamcatchers made by the students will be displayed in
the hallway outside of the classroom for the rest of the school
to view.