PART 2

Day WEEK 1 Topic S.T.O. E.Q. Activities Strategies Materials Tech. Accomodations/Mo difications Formative Assessment

Communities (Introductory lesson) 2-H2.0.4

Students will be able What is a Stationsthe to discuss the parts community? students will rotate of a community and How do you in small groups to how they can change think these different stations. over time. things have Each station will CCSS.ELAchanged in our have environmental Literacy.SL.2.1 community over print from the time? community that will be divided into the following station categories. 1. Landscape-the students will look at the pictures read about it and draw their own picture 2. People- the students will read about a person and compare it to their own life today 3. History- the students will watch a video

Photographs, use of recordings, studying local history, old magazines

-Enviornmental printmaps, menus, pictures, books, brochures, preprinted map

IPadshave iPads (HI, VI), a folder listen to history premade of community with video (HI, websites for auditory), group them to look discussions at. (auditory learners)

Have students journal E.Q. and then discuss answers in a group.

on the history of the community and after answer discussion questions as a group 4. Places- the students will read about places and then map it on a preprinted map T Changes in Students will be able What is a Read and Think-ACommunity Over to discuss the parts community? Loud from a nonTime of a community and How do you fiction book about 2-H2.0.4 how they can change think these changes in over time. things have communities. CCSS.ELAchanged in our Literacy.SL.2.1 community over time? Reading aloud, story telling, studying local history -non-fiction book (A N/A River Ran Wild- Lynne Cherry Reading aloud, Listening to class/group the students discussions, answers handkerchief during whole pass around- class the students will discussion, sit in a circle and have pass a students go handkerchief back to their around as they journals and sing twinkle add to their twinkle little previous star, whoever response has it when the song ends has to answer a question about the community (kinesthetic, EI, ADHD, LD)

Community Timeline 2 H2.0.1

Use thumbs up/down to question students about what is a timeline, decade, and year. Community What is a Give students the Times lines, Envelope of cards Computer Write on board, The teacher Timeline timeline? What materials they need student with community and making timeline, will write 2 H2.0.1 is a decade? to make a timeline. construction of events and dates projector for premade cards pairs of What is a year? Have students make diagrams, charts, or example (visual learners, events on the What is a the timeline. graphs, making of timeline EI, LD, board and century? posters by read/write, VI) then ask the students, studying students if local history they are years apart or decades (thumbs up/thumbs down) Historical Figures Students will be able What defines a Ask students what Students Previous projects, Computers Lower leveled Ticket out the 2 H2.0.3 to describe the role historical they think defines a construction of historical figure fact to find and and higher door of an individual in figure? historical figure diagrams, charts, sheets print leveled fact answering creating history. (think, pair, share). and graphs, pictures sheets (LD, EI, the Show example of supervised study G&T) questions, projects from during class period, what previous years, investigate a life, defines a explain the parts studying local historical and expectations. history figure? Have students

Students will use chronological thinking to create a timeline and distinguish the difference between years, decades and centuries. Students will use chronological thinking to create a timeline and distinguish the difference between years, decades and centuries.

What is a timeline? What is a decade? What is a year? What is a century?

Show example of a timeline and talk through the E.Q.s (talk through decades, centuries, and years).

Studying local Previous projects history, Lecturedemonstration by teacher

Computer Visual and representation projector for of expectations example (LD, EI, VI, visual timeline learners)

choose a historical figure from prechosen list.

Day Topic WEEK 2

S.T.O.

E.Q.

Activities

Strategies

Materials

Tech.

Accommodations/ Formative Modifications Assessment

Historical Figures Students will be able What defines a 2 H2.0.3 to describe the role historical of an individual in figure? creating history.

Give the students Students Construction paper, Computers Choice for Monitoring time to work on construction of markers, crayons, for printing, sentence class their projects. diagrams, charts, glue, lined paper, starters on lined progress (What doesnt get and graphs, scissors, pencils, fact paper for around the finished in class supervised study sheets students that room. needs to be finished during class period, need it. (LD, EI) at home) investigate a life, studying local history

Historical Figures Students will be able What defines a Students will 2 H2.0.3 to describe the role historical present on their of an individual in figure? historical figures. creating history.

Perspectives 2 H2.0.2

Students will be able Why do these to describe how two people have different people can different CCSS.ELAmemories of Literacy.SL.2.2 have different descriptions of the the same same event. event?

The class will be split into two different groups. One will only be able to hear the video of the event

Student reports by Projects N/A individuals, oral reports, biographical reports given by students, individual projects Gaming and Video, notebooks and Projector, simulation, debate pencils computer (informal) on current issues by students from class

