ED 345 Calvin College Teacher Intern Lesson Plan Template

Teacher Intern: Katie Fasse Date: 9/29/18

Grade Level: 1st Subject/ Topic: Social Studies- family trees
Approx. time spent planning this lesson: 60 minutes *The template will expand as text is added.*
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions: What is a family tree?
Brief Context: This is the first time I’ve introduced the concept of family trees to them. Most of them drew trees or a
question mark for the pre-assessment. Nolan drew family members around a Christmas tree.
Prerequisite Knowledge/Skills:
Lesson Objectives/Learning Targets Aligned Assessments
Consider formative & summative tools
Please number objectives and the aligned assessment measures.
The learner will: I will assess learning by:
1. Be able to say what a family tree is 1. Their responses

Standards Addressed in Lesson: 1 – H2.0.3 Investigate a family history for at least two generations, identifying various
members and their connections in order to tell a narrative about family life.
Instructional Resources:

Consideration of Learners:
How have you responded to your diverse learners? Consider UDL (Multiple means of Engagement, Representation,
Action & Expression) & principles of differentiation. If appropriate, identify individual accommodations you will make
in response to needs or interests of students.

I have considered my diverse learners. I know from the pre-assessment that none of my students know what a family
tree is. This is why I will be using different ways to introduce the idea of a family tree. I will be using visuals during my
telling of my family tree. I will also use pictures of me as a 1st grader to help to relate to my students. I will orally tell and
show my family tree. Also, I will read a book to help explain family trees to students.

DOMAIN 2: THE CLASSROOM ENVIRONMENT

COVENANT MANAGEMENT: Relationship & community building listening to students responses and praising them

CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self- regulation, etc.)

Identify at least 2 ways you will gain whole group attention: counting, “knock knock”, hands on head
Strategies you intend to use to redirect individual students: saying names, removing students back to desks, taking
chips, brief touches if needed

CONTENT MANAGEMENT: circle, students know where to sit

PHYSICAL ENVIRONMENT: the whole time we will be at circle

DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
Motivation/Opening/Intro: (15 minutes)
- Gather up pictures and ask students to come to circle
- Sing the circle meeting song “Criss cross applesauce, hands in your lap and a bubble in your mouth and your
body in a circle”
- Say that everyone needs to put their listening ears on because I am going to tell you a true story
 - People need to think about their space as I will be holding up pictures so people need to sit on their bottom on
the floor so people can see! Okay? I will start the story now and remember. Three strikes and you have to go
back to your desk.
- Now my Omi and Opa lived in a country called Germany during a time where there was a lot of fighting, they
were only teenagers when the fighting was happening so in 5th or 6th grade, the fighting went on for a few years
but it ended, but Germany wasn’t a very nice place to live anymore so my Opa (hold up picture) decided to
move to America where we live now! But then he met my Omi (hold up picture) and they fell in love. They
decided to get married and move to America together. Think about this. They left everything and everyone that
they knew in order to come to America. They didn’t even speak English but rather German. But my Opa found a
job in America and off to America they went. They traveled on a ship with only a few belongings. They had to
start over in a new country with very little. That must have been very hard. But they grew in America and
worked very hard. After a few years my uncle Peter was born. (place the pictures of Omi and Opa on the board
and draw a heart between them, then hold up picture of Peter). My Opa and Omi worked very hard and decided
to have another baby. So, my dad Fritz (place picture of Peter on board, draw line from heart to Peter, hold up
picture of Fritz) was born! Finally, they had a little girl named Christiana (place picture of Fritz on board, make
line, and hold up picture of Christiana, place picture of Christiana on board). Years past and all three of my Omi
and Opas kids grew up. 25 years ago, my dad married my mom Cheryl (hold up picture of Cheryl and place on
board). Then a few years later they had me! (hold up picture of me in 1st grade and place on board). Peter met a
woman named Elizabeth and decided to marry her (hold up picture and place on board). We don’t call my aunt
Elizabeth though, we call her Chia which mean aunt in Portuguese. My younger sisters Julia and Aria were born
(hold up pictures and place on board). Then finally, my cousin Maria was born (hold up picture and place on
board). My Opa passed away 2 years ago which was very hard for the family. But we still get together every
summer for my Omi’s birthday and Christiana is going to move back home to take care of Omi.
- Ask what students think I just did on the board? – pictures of your family!, you connected your family together
- Say that we are going to read a book to find out what it is that I did on the board
Development: (15 minutes)
(this is a lot of sitting for students so if need be have a little break with some movement like stretching or teach them
the hand jive real quick)
- Pull out Me and My Family Tree by Joan Sweeney
- Tell students to listen closely to the book because I will be asking some questions at the end
- Read the book
- After the book is over ask some questions
- Ask what it was that I drew on the board? – A family tree!
- Good job! Now is a family tree something that you can go outside and touch? – No!
- Then what can you do with a family tree? – It’s a way to show your family!
- Yup! And it’s called a family tree because look (point to mine on the board) the different lines that connect
people kind of look like branches on a tree. Right? (draw it into a tree)
- Is my family tree a full family tree? – no!
- That’s right! This is just my dad’s side of the family, not my mom’s. Do all of our family trees look alike? – no!
Closure: (5 minutes)
- Remind students about the timeline activity
- Remember how your parents wrote your time lines and you wrote it on your poster? This time we are
going to make your own family tree and tell a little story about your family
- Your parents wrote you your family trees! Now you just need to make it on the poster
- Some of your parents wrote stories about stuff that happened in your families and some not but that’s
okay!
- We will share our family trees once we are done!
- But all of our family trees will be different just like our timelines!

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

EVIDENCE OF PROFESSIONALISM: found a book about family trees to use
REFLECTION AFTER TEACHING THE LESSON: