Five+Day+Unit+Plan

Teacher(s) Name: Kim Noyes, Fantasy Thomas, Melanie Mecado __ Thematic Unit Theme/Title/Grade Level: ___Time lines/ Changes In Time/ 1st Grade_ __ Wiki space address: ___ucfgr1amhistorysp12t.wikispaces.com

__Fantasy Thomas- Day 1__ = Daily Lesson Plan Day/Title: ___Day 1 / How was life in the past?__ = = = What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || # The student will develop an understanding that history tells a story of people and events in other times and places. Time, Continuity, and Change __ SS.1.A.2.1: Understand history tells the story of people and events of other times and places. __ SS.1.A.2.2: Compare life now with life in the past. LACC.1.L.1.2: Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing. LACC.1.RL.1.1: Ask and answer questions about key details in a text LACC.1.RL.1.3: Describe characters, settings and major events in a story, using key details. LACC.1.SL.1.2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media. || The teacher will use the ‘Past’ and ‘Present’ activity to assess their knowledge of comparing life now to the past. The teacher will use the ‘Past’ and ‘Present’ activity to assess the students’ knowledge of the English language through their sentences. ||
 * **Learning Objectives**
 * 1) The student will be able to differentiate between things used commonly in the past and things used commonly in the present with 75% accuracy.
 * 2) The student will be able to write two sentences about the past and present with fewer than 2 grammatical/spelling errors per sentence. ||
 * **NCSS Theme/** **NGSSS- Next Generation****Sunshine State Standards** List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education [|http://flstandards.org].// || **__NCSS Theme:__**
 * __NGSSS-Next Generation Sunshine State Standards:__**
 * **Assessment**
 * How will student learning be assessed? Authentic/Alternative assessments?
 * Does your assessment align with your objectives, standards and procedures?
 * Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || The teacher should observe the students understanding of the concept of history through observation and class discussion
 * //Design for Instruction//Student Activities & Procedures
 * What best practice strategies will be implemented?
 * How will you communicate student expectations?
 * What products will be developed and created by students?
 * Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.