Allow students Does the to sit at desks or student on the floor describe how (ADHD, an individual kinesthetic) can create history from their project. Group Ticket out the discussion, door: have intentional students try groupings for to explain auditory and what they visual, observed or

and the other will only be able to see the event happen. Then the two groups will have time to discuss what they think happened. Then they will debate. Students will journal their thoughts on the debate. Perspectives Students will be able Why do these Read the The Three Read Aloud, Story 2 H2.0.2 to describe how two people have Little Pigs and The Telling, Notebook, different people can different True Story of the LectureCCSS.ELAhave different memories of Three Little Pigs. demonstration by Literacy.RL.2.9 descriptions of the the same Explain how these teacher CCSS.ELAsame event. event? two stories can be Literacy.RI.2.9 true and different CCSS.ELAsimultaneously. Students will journal Literacy.SL.2.2 about why they believe two stories about the same thing can be true and different. Perspectives Students will be able Why do these Discuss the students Notebook, Class 2 H2.0.2 to describe how two people have journalings from the discussion different people can different previous day. Have conducted by CCSS.ELAhave different memories of students journal teacher, Recitation Literacy.RL.2.9 descriptions of the the same individually about oral questions CCSS.ELAsame event. event? why the two groups asked by teacher Literacy.RI.2.9 two days before had and answered by CCSS.ELAdifferent students

heard and the simulation during that day.

The Three Little Pigs- N/A James HalliwellPhillipps, The True Story of the Three Little Pigs- Jon Scieszka and Lane Smith, notebooks and pencils

Read aloud (auditory, LD)

Have students each participate in a class discussion about what they learned today.

Notebooks and pencils

N/A

Giving time to think about responses before discussing (LD, EI, ADHD)

Journaling and whole class discussion

Literacy.SL.2.2
Day WEEK 3

Topic Historical Narratives 2 H2.0.5 2 H2.0.6

S.T.O.

E.Q.

perspectives. Whole class discussion. Activities

Strategies

Materials

Tech. N/A

Accomodations/ Formative Modifications Assessment Read aloud, group discussions, (auditory learners, VI, LD, EI) In small groups the students will sort their assigned book into the historical narrative section or other section

Small group Class discussion Ben and Me- Robert brainstorm (What conducted by Lawson, historical do you think a teacher, Recitation narrative worksheet historical narrative oral questions is?), class discussion asked by teacher of each groups and answered by ideas, read historical students, Read narrative, go back to Aloud, Story Telling class list and decide the definition of a historical narrative, tell them the definition, small groups get a book and decide if it is a historical narrative and present to class about why Historical Students will be able How do I Student will watch Class discussion Worksheet Narratives to identify a problem organize and news clips and be conducted by 2 H2.0.5 in the communitys plan a historical read articles by the teacher, Recitation 2 H2.0.6 past and describe narrative? teacher about a oral questions how it was resolved problem in the asked by teacher CCSS.ELAin the form of a communities past and answered by Literacy.W.2.1 and how it was students, studying CCSS.ELA- historical narrative. Students will write resolved. Use the local history Literacy.W.2.2 an outline worksheet informative/explanat with the Elmo to

Students will be able What is a to identify a problem historical in the communitys narrative? past and describe how it was resolved in the form of a historical narrative.

Elmo, projector, computer

worksheet filled Students in if needed (LD, have EI) accurately completed their historical narrative brainstormin g and planning

model with the students how to complete it. Have the students help brainstorm the content as the teacher fills out the worksheet. Required term Historical Students will be able How do I write Students will be Notebooks, pencils paper, studying Narratives to identify a problem a historical given time in class local history 2 H2.0.5 in the communitys narrative? to write their 2 H2.0.6 past and describe historical narratives. CCSS.ELA- how it was resolved Literacy.W.2.1 in the form of a CCSS.ELA- historical narrative. Literacy.W.2.2 Students will write an informative/explanat ory text in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement. Historical Students will be able How do I write Students will be Required term Notebooks, pencils Narratives to identify a problem a historical given time to finish paper, studying 2 H2.0.5 in the communitys narrative? their drafts and peer local history, 2 H2.0.6 past and describe conference their Tutorial: students how it was resolved narrative, once they assigned to other CCSS.ELAhave done this they students for Literacy.W.2.1 in the form of a historical narrative. can conference with assistance, peer CCSS.ELAStudents will write the teacher for teaching Literacy.W.2.2 an further help,

ory text in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement.

sheet

Elmo, Projector

The Students will brainstorming each write on and organization a piece of worksheet filled paper one out by the thing they teacher will be learned projected on the about board (VI, visual historical learners, EI, LD) narratives and hand it to the teacher on the way out the door.

N/A

Students that need it will be given more conferencing time with the teacher (EI, LD)

Ticket out the door: Write down what the most important part of a historical narrative is.

informative/explanat ory text in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement. Historical Students will be able How do I Narratives to identify a problem publish a 2 H2.0.5 in the communitys historical 2 H2.0.6 past and describe narrative? CCSS.ELA- how it was resolved Literacy.W.2.1 in the form of a CCSS.ELA- historical narrative. Literacy.W.2.2 Students will write an informative/explanat ory text in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement.

students will work towards completing their final drafts

Once students have Required term gotten the teachers paper, studying approval they can local history begin to write their final copy of their stories out. Once they are finished the teacher will bind them together to create a book

Final copy paper, pencils, journals

N/A

Students that need it will have larger lined paper available, they can also have another student or the teacher scribe for them (LD, EI, VI, PI)

The teacher will read the students historical narratives and check to see that they have written it correctly and have explained a problem in the communities history and how it was resolved

Bibliography:

Community Resources: