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Past and Present Things Lesson

This lesson plan focuses on teaching social studies to students about the differences between past and present living conditions, particularly in terms of family life and transportation. The lesson includes various instructional strategies such as mini-lessons, active engagement, and independent practice, along with assessments to gauge student understanding. Materials and activities are designed to provide multiple means of representation and accommodate different learning levels.

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Paulette Sugars
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Download as DOCX, PDF, TXT or read online on Scribd
7 views

Past and Present Things Lesson

This lesson plan focuses on teaching social studies to students about the differences between past and present living conditions, particularly in terms of family life and transportation. The lesson includes various instructional strategies such as mini-lessons, active engagement, and independent practice, along with assessments to gauge student understanding. Materials and activities are designed to provide multiple means of representation and accommodate different learning levels.

Uploaded by

Paulette Sugars
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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P771K Lesson Plan Template

Date & Time of Subject Area & Grade Level Room # # of students
Lesson
02/24/2025 Social Studies -V01 7

CCLS Standards Addressed Objective


What will your students be able to do?
Standards 1, 2 From this lesson, students will begin to understand
how people travel, furniture has changed and
transportation is different from today’s compared to
the past

Aim Assessment
What knowledge and skill(s) are embedded in How will you know whether your students have made
the objective? progress toward the objective? How and when will you
assess mastery?

How can we understand the difference between To assess students’ understanding, students will
living in the past and compared to living in the complete formal assessments where students will
present day? differentiate between living in the past and the present

Time (in minutes) Materials

Mini-lesson: 5-7 Smartboard, Whiteboard, Big Book reader, differentiated worksheets,


Active Engagement: 10-15 pencils, glue sticks, Major Johnson pictures, and Read-aloud story.
Independent Practice: 10-15
Closing: 5-7
Entry Points

How will you provide multiple means of representation (options for perception, options for language,
options for comprehension)?

Students will use multiple means of representation by having students engaged with the smart board and
being engaged in the big book read-aloud.
Mini-Lesson (Whole Group, “I Do”)
What skill or content will you be teaching your students?

Connection: Students will be able to understand the differences between their lives today and how
people lived in the past.

Direct Instruction: The teacher will begin the lesson by asking students about some of the things
they do with their families at home. The teacher will tell the students that these things are much
different from the way families acted long ago. The teacher will read the big book reader to the
students about how families have changed over time while asking the students engaging
questions about families throughout the reading.

Check for Understanding: To check for understanding, the teacher will not only ask the students
questions through the read-aloud but will also have students complete differentiated worksheets
based on the students’ levels of learning.

Potential Misunderstandings/Obstacles: Students may have a difficult time differentiating between


families of now and long ago.

Active Engagement (“We Do”)


How will you give students an opportunity to practice before they begin independent/group work?

Examples: Turn and talk, whole group practice, thumbs up/down, hold-ups

As the we do, students will be given a set of pictures from families of Now and Long Ago and will
be asked in groups to sort the pictures on to the T-chart on construction paper. One student will
ask questions, while the other student glues the pictures in to the T-chart.

Independent/Group Work
How will students be practicing/demonstrating/generalizing what they have learned?

*Groups are subject to Group 1 Activity Group 2 Activity Group 3 Activity


change based on the
skill*
Students Zahmir, Carlos, Andru Aaron, Angel, Michelle, Katherine
Bekhruz, Neamaya,
Ray, Aden
Staff Member Mr. Strasser. Mr. Malak Mr. Garrett Ms. Lipariti, Ms.
Iannico
Task Description Students will complete Students will complete Students will complete
a chart in which a chart in which they a chart in which they
families have changed will find the correct pic will find the correct pic
over time. symbols and place symbols and place
them into the chart. them into the chart.
Assessment (Check Differentiated Differentiated Differentiated
for Understanding) worksheet worksheet worksheet
Closing
How will students summarize what they learned and its significance?
How will you provide all students with opportunities to demonstrate mastery of (or progress
toward) the objective?

Examples: Exit ticket, thumbs up/down, rubric, self/peer evaluation, hold-ups

Once students have completed the independent activity, students will be asked questions such as:
Name some ways people cooked in the past and how cooking has changed from the past to
present based on the read-aloud story.

Homework
What extension activity will student participate in?
How does the activity support today’s aim and objective?
Students will receive homework based on the lesson.

Behavior Management (Power of Choice)


How will the Power of Choice/behavior management to motivate students?
Teacher will follow along with the classroom teacher’s behavior system, as well as use the Power
of Choice within the classroom.

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