‍Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || This is day 1 of our lesson plan so the first thing to do is to introduce the unit theme for the week. First I would have the class sit on the carpet and I will start by asking questions to get the students thinking and to create a good discussion about our theme, ‘Changes In Time.’ (The teacher should have these questions written on a big piece of chart paper along with the students’ answers. This chart paper should be referenced on day 5 to show students what they knew as oppose to what they know after being taught the content.)(//Visuals for EL students//) The teacher will then introduce the topic of the day which is ‘Past and Present.’ -The first is a paper with 8 labeled pictures (4 items from the past and 4 corresponding items from the present) -The second paper will have two columns one labeled Past, the other labeled Present. The students are to cut and paste the pictures under the right label and also pair the ‘past’ picture with the ‘present’ picture. At the end of the lesson I will remind the students, that if they have not already brought in their pictures for their lesson tomorrow to please do so. || = = __Fantasy-Day 2__ = Daily Lesson Plan Day/Title: ___Day 2 / My history through a timeline__ = What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || # The student will demonstrate the use of terms related to sequential time events that have occurred at home. Time, Continuity, and Change SS.1.A.3.1: Use terms related to time to sequentially order events that have occurred in school, home, or community. SS.1.A.3.2: Create a timeline based on the student's life or school events, using primary sources. LACC.1.RL.1.1: Ask and answer questions about key details in a text LACC.1.RL.1.3: Describe characters, settings and major events in a story, using key details. LACC.1.SL.1.2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media. || The teacher will assess the students timelines for the correct placement of the pictures and correct set up of the timeline. Through discussion, the teacher will informally assess the student's knowledge of the terms related to sequential order. ||
 * 1) Can someone tell me what they know about the past and the present?
 * 2) Can someone tell me what history is?
 * 3) Does anyone know what a timeline is?
 * 4) Can someone tell me what life was like 100 years ago?
 * 5) What kind jobs do you think people had 100 years ago?
 * 6) How do you think life was different 100 years ago?
 * First, the teacher will reference the answers that the student gave to the question, ‘Can someone tell me what they know about the past and the present?’
 * Then the teacher will give the definition for the past and present. The teacher will also tell the students that the past is also history and provide the definition.
 * Next, as the students are still sitting on the carpet, the teacher will begin to show the pictures of past and present. As each picture is shown, the teacher will tell if the picture was used in the past or present and ask for the student participation to create a discussion (//Visuals for EL students//).
 * Next, the teacher will read the book, ‘Going to Town’ by Laura Ingalls Wilder. After reading the book, the teacher will discuss the book and pose questions to the students like:
 * 1) What kind of house did the family live in? Do we live in those types of houses now? What type of houses do we live in?
 * 2) What are crops? Why was Pa planting the crops? Do we plant and pick our own food now?
 * 3) Do you know how people talked to other people who lived in another state in the past? (Explain no cell phones back then people communicated via letters)
 * Before sending the students back to their desks, the teacher will explain their assignment to them.
 * The student will be given 2 worksheets:
 * After the students have finished, they will write three sentences each about how things are different now as oppose to the past.
 * For those students who need help with writing the sentences, the teacher should provide the sentence template of, ‘In the past___but now_____. //(SLD students)//
 * For those gifted students, the teacher would have them think of two differences from the past to the present that we have not discussed. They will draw the past picture and the future picture and write a sentence on how things are different now, as oppose to the past. (//Gifted student accommodations//)
 * ==Resources/Materials== || # Poster size sheet of chart paper
 * 1) Black marker
 * 2) Pictures of labeled items from the past and the corresponding item from the present.
 * 3) Worksheet with 8 labeled pictures (4 pictures from the past and 4 corresponding pictures from the present)
 * 4) Worksheet with columns labeled ‘Past’ and ‘Present’
 * 5) Going to Town by Laura Ingalls Wilder (book)
 * 6) Scissors
 * 7) Glue ||
 * **Discussion Notes** ||  ||
 * **Learning Objectives**
 * 1) The student will correctly place, in sequential order, 4 out of 5 pictures/events on their timeline.
 * 2) The student will demonstrate the ability to ask and answer questions about key details in a text including character, setting, and major events of the story. ||
 * **NCSS Theme/** **NGSSS- Next Generation****Sunshine State Standards** List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education [|http://flstandards.org].// || **__NCSS Theme:__**
 * __NGSSS-Next Generation Sunshine State Standards:__**
 * **Assessment**
 * How will student learning be assessed? Authentic/Alternative assessments?
 * Does your assessment align with your objectives, standards and procedures?
 * Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || Through oberservation and discussion the teacher will informally assess the students knowledge of recalling key details in a text.
 * //Design for Instruction//Student Activities & Procedures
 * What best practice strategies will be implemented?
 * How will you communicate student expectations?
 * What products will be developed and created by students?
 * Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.

