Sie sind auf Seite 1von 3
 
Individually Created Lesson Plan Allison de Hoop, Nov. 2011Social Studies, Grade One
 –
Family Memories2 Days: 15 minute introduction
(proposition to bring/think about memories) + 1-2 hrs in class.
 
Goals/Outcome:
DR1.1 Relate family events and stories of the recent or distant past to
the student’s place in present day family life.
Possible indicators: Provide oral examples of traditions/celebrations connectingto past
 –
 
and why they’re important.
Represent the passage of time as related to
the family (siblings’ births, family moves, large events). Relate events in
chronological order.
Teaching Strategies:
Student & Teacher Sharing/storytelling or Talking Circle, Project:to encourage student thought/learning, Guided Discussion and Guided Discovery.
Motivator/Intro (15 min):
Inquiry Question - What is a memory? Discuss to obtain anunderstanding of the concept.Can memories be good and bad? Ask students how memories are recorded? (Pictures, albums, journals, orally,souvenirs/objects etc.)
 
 Ask each child to bring pictures (could be printed from digital or photocopied)and/or other memorable objects to be used for a project.
Ensure children bring a variety of objects or pictures and that they can be 
throughout one’s life (i.e. not solely baby 
photos). Help children who may not have had the opportunity for photos or artifacts to collect things or photos from their time at school (i.e. take pictures of them at recess with friends or during a favourite activity).
Body of Lesson (30 min):
talking circle/guided discussion
 –
share a family memory.Children may use the objects/pictures they bring.
 After each child’s turn teacher canprobe students’ understanding with one or more of the following questions:
 Why is that memory important to you and your family?Was that a memory from before or after you came to grade one?What happened before/after that?Was that a good memory or a bad memory?
Project (25 min + use of free time to finish if necessary):
Students choose a large piece of coloured paper.
Invite students to write a title with their name included on the paper.
(Jill’
s FamilyMemories,
Memories of Jill’s Family, Jill’s Favorite Memories)
 
Invite students to cut/paste their pictures and objects (if applicable) onto their poster.
Students can also draw pictures of memories,
write sentences about their memories, or put their memories in chronological order.
Invite students to decorate their family memory poster any way they like,encouraging students to think about showing their poster to their friends/family.
 
 
Closure (5 min):
Pose the following questions for extension (be sure that the samestudents do not answer every question, but they may contribute):Does everyone have the same memories? (Why?)Can people have the same memories? (How?)Will you get more memories? How?
Broad Areas of Learning
 Lifelong Learners: students will build their interest in themselves and others through thesharing of memories and students will recognise that memories will be createdthroughout their future lives.Sense of Self, Community, and Place: students will interact with other studentsrecognising that each person has diverse and unique memories that need respect.Engaged Citizens: through the sharing of memories, students will understand thatevents and situations can change, and that they as individuals can facilitate that change.
Cross-curricular Competencies
Developing Thinking: students will practice thinking contextually by recalling memoriesand their contexts. Students will engage in inquiry-based discussions.Developing Identity and Interdependence: through recall of memories students will formidentity and self-awareness.Developing Literacies: students will engage in interpreting memories and expressingand communicating those memories using various literacies.Developing Social Responsibility: Through sharing and discussion of student memories,students will practice ability and willingness to contribute to the classroom community.
Adaptive Component:
Students who are not willing to share as a group in the talkingcircle will be encouraged to share with Teacher or an EA privately, a small group, or write/draw a picture about their memories and explain it.If students do not have family pictures they can bring objects that hold memoriesor draw pictures of their memories/memorable objects.
Listen for students’
memories throughout the year and encourage them to thinkcritically about them by asking above questions.Students needing a challenge can make their project/poster into a timeline of memories.Students who do not have positive family memories may be encouraged to usememories from school, play time, with friends, as well as recognizing that memories canbe negative (bad) or positive (good).
 
Assessment:
1) Family Memory Project/Activity2) Rubric/Observation Checklist: adaptation of Figure 32.7 (Assessing Family Memories)from
Anthology of Social Studies: Issues and Strategies for Elementary Teachers 
 During group discussions, or individual discussions with students as they work onprojects, and based on student projects, the teacher will assess learning and whether the outcome has been reached by placing a number (or 
checkmark) by each student’s
name on the rubric.
Rubric/checklist for Assessing Family Memories
Sophisticated Understanding
 –
5Extended Understanding - 4Basic Understanding
 –
3Partial Recognition - 2Pre-recognition
 –
1Joanna Andy John Dion Alex Karlee Jose Ruthie MegConcept of MemoryRecalling FamilyMemoriesExplain
how or why 
an Event or Memory isimportantRecognise pastmemories inrelation to thepresentUsechronologicalorder to relateevents/memoriesRecognise thateach person hasdifferent familymemories

Ihre Neugier belohnen

Alles, was Sie lesen wollen.
Jederzeit. Überall. Auf jedem Gerät.
Keine Verpflichtung. Jederzeit kündbar.
576648e32a3d8b82ca71961b7a986505