LESSON PLAN FORMAT FOR BLOCK C (2011)
Kansas State University
Name: Miss Turner & Miss Stockwell
TITLE: The Great
Explorers DATE:
November 17, 2011
GRADE LEVEL: 5th
Grade SUBJECT:
Social Studies
TIME FRAME: 30-45 minutes
___________________________________________________________________________
STANDARDS:
5th Grade: Kansas, United States, and World History.
Standard: The student uses a working knowledge and
understanding of significant individuals, groups, ideas, events, eras, and
developments in the history of Kansas, the United States, and the world,
utilizing essential analytical and research skills.
Benchmark 1: The student uses a working knowledge and
understanding of individuals, groups, ideas, developments, and turning points
in the age of exploration.
Indicator 3: The student compares the motives and technology
that encouraged European exploration of the Americas.
OBJECTIVES:
The student will compare and contrast the technologies of
the early American explorers. (Analyze)
The student will analyze the motives of the early American
explorers (Analyze)
The student will describe the causes of exploration of the
Americas (understand)
The student will identify why technology was important
during the explorations of the Americas (Understand)
ASSESSMENT:
The teachers will have an observational checklist during the
interview time as their informal formative assessment. The students will
complete a foldable as their formal formative assessment. Foldable method of
scoring: Total points possible = 20 points, 2 points per explorers (up to
12 points), 3 points per definition, 2 points for correct construction of
foldable, 1 point for turning foldable in on time, and 2 points for completion.
Criteria for success: 17 points.
MATERIALS, TECHNOLOGY, and SETTING:
• Student
book: A Young Nation, Who Was First? Discovering the Americas, folables, piece
of paper, pencils, passage from the resource section from the chapter in the curriculum
• Student
book: A Young Nation, Who Was First? Discovering the Americas, passage from the
resource section from the chapter in the curriculum
• The
students begin the lesson at their seats, the students move into pairs
throughout the room, return to their seats, go back to pairs throughout the
room and finish the lessons at their seats.
ADAPTATIONS FOR SPECIAL NEEDS STUDENT(S):
The teachers will stay within close proximity of the student
to make sure that the student is on task and attentive. While both passages are
read the teachers make sure the student is attentive. During the partner
activities the teachers make sure the student is on task and participating with
his partner. During the foldable the teachers will monitor the student to make
sure that the student is working on and on task. As long as the student is
making progress and on task the student will not be penalized for not
completing the foldable in the allotted time limit.
BEGINNING OF LESSON-(introduction, anticipatory set, or
engage):
The teachers will review what they learned yesterday as a
class. Yesterday we finished up our
discussion on Christopher Columbus, what is something new that you learned
about Columbus? Were there any new motives that Columbus had? Did Columbus use
technologies that we still use today? How would our lives be different if
Columbus had landed in Asia instead of the Americas? Today we are going to
learn about Cortes, an explorer just like Columbus but with some different
motives. Does anyone remember what you learned about the Aztecs last Friday?
Can anyone remember the capitol of their city? It was a really long name,
started with a T. Teachers will read a passage from Who Was First:
Discovering the Americas about Cortes and his exploration.
Please take out your
Social Studies books.
MIDDLE OF LESSON-(body, procedures, explain, or explore):
The students will read with their elbow partners in a spot
in the room that they choose. The students will read from their Social Studies
book the part about Cortes and his exploration. Once the students have finished
they will return to their desks. The teachers will explain the next activity. For this activity you all will be reporters
or Hernando Cortes. In pairs one of you will interview your classmate. The
student that is doing the interview will ask questions as if they were talking
to Hernando Cortes. The student that is acting as Cortes will answer the
questions as if when he explored. Please write down your questions and then
your answers on a blank piece of paper. We will now show you an example of an
interview and how to write the questions and answers. The teachers will now
read a prompt for the students from the extra resources with the chapter. The
students will be allowed to use their textbook to refer back to for help, but
should be on the track of: What do you
think the reporter asked? And how do you think Cortes responded?
Once the students have finished their interview they will
return to their seats.
LESSON ENDING (closure, assessment, evaluate):
Two of the groups will share one of their questions and
answers with the class. After the last group is finished the teachers will ask:
What were some motives that Cortes had?
What type of technology did he use? How does Cortes’ motives relate to
Columbus’ motives? When the discussion is over the teachers will pass out
the foldables for the students to complete. While the students work the
teachers will monitor to make sure they are on task. When the students have
finished they will hand in their foldables to the teachers.
No comments:
Post a Comment