‍Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || Students will be sitting on the carpet for the beginning of this lesson. __Kim Noyes-Day 3__ = Daily Lesson Plan Day/Title: ___Day 3 / Life in the Past_____ = What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || # Students will demonstrate the use of terms related to sequential time events that have occurred at home by correctly illustrating at least five (5) events on a time line. Time, Continuity, and Change
 * First, the teacher should review the lesson from day 1. The children should be reminded what the past and the present are. Ask the students a couple of questions to help remind them of the lesson.
 * 1) Can someone tell me what they know about the past and the present?
 * 2) Can someone give me an example of things we did in the past and things we do now in the present?
 * 3) Remember from yesterday when I asked if anyone knew what a timeline was? (Teacher is to have the chart from the first day and remind the students of what they said)
 * The teacher will explain what a timeline is:
 * //Timelines help us understand history. They also tell us what happened when and how much time went by between events.//
 * What happened first? Next? After that? Before that? ...
 * Students are to tape their pictures on the butcher paper for their timeline.
 * The students can draw on their timelines as well.
 * The teacher will let them know that today they will be learning and sharing about their pasts/history through a timeline.
 * Next the teacher will show the students, the timeline that he/she has created of their life. The teacher will go through and talk about the events, specifically to dates, and using the terms: first, then, next, last. This is to help the student understand a timeline is a sequential order of events. (//Visual for EL students//)
 * The teacher will read ‘Alexander’s Terrible, Horrible, No Good, Very Bad, Day,’ by Judith Viorst. Before reading the teacher will tell the students to pay very close attention to the book because the class will be creating a timeline of Alexander’s day.
 * After reading the book, as a class we will discuss the book. The teacher will ask questions like:
 * After we have a discussion on the book, we will create a timeline of Alexander’s day as a class. The teacher should send the students back to their desks and create a timeline with butcher paper on the board. Again, making reference to what happened first, second, next, after that…(//Repetition for EL students//)
 * After the guided instruction is complete, the students will do their timelines independently on butcher paper provided by the teacher.
 * While the students are doing their timelines, the teacher should be walking around to assist students and observe them to see if they understand how to do the timeline.
 * At the end of the lesson, the teacher should remind the students that the pictures for tomorrows activity should be brought in, if they have not already brought them in. ||
 * ==Resources/Materials== || # Chart paper from Day 1
 * 1) Finished Teacher timeline
 * 2) Alexander’s Terrible, Horrible, No Good, Very Bad, Day by Judith Viorst
 * 3) Butcher paper for timeline
 * 4) Markers, Pens, Pencils, Crayons
 * 5) Tape ||
 * **Discussion Notes** ||  ||
 * = Learning Objectives =
 * 1) Students will answer questions about details in a text by describing the events from the past and comparing them to present day events.
 * 2) Students will use commas properly when writing dates by demonstrating the proper placement of a comma in a date when completing a time line.
 * 3) Students will describe the differences between the illustrations in the text and the way that things are today by making comparisons during the class discussion. ||
 * ** NCSS Theme/ **
 * NGSSS- Next Generation **
 * Sunshine **** State **** Standards ** List each standard. Cutting and pasting from the website is allowed. // These can be downloaded from the Florida Dept of Education [|http://flstandards.org]. // || **__NCSS Theme:__**

SS.1.A.3.1: Use terms related to time sequentially order events that have occurred in school, home or community. LACC.1.RL.1.1: Ask and answer questions about key details in a text. LACC.1.RL.1.3: Describe characters, settings and major events in a story, using key details. LACC.1.L.1.2: Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing. LACC.1.RI.3.7: Use the illustrations and details in a text to describe its key ideas. LACC.1.SL.1.2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media. LACC.1.SL.2.4: Describe people, places, things and events with relevant details, expressing ideas and feelings clearly. // . // ||
 * ** Assessment **
 * How will student learning be assessed? Authentic/Alternative assessments?
 * Does your assessment align with your objectives, standards and procedures?
 * Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes
 * Students time lines will be collected and reviewed for 100% accuracy in punctuation as well as placement of sequential events.
 * Informal assessment during discussion on review of day 1 and discussion of text to determine that students understand the material covered. || * Students time lines will be collected and reviewed for 100% accuracy in punctuation as well as placement of sequential events.
 * Informal assessment during discussion on review of day 1 and discussion of text to determine that students understand the material covered. ||
 * **//Design for Instruction//**
 * Student Activities & Procedures **
 * What best practice strategies will be implemented?
 * How will you communicate student expectations?
 * What products will be developed and created by students?
 * Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.

Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || - Review Day 1 and 2 Teacher will invite all of the students to sit quietly in the circle time area. While the teacher is speaking students will sit quietly and listen. What do you remember about time lines from yesterday? **(they show history or events in someone’s life)** //(ESOL strategy: speaking slowly and clearly and schema)// //Students: raises hand and waits to be called on to answer question.// What information does a time line give you? **(same as above)** //(ESOL strategy: speaking slowly and clearly and schema)// //Students: raises hand and waits to be called on to answer question.// How is a time line organized? **(with pictures and dates of events that have happened in the past)** //(ESOL strategy: speaking slowly and clearly and schema)// //Students: raises hand and waits to be called on to answer question.// How is a timeline set-up? **(the oldest date starts on the far left of the time line and points and details are placed in order as they occurred, moving toward the right of the time line)** //(ESOL strategy: speaking slowly and clearly and schema)// //Students: raises hand and waits to be called on to answer question.//
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-Anticipatory Set: Do you remember yesterday when you created a timeline about your life? //Students: Answer in unison// Do you remember a few weeks ago when I asked your parents to help you gather information and pictures about an older persons life, by interviewing them about when they were your age? What did you learn? //Students: raise hand and wait to be called on to share their experience.// Well today we’re going to read a story about a woman who describes how things were when she was a little girl. We’re going to talk about how things are different today compared to how they were when the woman in the story was younger. Then we will look at the information and pictures that you brought in about the older person who you interviewed, and place the information on a timeline in the order in which the person experienced them. When we’re finished, we can compare the time line from yesterday to how things may have been when your special older person was your age.
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-Read story: When I was Young in The Mountains by Cynthia Rylant (ESOL strategy: speaks slowly and uses facial expressions, and actions in key parts of the story) What is a Johnny-house? **(the bathroom)** (ESOL strategy: viewing illustrations and schema) //Students: raises hand and waits to be called on to answer question.// How is the bathroom in the book different from our bathrooms today? **(It’s outside)** (ESOL strategy: viewing illustrations and schema) //Students: raises hand and waits to be called on to answer question.// What is a swimming hole? **(A place where people go to swim)** (ESOL strategy: viewing illustrations and schema) //Students: raises hand and waits to be called on to answer question.// Where do most people swim today? **(In a pool, lake or ocean)** (ESOL strategy: viewing illustrations and schema) //Students: raises hand and waits to be called on to answer question.// How is butter usually purchased today? **(In sticks or tubs at the grocery store)** (ESOL strategy: viewing illustrations and schema) //Students: raises hand and waits to be called on to answer question.// Where do we usually get water when we’re at home? **(from the sink, hose or bathtub)** (ESOL strategy: viewing illustrations and schema) //Students: raises hand and waits to be called on to answer question.// Students are asked to quickly and quietly return to their seats to start on n activity.
 * __Teacher:__** (asks question while reading the story and showing illustrations on each page)
 * __Teacher:__ __(__**asks question while reading the story and showing illustrations on each page)
 * __Teacher:__** (asks question while reading the story and showing illustrations on each page)
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 * __Teacher:__** (asks question while reading the story and showing illustrations on each page)
 * __Teacher:__** (asks question while reading the story and showing illustrations on each page)

-Activity: Create a time line based on the information that students have gathered and provided on an older person, by creating a second time line allowing the student to make a comparison between their life and their older person’s childhood. Materials Needed: Butcher Paper used for Day 1 lesson 5 pictures and information on the older person Pencil Glue Stick Please take out the pictures and information that you brought in on your older person who you interviewed, while I pass the butcher paper for your time lines. Also, please take out a glue stick and a pencil to use when attaching your picture and writing the important dates on your time line. As I come around, please let me know if you need any additional materials. (Teacher will have additional packages of information and pictures, available for those students who do not have the interview information). A sample of a time line for my mother who is the older person who I interviewed is up on the white board to help you out. Does anyone have any questions? (ESOL Strategy: Illustration) //Students: quietly taking out supplies for their activity and asking questions, if needed.// Will walk around to view and informally assess students understanding of assembling their time line in a sequential order and using proper punctuation. Will collect time lines when they are complete. || Butcher Paper used for Day 1 lesson 5 pictures and information on the older person Pencil Glue Stick When I was Little by Cynthia Rylant || Discussion Notes:
 * __Teacher:__**
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 * ==Resources/Materials== || Materials Needed:

