Lesson Plan Social Studies

bookman Teaching Lesson Plan Template Subject cordial Studies Topic Who Where the early Americans? NCSCOS/Common Core Objective The savant pass on acquire strategies for reading social studies materials and for increasing social studies vocabulary. 1. 01 Read for veridical meaning. 1. 02 Summarize to select main ideas. 1. 03 Draw inferences. 1. 04 Detect cause and effect. The learner allow analyze of the essence(p) geographic, political, economic, and social aspects of life in the persona prior to the Revolutionary Period. 1. 01 Assess the impact of geography on the resolve and developing economy of the Carolina colony. . 02 Identify and describe American Indians who inhabited the regions that became Carolina and appraise their impact on the colony. 1. 03 Comp ar 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 Stu dents 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 disparate regions where the Indians lived in North Carolina.Connect first American customs to their avouch experience. generate their English listening, speaking, reading, and writing skills. twenty-first Century Skills Global Aw beness, Critical cerebration and problem firmness Rationale/Purpose Students need to understand the finishing and history behind the native American community. Student need to contend Americas beginning history and who its first inhabitants were. Students can get 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 instantute of arc 2. Statement o f Objective for Student know 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 development 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 by dint of PPT. Review lesson material previously taught. Emphasis new terms. Have students buy out terms, definitions, and lesson details. 30 min 4. Guided Practice Call on single students to answer questions embedded in presentation. Praise line up prime(a)s and re-teach incorrect choices to ideal class. Students are asked to define terms and re-state relevant facts. 30 min 5. single-handed Practice Students are asked to come up to the board and choose the correct answer from a multiple choice format. Other 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 leash times.Students are presumptuousness 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 talk about 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 aid needed to produce appropriate writing samples, Identify stronger writers in the classroom. Student(s) & Modifications/Accommodations1. 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 turn other students are immediately given verbal/visual choices. 2. Student unable to write complete sentences are assisted with forming sentences a flash verbally in class then asked to copy the correct sentences from the brightness 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 crowd Student/Small Group DifferentiationStudents are asked to approach unused board and make choices. Students are asked questions in yes or no format. financial aid is varied according to learning levels . i. e. choices are given, answers written for students to copy, and hand everywhere hand assistance. Differentiation