Warm Up: Johnny Appleseed

Ask each group to share one way they think we learn about history and will link the children’s ideas and inform them that they are called sources.

This is a 1st grade class made up of 12 first grade students. There are 7 Girls and 5 Boys. There is 1 male student with general academic IEP that covers all subjects as well as 1 male and 1 female student that have speech IEPs. The classroom is arranged in table seating with a large carpeted area in the front of the classroom for group learning. This lesson will be taught in a group setting at the carpet.

An activity that I would have the students do is the sorting of the vocabulary words with similar meanings. I would demonstrate this activity by using the word 'road'. I would have my students pick out the vocabulary word from the story that had a similar meaning as the word 'road', which would be 'lane'. Once they were able to identify the vocabulary word from the story, I would ask them if they could tell me another word that may have a similar meaning from our lists of words. For example, the students would find the word 'street'. Once I had gone over

During this activity, the students will look through a recipe book, which I will provide. They will chose a recipe and prepare it. For example, if they chose to do a fruit salad they will chose four different fruits let an adult cut them up and put them into a bowl.

Think about the objective above. What learning skills can you use to succeed in this lesson? Perhaps you will make a list of details and analyze them for their impact on the central idea. Maybe you will classify the information you find into categories.

1. Read the Book “Weasel.” Over the course of a week (give or take) we are going to read the book both out loud and for homework. We are going to discuss events, people, places, and vocabulary from the book. We are going to take what we learned about Weasel and Ezra’s job and apply it to further learning about the Removal Act and Trail of Tears. (Can discuss how Nathan could represent those who stand up for what is right, and felt it unfair to take someone else’s land.)

A folklore tale I remember and enjoyed when I was younger was Johnny Appleseed. Johnny Appleseed was a self-sacrificing man as he spent most of the entirety of his life assisting other people. He began his journey when he was just a young man at the age of 18. Johnny sought out to plant Appleseed’s throughout the western colonialization in hopes of producing free food for anyone who needed it. During his travels he had become very wealthy from the production and sales of the many apple trees and land he would come in to possession of. He also befriended many people, and these people would always welcome Jonny as their family. Also, he made friends with many Indian tribes and the story tells that he was so close to these tribes he became fluent

facilitate groups of diverse talents, I will ask students to form their own groups using the

A fun activity pertaining to this film, maybe to have the classroom be divided into groups and each group make a Forrest Gump film. The students would need to choose a series of historical events where they have influenced and or participated in. Films, like Forrest Gump, provide simple and fun look at American

Finally, reviewing the answers to the worksheet as a class. This is a solid middle of the lesson. However, some ways in which I would improve the lesson are to first include the strategy of walk and talk when the students are discussing the diagram at the top of the chart activity. Including the walk and talk activity helps to incorporate the kinesthetic modality into the lesson. It also helps to get the students up and out of their seats in between their graphic organizer and their worksheet, which will help to benefit the students with ADHD. Another way that I would improve the middle of the lesson is I would have the students work on the Who You Gonna Call? worksheet in pairs. The reason I would have the students work on this worksheet in pairs is because I think it will help them to better understand the material. I would have the students discuss with their partner the decision they are going to make to help Wally. This discussion will help the students better understand the material. One final way that I would improve the middle of the lesson is that I would have large versions of the graphic organizer, and large graph paper. I would use the large version of the graphic organizer to help go over and review the answers with the class. This large graphic organizer can also help to guide discussion. The large graph paper will be used to help with the discussion of the chart. The teacher can help create a chart about how involved the citizens are, and how responsible the member of government is for citizens. The teacher will then use this graph to help the students check

I found the music and dance activity to be highly enjoyable and very engaging. My group picked a traditional Greek wedding dance and showed an authentic YouTube video of a performance of the dance. The video showed traditional Greek outfits that would have been wore to perform the dance in the past. It also had traditional Greek music that played while the dancers performed. This culture activity allowed us to explore the traditions of other cultures around the world. I thought it was very neat that Binasa shared how the Greek dance my group performed was similar to a dance Bosnian dance. I think this activity could be taught for any age group with younger students watching videos and reenacting the moves to older students performing a research

My time this week was spent pulling resources from my second lesson. My lesson will fall on a short week. During short weeks, Ms. Davis introduces lessons that will be covered later in the year, or goes back and reviews. Students tend to lack focus during short weeks, so I am trying to keep that in mind. I don’t want to come up with anything too easy, but from what I understand the lessons leading up will not be heavy in content.

The materials needed for these interventions were simple. All five interventions required a storybook, which needed to be carefully chosen, so the book was grade level appropriate and contained vocabulary words. The adult needed to be familiar with the story, in order to summarize the story and facilitate questions with the students. The vocabulary intervention required additional

The beginning of class would start with a relatively fun activity, like Kahoot, to help refresh and engage the students’ minds about what they had read. After the short activity, the discussions would open up. Discussion topics would include who the main characters are and how they act in the story. For example, do the characters stay in their protagonist and antagonist roles or do they shift? Another topic would include foreshadowing. The discussion would be about the description Steven has about nature and the raccoon’s significance. The readers should be able to interpret what the significance is behind the soothing nature description and raccoon and be able to apply the same interpretation skills in other stories and courses.

For my social studies lesson plan, I taught my lesson based on the book, Alexander Graham Bell: A Famous Inventor, by Justin McCory Martin. In this lesson, the students learned the biography of Alexander Graham Bell, they read the text closely to determine what it said, make logical inferences from it, participate in conversations and collaborations with partners, and describe the relationship between illustrations and the text. In order to do this we completed a “My Facts Book about Alexander Graham Bell” based on what they learned from the book. The book was read as a whole group and then we brought the lesson to a learning center environment to re-read the story and complete the booklet.