__Kim Noyes-Day 4__ = Daily Lesson Plan Day/Title: ___Day 4 / Jobs; Past and Present___ =

What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || # Students will demonstrate an understanding for the differences and similarities of roles in life now with life in the past by correctly completing a Venn Diagram and correctly answering discussion questions. Time, Continuity, and Change
 * = Learning Objectives =
 * 1) Students will be able to answer questions about details in a text by describing the details and answering questions correctly ||
 * ** NCSS Theme/ **
 * NGSSS- Next Generation **
 * Sunshine **** State **** Standards ** List each standard. Cutting and pasting from the website is allowed. // These can be downloaded from the Florida Dept of Education [|http://flstandards.org]. // || **__NCSS Theme:__**

SS.1.A.2.2: Compare life now with life in the past. LACC.1.RL.1.1: Ask and answer questions about key details in a text. LACC.1.SL.2.4: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. ||
 * ** Assessment **
 * How will student learning be assessed? Authentic/Alternative assessments?
 * Does your assessment align with your objectives, standards and procedures?
 * Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes
 * Informal assessment will be completed based on answers given to review questions as well as completion of the Venn Diagram.
 * Venn Diagram will be collected for review and 100% accuracy of information to show understanding of past and present jobs and roles. || * Informal assessment will be completed based on answers given to review questions as well as completion of the Venn Diagram.
 * Venn Diagram will be collected for review and 100% accuracy of information to show understanding of past and present jobs and roles. ||
 * **//Design for Instruction//**
 * Student Activities & Procedures **
 * What best practice strategies will be implemented?
 * How will you communicate student expectations?
 * What products will be developed and created by students?
 * Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.

Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || -Review Day 1 - 3: Teacher will invite all of the students to sit quietly in the circle time area. While the teacher is speaking students will sit quietly. What activities have we created in the last three days in Social Studies? **(Time lines and past and present)** //Students: raises hand to answer question and waits to be called on.// Tell me why time lines are interesting and important. **(Because they show the history of someone’s life or event)** //Students: raises hand to answer question and waits to be called on.// Tell me why it is important to understand what past and present means. **(Because it helps us understand that things may have been different a long time ago from how it is today)** //Students: raises hand to answer question and waits to be called on.// When creating your time lines yesterday, what types of things did you discover? //Students: raises hand to answer question and waits to be called on.//
 * __Teacher:__**
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-Anticipatory Set: Did you ever wonder how people dressed and where they worked in the past? Today we’re going to discover what types of roles people have today and what types of roles people had in the past. //Students: sitting quietly and listening// Can anyone tell me what I mean by the word “role”? **(a part or job that someone has)** //Students: raises hand to answer question and waits to be called on.// We’re going to read a story and then look at pictures on the Smart Board. While we’re looking at the pictures, we’re going to complete a Venn Diagram. //Students: sitting quietly and listening// Who can tell me what a Venn Diagram is? **( a graphic organizer that shows comparisons and contrasts)** //Students: raises hand to answer question and waits to be called on.// Does anyone have any questions? //Students: raises hands if they have questions; waits to be called on.//
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-Read I want to be a Telephone Operator by Carla Greene (ESOL strategy: speaks slowly and uses facial expressions, and actions in key parts of the story) How are our phones different today, then they are in the story? **(They are cordless, cell phones, don’t have dials, etc)** //Students: raises hand to answer question and waits to be called on.// Do we use an operator now to make phone calls? **(No)** Why? Or Why not? //Students: answer in unison. .// Why? Or Why not? //Students: raises hand to answer question and waits to be called on.// How are our phone numbers different then how they are in the story? **(Our phone numbers are all numbers, not letters and numbers)** //Students: raises hand to answer question and waits to be called on.//
 * __Teacher:__** (reads story to the end)
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-Key Words: //(To be written on white board for ESOL strategy: visual aid)// Jobs: a task that someone is obligated to complete Telephone Operator: someone who helps callers get the person that they are calling

-Activity: Create a Venn Diagram together while looking at and discussing the aspects of 10 pictures. (ESOL strategy: visual graphic organizer and visual aids) Materials needed: Venn Diagram for each student Pencils 5 pictures representing roles from the 1950’s 5 pictures representing roles from today Please return to your seats quietly and get out a pencil. I will pass out the Venn Diagram so we can get started. I am going to show pictures on the Smart Board and we are going to discuss some of the features in the pictures.
 * __Teacher:__**

