Lesson Plan Social Studies Free Essays

Student Teaching Lesson Plan Template Subject: Social Studies | Topic: Who Where the first Americans? | NCSCOS/Common Core Objective: The learner will acquire strategies for reading social studies materials and for increasing social studies vocabulary. 1. 01 Read for literal meaning. We will write a custom essay sample on Lesson Plan Social Studies or any similar topic only for you Order Now 1. 02 Summarize to select main ideas. 1. 03 Draw inferences. 1. 04 Detect cause and effect. The learner will analyze important geographic, political, economic, and social aspects of life in the region prior to the Revolutionary Period. 1. 01 Assess the impact of geography on the settlement and developing economy of the Carolina colony. . 02 Identify and describe American Indians who inhabited the regions that became Carolina and assess their impact on the colony. 1. 03 Compare and contrast the relative importance of differing economic, geographic, religious, and political motives for European exploration. | Date submitted: 10/27/11 Date taught: 11/1/11 – 1/3/2011| Daily Lesson Objective: Students will be able to: State who the first Americans were. Experience customs of first American families. Understand how first American communities have changed. Identify the different regions where the Indians lived in North Carolina. Connect first American customs to their own experience. Develop their English listening, speaking, reading, and writing skills. | 21st Century Skills: Global Awareness, Critical thinking and problem solving:| Rationale/Purpose: Students need to understand the culture and history behind the native American community. Student need to know America’s beginning history and who its first inhabitants were. Students can benefit from understanding Native American culture and finding similarities within their own culture. | Activity| Description of Activities and Setting| Time| 1. Focus and Review | Journal Prompt: Who were the first Americans? Get students warmed up, writing and talking in preparation for class. | 10 min| 2. Statement of Objective for Student| Last quarter we learned about the geography of North Carolina. We learned important terms and facts about the state of North Carolina. This Quarter we are learning about the first Americans, How they got to America and what happened after they arrived in America. | 5 min| 3. Teacher Input | The new unit lesson is introduced to students. Introduce lesson and go through PPT. Review lesson material previously taught. Emphasis new terms. Have students repeat terms, definitions, and lesson details. 30 min| 4. Guided Practice | Call on individual students to answer questions embedded in presentation. Praise correct choices and re-teach incorrect choices to entire class. Students are asked to define terms and re-state relevant facts. | 30 min| 5. Independent Practice | Students are asked to come up to the board and choose the correct answer from a multiple choice format. Ot her students are asked if the choices are correct or incorrect. If incorrect, the other student is asked to correct the answer. Students are asked to practice the terms introduced in this lesson by copying each term three times. Students are given worksheets to complete| 15 min| 6. Assessment Methods: 21st Century Skills and Lesson Objective| Global Awareness, Critical thinking and problem solving: Tests are checked for accuracy and scored. | 5 min| 7. Closure| Discuss upcoming lessons and classroom expectation. Review classroom procedures and daily itinerary. | 5 min| 8. Assessment Results: 21st Century Skills and Lesson Objective| Global Awareness, Critical thinking and problem solving: Assess writing samples, choice making and levels of assistance needed to produce appropriate writing samples, Identify stronger writers in the classroom. Student(s) Modifications/Accommodations:1. Students are asked questions that correspond with learning levels. Some students are asked open ended questions and given choices after 30 sec of no attempt to response while other students are immediately given verbal/visual choices. 2. Student unable to write complete sentences are assisted with forming sentences a loud verball y in class then asked to copy the correct sentences from the smart board. 3. Non verbal students are immediately assisted by instructor or Para professional and given choices. Once student makes a choice the response is then recorded by staff. | | Student/Small Group| Student/Small Group| | | Differentiation:Students are asked to approach smart board and make choices. Students are asked questions in yes or no format. Assistance is varied according to learning levels . i. e. choices are given, answers written for students to copy, and hand over hand assistance. | Differentiation:| How to cite Lesson Plan Social Studies, Papers