Lesson Planning Template s2

LESSON PLAN NUMBER ___5___

Teacher Education Candidate Supervising Teacher UWG Supervisor

______Robert Tolbert______Mrs. Baker______Mrs. Cox______

School ___Carrollton Elementary ______Date of Implemented Lesson Plan ___10/24/11______

Block No. ___2___ Subject: _____Social Studies______Grade Level: ____ 2 nd ______

Teaching Skills Focus for This Lesson: Instructional Clarity

Stage 1 The Desired Results Standards SS2H1 The student will read about and describe the lives of historical figures in Georgia history. a. Identify the contributions made by these historic figures: James Oglethorpe, Tomochichi, and Mary Musgrove (founding of Georgia)

Specific Learning Objective(s) Students will learn about James Oglethorpe, Mary Musgrove, and Tomochichi and how these three individuals together impacted Georgia’s history.

Stage 2 Assessment Evidence Assessment Instrument Georgia History Flipbook (Ex. Test, Poster, Presentation, Picture, etc.) Evaluation (Grading) Instrument Students will not receive a grade for this assignment. I will check each student’s (Ex. Point System, Rubric, flipbook when they are finished to make sure that each student has written Checklist, etc.) accurate information about each person in their flipbooks.

Stage 3 Learning Plans Materials  Each student will need to have a copy of their Georgia Studies Workbooks.  Writing utensil  Georgia History Flipbook (premade by the teacher with construction paper and staples.)  Crayons and a picture of each studied person so that the students can draw the persons face on their space provided in the flipbook. . Sequence of Teacher Actions  To spark student interest I will tell the class that we would not be in Georgia today if James Oglethorpe, Mary Musgrove, and Chief *Attention-Getter/Motivator Tomochichi did not work together to build the city of Savannah over 400 years ago. *Tie to Previous Learning  To tie this lesson into previous learning I will ask what region of Georgia is the city of Savannah located in? *Significant Actions to Introduce and Guide Lesson  To begin the lesson I will lead a discussion about Oglethorpe, Musgrove, and Tomochichi and inform the students about how and why these people were/are significant to Georgia.  After I have gone over some key facts and important information about each person I will open the floor for any questions, then I will ask a few review questions before we do a read aloud.  Next, it will be time to read aloud the Georgia Studies Weekly workbook. I will call on students using Popsicle sticks to read two sentences aloud. After the read aloud I will once again answer any questions that the students may have. As we are reading aloud and discussing I will make sure that students understand the importance that the impact these three people together make, and inform students that without all three characters we would not be here today.  As soon as we are done reading aloud and going over any questions I will instruct the students on how to fill out their Georgia History Flipbooks that I have made for them.  Once I am done with instructions the students will write me two important facts about each person and draw that person’s picture on the correct spot of their flipbook. Sequence of Student Actions  Students will be engaged in this lesson by participating in the read aloud, *Explain How Students Are answering and asking questions, and filling out their flipbooks with Engaged During Lesson information and a drawing.  Students will present their flipbooks to me and I will check for accuracy * Explain How Students Discuss once the students have finished with their flipbooks. or Present Results of What They Did During the Lesson Teacher’s Lesson Closure/Wrap- To wrap this lesson up I will ask one more time what city that the settlers and the Up/Transition Creek Indians were able to decide upon and colonize together. Then I will inform the students to put their flipbooks in their mustard folders (take home folders) and I will turn the class back over to Mrs. Baker.

Adaptations for Exceptional For these students I will have them write me only one fact about each person in Students (Anyone who requires their flipbooks. modifications for their needs) Related Activities/Extensions For students who need more I will have them write me four facts about each (What can students do who need person in their flipbook. more than is in the lesson? Should be related to lesson.) Connections to Other Disciplines Geography and Vocabulary

Candidate’s Reflection After the Lesson: Submit Lesson Plan Agenda with this Lesson Plan

Essential Question: Can students make connections and tell me the importance of each historic person highlighted in this lesson?

Agenda: 1. Introduce the three historic icons. 2. Read aloud in their Georgia Studies Weekly workbook. 3. Answer any questions the students may have. 4. Start the students on their flipbooks.