Longwood Lesson Plan Template

LONGWOOD LESSON PLAN TEMPLATE

Subject(s) & Grade Level: Social Studies/5th Grade Teacher Name: Lindsey Negron

Length of Class Periods: 90 minutes

Stage of writing process: Prewriting

Standards of Learning: SOL #: 5.7 B) Use a variety of prewriting strategies 5.9 C) Use technology as a tool to research, organize, evaluate and communicate information. 5.5 D) Compare and contrast Settings, characters and events

Applicable NCTE National Standard(s): 2) Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. 3) Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound–letter correspondence, sentence structure, context, graphics). 5) Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. General Objective(s): Students will analyze the history of Stratford Hall and the information about the family, identify character traits, research career options for the appropriate setting and time period, use information to plan a resume for an appropriate job and write a resume outlining the characters job qualifications.

Specific Learning Objectives Instructional Procedures The student will be able to. . . [Use Bloom’s The teacher will. . . taxonomy verbs.] Introduction [anticipatory set, focus, relate to previous learning; < 5 minutes]: Recall the experience at Stratford Hall of the Create a list of names for students to pick life style of the historical figures at that time. from after discussing Stratford Hall Create a list of historical figures from the Assist the children in brainstorming what Great House- including the Lee Family and they already know slaves as a form of brainstorming Introduce the assignment, the students have Prewrite everything the student knows been hired to make a resume for a historical about their historical figure figure in the Great House Outline the traits needed for the resume (Hobbies, previous work experience, strengths, interests etc.) Main Lesson Research the historical figure to find Assist students in research by providing character traits for the resume (hobbies, websites to the historical figures as well as strengths, previous job experience etc.) books available for their use. Apply information on the time period and Explain what a resume is for historical figure to pick a job Outline what a resume should look like Produce a resume for the historical figure Closure [sum up and reflect on the day’s learning; prepare for homework or future work; < 5 minutes]: Participate in class discussion on what a Lead the discussion in what a resume is for resume is for Understand the difference in lifestyle and jobs in the time period Tell a classmate about their historical figure and share the resume

Extension/assignment: If students finish early, they can do mock interviews in pairs and read their resume out loud to the “hirer”

Accommodations/provisions for individual differences: Students who were absent can read the books in the classroom during reading time and have a classmate share their resume and explain what he/she learned so the absent student will be included.

Students who are at a lower level will be guided by the teacher and handed the books and a print out of information from a website. The student will not have to search for their information, but it will be easily assessable for them. The student has the option of working with a partner as well.

Formative/summative evaluation: The students will be assessed by using a resume component checklist that is provided to the students before they begin so they know what is expected.

Self- and/or peer evaluation: The resumes are completed and shared with classmates.

Products students will create: Resume for a historical figure of the Stratford House

Texts students will read: N/A

Materials/resources: Internet access- http://www.stratfordhall.org/meet-the-lee-family/ Slave Jobs and Letters from Slaves- http://www.nationalhumanitiescenter.org/pds/maai/enslavement/text5/text5read.htm

Sources for ideas/materials in APA format: http://www.readwritethink.org/classroom-resources/lesson-plans/book-report- alternative-writing-295.html?tab=4#tabs

Rationale [Why is this content/skill important for students? How will this specific instruction be effective in helping students learn? Connect to course readings and experiences.]: I have a wonderful idea for a different genre to get studied interested in the life of the Lee Family at Stratford Hall. They are asked to create a resume for the residents of the Great House, including the slaves. The pre-writing is essential because they have time to brainstorm and think back to what they already know about the historical figures they talked about in class and learned about on their fieldtrip. They brainstorm ideas of historical figures they could pick. Once the class narrows down the choices they can pick one and the prewriting begins. They write all the character traits they know: abilities, strengths, hobbies, prior experience etc. The students have to ask themselves, what is a resume? What kind of things do you find on a resume? This prewriting activity gets them ready for the product of writing a resume for the person they picked and connecting their field trip to Stratford Hall to real life. It gives them strategies for the future when they create their own resumes and brainstorming what needs to be put in their own.