Formal Lesson Plan

TEACHER: Sarah Lemanski GRADE: First DATE: December 5, 2017

SUBJECT AREA: Social Studies UNIT/LESSON TITLE: Families & Communities - Lesson #3

MATERIALS NEEDED: SmartBoard, pencils and erasers, chart paper, markers, family tree pages, review pages

What is the lesson objective?

 Identify the function & purpose of a family unit

 Identify the members of a family
 Understand the importance of family & community beliefs, customs, language, & traditions

What are the standards addressed and expectations of students? (Example: Common Core State Standard)

1 – G4.0.1 Use components of culture (e.g., foods, language, religion, traditions) to describe diversity in family life.

Vocabulary: family, immediate family, extended family, family tree

How will you differentiate instruction for different individuals or groups of students in the class?

 Family poems are being practiced during guided reading

 Anchor chart will be left up in the room for students to use as a resource
 Audio book

Anticipatory Set:
2 minutes

 Review lesson #1 by asking students to share what they learned about families yesterday.
 Share the family vocabulary card again.
 “Our families are each made up of different people. Moms, dads, grandmas, grandpas, aunts, uncles, brothers, sisters, cousins,
and more. There are many different people who can belong to a family. While each of these people are in our families, some are
part of our immediate family and some make-up our extended family.”

1
Teaching/ Instructional Process:
15 minutes

 Share immediate family and extended family vocabulary cards.

 Watch Me and My Family Tree by Joan Sweeney
 Have students turn to their partners share who is in their immediate family and who is in their extended family.
 Discuss: Describe your family. What is the difference between your immediate and extended family? How many people are in
your immediate family? Name a relative in your extended family. Who is part of your immediate family?

Guided Practice and Monitoring:

Leading students through the steps to perform the skill, monitoring understanding by questioning & engagement
15 minutes

 Create family tree anchor chart. Explain different types of family members as they are added.
 Students will complete family trees using templates.

Closure & Final Check for Understanding:

 While you work, think about the people in your family that you see every day and the people in your family who you only see occasionally.

Independent Practice:
15 minutes

 Students will complete Lesson 3 Review Worksheet

 Math connection: Families are awe “sum” game. Roll the family dice and write a matching equation.