LESSON PLAN FORMAT



LESSON PLAN FORMAT

Leah Goodnoe Mrs. Ellen Crane Dr. Lyke

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Teacher Education Candidate Classroom Teacher UWG Supervisor

October 10, 2005 October 12, 2005

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Date of Submitted Lesson Plan Date of Implemented Lesson Plan

Block I___, II_X_, III___, or IV___ Subject: Social Studies Grade Level: 2

Second Grade Studies Weekly

If applicable, Author(s) or Source(s) of Lesson Plan: ___________________________________

1. National or Learned Society Standard(s):

2. State of Georgia’s Q.C.C.’s and GPS’s:

QCC’s:

History

13. Topic: Colonization

Standard: Describes the customs and lifestyles of the Early American settlers in Plymouth and Jamestown colonies

35. Topic: Time and Chronology

Standard: Uses timelines to plot specific activities in his/her life span.

36. Topic: Time and Chronology

Standard: Explains the time system and the calendar.

GPS’s:

Not available at this time.

3. Specific Objective(s): Use the following A-B-C-D format:

a. Audience -The students in this fifth grade;

b. Behavior - will describe the life cycle of a butterfly;

c. Condition - by writing a sentence for each stage under corresponding picture; and

d. Degree - with 90% accuracy.

The students in this second grade class will read the Studies Weekly and complete the mini-assessment on the back with 90% accuracy.

4. Materials (List everything you and students will need to complete lesson.)

-Studies Weekly

-A calendar

-A book on colonization

-A book listed in the motivation section

5. Procedures:

a. Motivation/Opener/Attention Getter. (Quick activity to stimulate everyone’s interest)

Read one of the books listed below:

- What’s the Big Idea? Time By Pamela Schroeder and Jean Donisch

- Reader’s Digest Kids Big Book of Time By William Edmonds

- Starting Off With Time By Peter Patilla

b. Tie to previous learning. (How is this lesson related to prior learning?)

This lesson that I am teaching is related to the other Studies Weekly’s.

c. Teaching methods sequence. (What will you do first, second, etc?)

- First read one of the books listed in the motivation section.

- Second, explain to the students that we will be coving events, history, time, and calendars.

- Pass out the Studies Weekly

- Have students look at the first page and predict what they think the lesson will be about. Discuss the pictures. Read the title together and discuss the meaning of history.

- Discuss how people and events change over time. Then ask the students to describe some things that have changed over time.

- Next direct the students’ attention to the picture of George Washington, the first President. Show them pictures of George Washington and George Bush. Compare how they are different and alike. Discuss where the president lives and locate Washington D.C. on a United States map.

- For the final discussion of the first page, talk about how presidents serve other jobs before becoming president.

- On page two and three, ask the students to describe how time and history relate to these two pages. Talk about the importance of a calendar, and then talk about how there were different types of calendar (the Aztec calendar).

- Page four is for the students to complete. It is a mini assessment.

d. Closure. (How will you summarize or bring lesson to a close?)

Students will complete page four of reader, and then we will go over it as a class.

e. Transition (How will you move from the end of this lesson into the next lesson?)

Everyone clean up your desk and pack up to go home.

f. Special needs adaptation (How will you adapt this lesson to meet special needs of students?)

Keep students actively involved in the conversation, and have students work at their desk so there is not a lot of moving around. Keep the area clear of all obstacles.

6. Connections (How will this lesson be related to other content areas in the curriculum?)

This lesson goes with the other weekly readers that they are doing. It ties in with language arts, writing, math, art, geography, and map skills.

7. Related independent activities. (What will students who finish early do?)

Have students draw pictures of Columbus’ three ships, color, and label.

8. Evaluation (Each specific objective must be included in the evaluation design with the use of appropriate assessment instruments.)

Students will complete the activities on the back of the reader. These activities are for assessing the students’ knowledge and understanding of the content presented in this issue.

9. Documentation or record keeping of students’ academic achievement.

When students finish their reader, come around and check for completion and correctness. Have students’ correct missed answers. Then mark them off in the grade book.

10. Reflections (After teaching and evaluating student outcomes, write a critique about the effectiveness of the procedure, your instructional skills, and your students’ reactions. Give reasons or explanations for these opinions. Also, describe and explain any alterations to this lesson if you would to teach it again.)

This lesson went very well. The students had good discussions about the subject matter. They knew the information well enough to answer the questions on the back with hardly any assistance. The map did throw them off a little, but that was the only part that threw them.

We discussed president’s George Washington and George Bush; how they are alike and different. Second we discussed history and its importance. Then we discussed calendars-where they are located at school and home, how we use them, and how other people can use calendars that are different from ours. When we got to the part about quarters, I passed out a copy of the Georgia quarter. They got to look at the paper while I came around with the real quarter; they were very curious to see what it looked like. We discussed what it looked like and what the years meant on it.

When they finished they drew really cute pictures of Columbus’ ships. I did not write the words on the board because I wanted them to remember what the names of the ship were. They kept asking me to spell them out on the board, but I just told them to sound the words out. They did a very good job of this, considering the names of the ships were Spanish. I liked this lesson and would do it again.

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