//Using Smart Board, show picture of 1950’s mother// //Students: raises hand to answer question and waits to be called on//
 * Teacher:** Describe what you see in this picture. **(Note it in the left side of the Venn Diagram)**

//Using Smart Board, show a picture of a 2012 mother// //Students: raises hand to answer question and waits to be called on// //Students: raises hand to answer question and waits to be called on// //Using Smart Board, show a picture of a 1950’s father// //Students: raises hand to answer question and waits to be called on// //Using Smart Board, show a picture of a 2012 father// //Students: raises hand to answer question and waits to be called on// //Students: raises hand to answer question and waits to be called on// //Using Smart Board, show a picture of a 1950’s teacher// //Students: raises hand to answer question and waits to be called on// //Using Smart Board, show a picture of a 2012 teacher// //Students: raises hand to answer question and waits to be called on// //Students: raises hand to answer question and waits to be called on// //Using Smart Board, show a picture of a 1950’s policeman// //Students: raises hand to answer question and waits to be called on// //Using Smart Board, show a picture of a 2012 policeman// //Students: raises hand to answer question and waits to be called on// //Students: raises hand to answer question and waits to be called on// //Using Smart Board, show a picture of a 1950’s milkman// //Students: raises hand to answer question and waits to be called on// //Using Smart Board, show a picture of a 2012 milkman// //Students: raises hand to answer question and waits to be called on// //Students: raises hand to answer question and waits to be called on// || Venn Diagram for each student Pencils 5 pictures representing roles from the 1950’s 5 pictures representing roles from today Greene, C. (1958). I want to be a telephone operator.USA: Childrens Press. ||
 * __Teacher:__** Describe what you see in this picture. **(Note it on the right side of the Venn Diagram).**
 * __Teacher:__** What do you notice about this picture that may be similar to how mothers looked in the first picture? **(Note it on the correct area of a Venn Diagram on the Smart Board)**
 * __Teacher:__** Describe what you see in this picture. **(Note it in the left side of the Venn Diagram)**
 * __Teacher__:** Describe what you see in this picture. **(Note it on the right side of the Venn Diagram).**
 * __Teacher__:** What do you notice about this picture that may be similar to how fathers looked in the first picture? **(Note it on the correct area of a Venn Diagram on the Smart Board)**
 * __Teacher__:** Describe what you see in this picture. **(Note it in the left side of the Venn Diagram)**
 * __Teacher__:** Describe what you see in this picture. **(Note it on the right side of the Venn Diagram).**
 * __Teacher__:** What do you notice about this picture that may be similar to how teachers looked in the first picture? **(Note it on the correct area of a Venn Diagram on the Smart Board)**
 * __Teacher__:** Describe what you see in this picture. **(Note it in the left side of the Venn Diagram)**
 * __Teacher__:** Describe what you see in this picture. **(Note it on the right side of the Venn Diagram).**
 * __Teacher__:** What do you notice about this picture that may be similar to how policemen looked in the first picture? **(Note it on the correct area of a Venn Diagram on the Smart Board)**
 * __Teacher__:** Describe what you see in this picture. **(Note it in the left side of the Venn Diagram)**
 * __Teacher__:** Describe what you see in this picture. **(Note it on the right side of the Venn Diagram).**
 * __Teacher__:** What do you notice about this picture that may be similar to how milkmen looked in the first picture? **(Note it on the correct area of a Venn Diagram on the Smart Board)**
 * ==Resources/Materials== || Materials needed:

Discussion Notes:

