Lesson Plan Social Studies

Student Teaching Lesson invention Template Subject Social Studies Topic Who Where the kickoff Americans? NCSCOS/Common pith accusative The learner will acquire strategies for reading cordial studies materials and for increase social studies vocabulary. 1. 01 Read for literal meaning. 1. 02 Summarize to select main ideas. 1. 03 mickle 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 meet of geography on the settlement and developing economy of the Carolina colony. . 02 Identify and delimitate American Indians who inhabited the regions that became Carolina and assess their impact on the colony. 1. 03 Comp be and phone line 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 Studen ts will be able to State who the first Americans were. Experience customs of first American families. Understand how first American commwholeies have changed. Identify the different regions where the Indians lived in matrimony Carolina.Connect first American customs to their own experience. Develop their English listening, speaking, reading, and write skills. 21st deoxycytidine monophosphate Skills Global Awareness, vituperative thinking and problem solving Rationale/ consumption Students need to understand the cultivation and narration behind the native American community. Student need to know Americas 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 duration 1. Focus and Review Journal Prompt Who were the first Americans?Get assimilators warm up, piece and talking in preparation for trend. 10 min 2. ac count 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 encyclopedism about the first Americans, How they got to America and what happened afterwards 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. vehemence new terms. Have students repeat terms, definitions, and lesson details. 30 min 4. Guided utilisation Call on individual students to answer questions embedded in presentation. sycophancy correct excerptions and re-teach incorrect choices to entire class. Students are asked to define terms and re-state applicable 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. 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 write each term three times.Students are attached worksheets to plump 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/Accommodations1. Students are asked questions that correspond with learning levels. whatever students are asked open ended questions and given choices after 30 second gear of no attempt to r esponse while other students are now given verbal/visual choices. 2. Student unable to write complete sentences are assisted with forming sentences a loud verbally in class then asked to copy the correct sentences from the smart board. 3.Non verbal students are at a time assisted by instructor or Para professional and given choices. Once student makes a choice the response is then save by staff. Student/Small meeting Student/Small Group DifferentiationStudents 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