LESSON PLAN NUMBER 1
Teacher Education Candidate Supervising Teacher UWG Supervisor
Ashley Hodges, Jessica McEntyre Ms. Abell and Ms. Isler Ms. Baugh and Dr. Thomas
School: North Douglas Elementary and Burnett Elementary Date of Implemented Lesson Plan: 03/29/11
Block No. 2 Subject: Social Studies Grade Level: 2nd
Teaching Skills Focus for This Lesson: Instructional Clarity, Questioning and Responding to Students, Providing Feedback and Reinforcement
Stage 1 The Desired Results Standards SS2H2 The student will describe the Georgia Creek and Cherokee cultures of the past in terms of tools, clothing, homes, ways of making a living, and accomplishments. a. Describe the regions in Georgia where the Creeks and Cherokees lived and how the people used their local resources.
NCSS: Assist learners to understand and apply the concept of culture as an integrated whole that governs the functions and interactions of language, literature, arts, traditions, beliefs, values, and behavior patterns.
Specific Learning Objective(s) The students will be able to see and understand Georgia Creek and Cherokee Indians and their culture and ways of living.
Stage 2 Assessment Evidence Assessment Instrument KWL Chart and discussion (Ex. Test, Poster, Presentation, Picture, etc.) Evaluation (Grading) Instrument The students will provide three things they learned on their art activity. (Ex. Point System, Rubric, Checklist, etc.) Stage 3 Learning Plans Materials Construction paper feathers, head bands, book, glue, stapler, and pencil . Sequence of Teacher Actions Who can tell me what two groups of Indians are formally known from the state of Georgia? *Attention-Getter/Motivator The teacher will start by going through the artifact bag that was created with *Tie to Previous Learning objects about Creek and Cherokee Indians. We will then ask the students a series of questions that pertain to the items in the bag such as what tribes they think we *Significant Actions to Introduce are talking about and what the different objects are. We will then introduce are and Guide Lesson standard, essential question, and agenda. We will then do a KWL chart with the students to discuss what they know and what they want to know. We will then read a specific book to the class to discuss our topics and get the students thinking and engaged. We will then show a PowerPoint that displays important facts and pictures we will be discussing. After viewing the Power Point we will then ask some questions to the students about the different topics. We will then do a fun activity where we will pass out the supplies and explain the directions to the students. We will instruct the students to record one fact on each of their three feathers about what they learned during the lesson and discussion. They will then glue the feathers onto their bands where we will come around and staple to create hats. After wrapping up and discussing some of the students’ facts we will then refer back to our KWL chart to add what the students have learned and will answer essential questions.
Sequence of Student Actions Students will stay active and curious during artifact bag discoveries. Students will be active in the discussion of the KWL chart and will list things they either know *Explain How Students Are or would like to know. They will then listen and stay active in the reading of the Engaged During Lesson book. They will then pay attention to the power point being resented and will answer questions afterwards and during pertaining to. The students will then * Explain How Students Discuss complete activity by listing one fact on each of their three feathers to create their or Present Results of What feathered head band. The students will then participate in discussion of activity They Did During the Lesson and share some of their facts that they learned throughout the lesson. They will then participate in the discussion of the KWL chart where they will come together to discuss what they have learned and will answer essential question.
Teacher’s Lesson Closure/Wrap- Now that we know more about the Creek and Cherokee Indians we can now Up/Transition know more about some of our heritages and other cultures.
Adaptations for Exceptional ESL students will have a supervising teacher or helper to help them with the Students (Anyone who requires lesson and the fact feathers. modifications for their needs) Related Activities/Extensions Students who finish early can complete the extension worksheet where they will (What can students do who need list facts about the Cherokee and Creek Indians and will then write facts that they more than is in the lesson? Should have in common. be related to lesson.) Connections to Other Disciplines This lesson could relate to English by having the students go further and write paragraphs about the facts they learned.
Candidate’s Reflection After the Lesson: Submit Lesson Plan Agenda with this Lesson Plan Georgia Creek and Cherokee Indians and their Culture
Standard: SS2H2 The student will describe the Georgia Creek and Cherokee cultures of the past in terms of tools, clothing, homes, ways of making a living, and accomplishments. a. Describe the regions in Georgia where the Creeks and Cherokees lived and how the people used their local resources.
NCSS: assist learners to understand and apply the concept of culture as an integrated whole that governs the functions and interactions of language, literature, arts, traditions, beliefs, values, and behavior patterns
Essential Question: What are the some ways we can describe Georgia Creek and Cherokee cultures on the past in terms of tools, clothing, homes, ways of making a living, and accomplishments?
Agenda: Artifact bag Review standard, essential question, and agenda. KWL chart Read selected book Review Power point and ask and discuss questions Do fun feather fact hat activity KWL chart and essential question wrap up