Lander University Teacher Education Lesson Plan Template

Rev. 2013

Teacher Candidate: Casey Howell Subject/Grade: 2nd Grade social studies

Lesson # _5____ Date and Time of Lesson: 11/7/13 9 A.M.

Learning Objective: Students will summarize changes that have occurred in their local community over time. Students will recognize changes in the way people used the land and made their living. Alignment with Standards: Foundation of Social Studies: Communities: 2-1.4: Summarize the changes that have occurred in the local community over time, including changes in the use of land and in the way people earn their living. CCSS.ELA-Literacy.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. EEDA Standard 4: Students will demonstrate a positive attitude toward work and the ability to work together. SSCA Element: Students will be demonstrating appropriate behavior during partner discussion by being respectful of their partner.

Developmental Appropriateness or Cross-curricular connections: Students have some previous knowledge about their community and some changes that have been made to it. These students are also familiar with read-aloud routines and have the skills it requires to work collaboratively with their partner. Assessment(s) of the Objectives: Lesson Objective(s) Assessment(s) of the Objective(s) Pre-Assessment: I will informally ask students review questions from previous lessons in this unit. What are resources? How do we use natural resources? Social Studies Journal: Students will create and complete a then/now chart in their social studies journals. Informal Assessment: Students will discuss with Use of Formative Assessment Pre-Assessment: I will use this information to direct todays lesson and make any modifications, if needed. Social Studies Journal: I will use the then/now chart to determine what a student has obtained from this lesson. Post-Assessment: This assessment will be used

Students will summarize changes that have occurred in their local community over time. Students will recognize changes in the way people used the land and made their living.

Lander University Teacher Education Lesson Plan Template

Rev. 2013

partners during their pairshare. I will listen in on these conversations. Post-Assessment: I will give students the same assessment that I gave as a pre-assessment during the first lesson of this unit.

in comparison to the pre-assessment given before the first lesson of this unit. This assessment is a formal way of showing me what students have learned from this unit.

Accommodations: For slow-pace learners and ELL students, I will repeat and modify instructions, as needed. For students with ADD/ADHD, I will keep the activities interactive, interesting and brief so that they can stay focused. Materials: Chart paper, poster board, clip art cutouts, zip-lock bags, post-test questions, marker, social studies journals, pencils, Big Book (Our Country Long Ago) Procedures: Prior to lesson: I will need everyone at the carpet, now. Please bring your social studies journals and pencils. I will call the students by table to the carpet. Once everyone is seated and settled, we will begin. Place your social studies journals and pencils in front of you on the floor. Please do not touch them again until I ask you to. Introduction: Good morning. Today, we will continue what we have been doing all week, talking about our community. HOOK: Before we begin our lesson, I thought it would be fun to sing this song on the first page of our big book for the day. Living in America is the name of the song. I will sing the song with students. Reading (Big Book): Very good. Now lets begin. As I said before, today we continue talking about community. Turn to page 202. I will read and discuss this page with the students. This page displays information/pictures of the first Americans and how they used their resources to make food, clothing, and shelter. Turn to page 203. I will then analyze this chart with the students. This chart displays information/picture of food, clothing, shelter, and transportation that the first Americans/Indians used. We will also discuss how they made a living. Turn to page 209. We will now look at pictures of clothing/items from history. We will talk about how these pictures differ from what we look like and wear today. Turn to page 214. We will take a look at a pilgrims house and talk about how it differs from our houses. Activity: Now, together, I would like for us to fill out a then and now chart. I will create a T-Chart on my chart paper and label each side Then and Now. Students will create the same chart in their social studies journal. We will go through, and as a class, make a list of how things have changed. The now section should be based off of the LOCAL community.

Lander University Teacher Education Lesson Plan Template

Rev. 2013

Example: Then Transportation: Canoes

Now Transportation: Cars, Buses, Taxis

Second half of activity: I will now take out my pre-cut clip art images. These images are of items from the past and present. I will show the students my poster board with another Then and Now chart drawn on it. I will hand each student a different clip art image. They will be asked to place their image under the correct heading: Then or Now. Once students are finished placing their picture on the chart, we will review their choices as a class. I will use this chart as a hallway display. Post Assessment: Okay, Class. Im sure you all remember the six question quiz that we took the first day we began talking about our community. I am going to read you the same questions. Your answers may be different than they were before and that is okay. I am expecting for you to do much better on this quiz because we have talked about community for three days now. Remember to try your best. I will read each question to the students and give them time to answer them in their social studies journal. This assessment should take no longer than 10 minutes.

Activity Analysis: This lesson supports the objective that students will summarize changes that have occurred in their local community over time. Students will recognize changes in the way people used the land and made their living because students are discussing this topic and completing a chart to support it. Students are constantly providing their input throughout this lesson. This is appropriate for my ESOL students and the lower-performing students because they are given an opportunity to discuss the content with a person who may understand the concept more clearly than they do. I model the strategy that I want them to practice and monitor for understanding throughout the reading and discussion. After the reading, the students will be answering questions that they are familiar with and are appropriate for their grade level. This lesson is appropriate for this classroom because I am using a grade-appropriate text. Many students included that they love to read on their student interest surveys. This book has interesting pictures and a lot of useful information that should keep students engaged. The charts are a useful and visual way to show students the information. The students also have a well-established purpose for listening while reading because they will be involved in several discussions and required to add their input during class discussion. Their purpose for reading also includes their post-assessment which consist of answering questions from the entire unit. There is no technology involved during this lesson. Because a majority of this lesson involves reading a book to the students and facilitating student-discussion, this lesson does not require any form of technology.

Lander University Teacher Education Lesson Plan Template

Rev. 2013

References:
Foresman, S. People and Places: Our Country Long Ago. Upper Saddle River, New Jersey: Pearson Education.