__ Melanie Mercado - Day 5 __

**Daily Lesson Plan Day/Title: ___Day 5 / Summarize Time___** Students will be able to compare and contrast past, present, and future events. Students will be able to define past, present, and future. Students will be able to state the importance of learning timelines. Students will be able to answer questions about the unit through assessment with 80 percent accuracy. || Time, Continuity, and Change SS.1.A.3.1: Use terms related to time sequentially order events that have occurred in school, home or community. LACC.1.RL.1.1: Ask and answer questions about key details in a text. LACC.1.RL.1.3: Describe characters, settings and major events in a story, using key details. LACC.1.RI.3.7: Use the illustrations and details in a text to describe its key ideas. LACC.1.SL.1.2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media. LACC.1.SL.2.4: Describe people, places, things and events with relevant details, expressing ideas and feelings clearly. || The next assessment will be a quiz that will be given through power point. The PowerPoint will be a combination of slides that ask questions about what was learned each day throughout the unit. The students will answer the questions by using their hand held Activinspire device. With this device the students will be able to answer true or false questions, multiple choice questions, and also type out their answers using the T9 keyboard on the Activinspire. ||
 * ** Learning Objectives ** || Students will be able to compare and contrast events in their lives with another person life.
 * ** NCSS Theme/ **** NGSSS- **** Next Generation ** ** Sunshine **** State **** Standards ** || NCSS Theme:
 * ** Assessment ** || The students will be assessed in 2 ways. The first assessment will be an informal assessment, also a design for instruction, in which the students will work together in groups to answer questions on a worksheet about pictures that represent the past, present and future (ESOL STRATEGY: GROUP WORK, COOPERATIVE LEARNING). Underneath the picture the students will give a brief description on why they labeled that picture past, present, or future.

The teacher will ask a series of higher order thinking questions to get the students to think about what was learned this week and why it’s necessary for the topics discussed in this week’s unit are important to know. Teacher: What are some topics we covered in class this week? Teacher: What are something you learned that you never knew before? Teacher: Was there something we learned this week that you already learned about? Teacher: What was your favorite activity this week? Teacher: Which timeline did you like doing better, your own or your family member’s? Teacher: Why do you it is important that we learn about timelines? The students will be asked to work in their groups and provide one example of something we learned this week and why it is important. (ESOL STRATEGY: GROUP WORK, COOPERATIVE LEARNING). -Worksheet After verbally reviewing the week with in their groups t the teacher, they will be given a worksheet in which they will answer the questions with in their group. The work sheet will include pictures of what time period is being represented. (Worksheet sample attached below document) (ESOL STRATEGY: GROUP WORK, COOPERATIVE LEARNING). (ESOL STRATEGY: USE OF VISUALS) Since the worksheet is dominantly all visuals this means that students with reading disabilities will also be able to do the worksheet accurately. -Presentations Independently, the students will fill out a compare and contrast Venn diagram in which they will sort of the differences and similarities between their timeline and the family member they interviewed timeline. Once they completed the diagram the students will be allowed some time to review their diagram. After all the students have completed this assignment they will then move on to their presentations on the timelines they created on themselves and their family member. The teacher will explain that she/he are looking for what the student found most interesting, what was the biggest difference in the timelines, and what where some similarities. || Venn diagram worksheet ||
 * // Design for Instruction // Student Activities & Procedures || -Verbal review
 * Resources/Materials || Timelines from prior class



__Letter to the Parents:__ Dear Parents,

Our next Social Studies unit that we will be studying is based on time lines and comparing and contrasting people and events in history with people and events of today. We will start this unit two weeks from today.

Your child will be completing two time lines. One time line will be on their life and the other on the early years (birth to 8 years old) of a grandparent or special older person in their life.

Please have your child interview a grandparent or older person (born in the late 1940’s of 1950’s) by gathering information and pictures of special events that may have taken place when they were a child. Please include this persons birth date, information on current events, how people dressed, who was the President and the cost of bread and gasoline, at the time.

Please send the information and pictures in as well as at least five pictures and special events that have occurred in your child’s life, by Wednesday, April 11, 2012. We will be starting our new Social Studies unit on Monday, April 16, 2012.

Thank you in advance for your assistance with this project. If you should have any questions, please feel free to call me at 407/555-1212 or email me at knoyes@usaschool.com.

Thank you,

The First Grade Teachers