Pueblos
Author: Molly Holz
Grade: Used in fifth grade, but could be integrated with any grade level.
NE Standards: 4.1.3 By the end of the fourth grade, students will identify the basic facts and essential ideas in what they have read or viewed.
Objectives: The students will be able to:
1. Understand what a pueblo is and where it would be found.
2. Know about a pueblo well enough to create their own out of clay.
Materials: Story about pueblos, I used “Pueblos of the Southwest”, but you can use any that are grade appropriate. Clay for the pueblos, and something to make them on, such as wax paper.
Anticipatory Set: Find out what the students already know about pueblos. If they know what they are made of and where they are found. If they know what they look like and who usually live in them.
Vocabulary: This will depend on the book you read. My list only had two word, but we came up with others. They were pueblo and grinding stone.
Activities: First, you will read your story out loud, with the students listening to each other. This can be done in groups, or as a whole class. Then, you will discuss as a class what a pueblo would look like if you were to see one. Then, the student will construct a pueblo out of clay, using what they have learned. Lastly, the student will share what they have made with the class and tell the class what characteristics their pueblos have from the book.
Provision for special needs: For those children who have lower reading abilities, if you read as a class, allow them to read an easier section. If they are paired in a group, try to pair them with someone who they will feel comfortable with. Also, make sure the story will be appropriate for all reading levels. Even if it is easy for some, it will not be too easy and those who are at a slight disadvantage will also be able to enjoy the story.
CLOSURE: The closure will be when the child presents his/her pueblo to the class and tell the class what traits the pueblo has to show understanding.
ASSESSMENT: The teacher will grade the pueblo according to how it looks based on the explanation of the student. This does not mean that the more artistic student will get the better grade, but that if the pueblo has the correct characteristics based on the story, this will determine the grade. What was understood and shown through the work is what will be judged.
References: I used the “Going Places” Teacher Edition, which had a suggestion of making pueblos when done reading the story, so the lesson plan was based on this idea.
Reflection: (on the back of
the page)