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EDUC 2220- Educational Technology Lesson Plan Template

Families of the Past


Madison Mathias
Grade 2: Social Studies Lesson

Common Core Standards:


Photographs, letters, and books can be used to learn about the past.
Lesson Summary:
Students will learn about how families lived in the past using photos, writing excerpts, and artifacts in small
groups.
Estimated Duration:
This lesson will take 110 minutes, broken into 20 minute sessions over a 5-day school week with a 30 minute
session on the last day.

Commentary: I want students to focus on the time period their group is assigned and use the resources
provided to determine how families lived in the past and how this has changed. Depending on the time period,
reading may be difficult and working in small groups may be hard to manage. Pictures and child oriented
artifacts can be used to hook students.

Instructional Procedures:

Day 1:
(10 minutes): Class will begin with a brief slideshow/Prezi about families now and how this has changed. This
will help to introduce the project to students and begin thinking about how their families work and how this
changes from student to student.
(5 minutes): With standard class sizes being around 20, the students will then be placed in small groups of 5.
(5 minutes): Each group will be assigned a time period in which they will learn about families. Resources such
as pictures, readings, and slideshows will be given to each group to help learn. This will be done over iPads

with a folder for each period of time. I will show the class how to access these folders so they learn throughout
the weeks.

Day 2:
(5 minutes): As a class, we will look at a sample picture from the current year and discuss as a group how the
family interacts. We will look at aspects such as how many family members there are, how their house
appears, what they are eating, etc. and discuss how this allows us to know more about them.
(15 minutes): Students will reconvene in groups and begin looking at pictures. They can talk about the aspects
discussed in the group lesson. They will be expected to find at least one aspect in the picture and be able to
explain what it teaches them about the family.

Day 3:
(5 minutes): We will look at a simplified writing excerpt as a class and discuss various ways families interacted
with these. I plan to use a childrens book for the group discussion. We will look at standards of living, family
traditions, and language used in the writing to analyze.
(5 minutes): Small groups will gather to choose writing samples to read together.
(10 minutes): Students will sit together and read their samples. They will be able to describe how the writing
sample interacted with families of the time based on one of the aspects discussed as a group.

Day 4:
(10 minutes): As a class, we will discuss the final product. Students will be expected to present their time
period and how families of the time functioned. The final project will expect student groups to show their
pictures and writing excerpts on the SMARTboard with help from the teacher.
(10 minutes): The students will discuss their final understanding of families from their times and how they
plan to present them to the class. They can begin to construct their small presentation, simply a page showing
their pictures and writing.

Day 5:
(5 minutes): Groups will briefly meet to put finish touches on their projects.
(25 minutes): Student groups will each have 5 minutes maximum to present their final understanding of
families to the class. They can show the pictures and read the writings if they choose.

Pre-Assessment:
The class will meet on the first day to discuss the concepts of families in modern times to discuss the aspects
used to learn about families. This will allow me to know how much the students understand families and can
grasp the idea that how families function has changed over time.
Scoring Guidelines:
Students will be expected to participate and I will determine whether additional work was needed based
on their knowledge. This will be on a teacher judgement basis, dependent on how the students interact

with the beginning slideshow. If students seem to grasp the ideas that various aspects such as family
size, food eaten, house type, language used, etc has changed over time.
Each day will begin with a group session to discuss the basic concepts for the day. Each day the lesson will
conclude a group assessment in which each group will be expected to perform a task. This is listed in the day
to day area, such as explaining an aspect of the picture or writing.
Post-Assessment:
Students will be expected to present their findings of families in various time periods on the final day of class.
This will be in a visual presentation via the SMARTboard with teacher assistance. This is accompanied by
verbal explanation of their aspects.
Scoring Guidelines:
There will be a rubric used to grade, with criteria of presentation, information, organization, and style.
Each will be worth up to 5 points for a total grade of 20 possible. Each group will be graded at the time
of their presentation.

Differentiated Instructional Support


Describe how instruction can be differentiated (changed or altered) to meet the needs of gifted or accelerated
students: Students who need enrichment can be presented the opportunity to write a sample writing piece
characteristic of their time period based on the historic writing analyzed in their groups.
Discuss additional activities you could do to meet the needs of students who might be struggling with the
material: Students who need additional help can be assisted through group work; any students who are
struggling can be pulled for a few minutes from each group to go over the lesson of the day whether this be
looking at a second picture to find criteria or reading a piece together.

Extension
http://education.ohio.gov/Topics/Ohios-Learning-Standards/Social-Studies
This is the Ohio Education website; it lists all the standards for each grade. Students can read on what standard
we are learning as well as explain to their parents what this can entail for a lesson.
https://www.pinterest.com/pin/15270086210869849/
Students can use the following printout to complete as a family. This can help them identify various aspects of
a family. This can later be used in their groups to compare to families in the past.

Homework Options and Home Connections


At home, parents and students can discuss the standards that this lesson is based upon through the link
provided. Additionally, it will be encouraged that families discuss how families of the present function,
specifically their own. This will assist in the learning of how families work and can help students see the
difference between families of the past and the present.

Interdisciplinary Connections
This lesson can be connected into English as the students work on reading, grammar, and comprehension of
the English language through reading excerpts. This lesson can also be connected to technology and art as the
students will be expected to digitally present their findings to the class in a creative style.

Materials and Resources:

For teachers

Historic photographs
Writing excerpts from various time periods
SMARTboard access
Google Drive folders to provide students with photographs and writings

For students

iPad access
SMARTboard access
Google Drive access (photographs and writings)
Programs to create presentation

Key Vocabulary: Defined in a way for 2nd graders to understand


Historic: of or relating to the past
Key aspects: important information
Artifacts: objects of the past that we can learn from
Excerpts: samples of writing

Additional Notes
Students can present as either a slideshow, a glogster, or simply a word document. The style will be left up the
them but it must be digital.