Friday, January 30, 2015
On Tuesday (January 27,
2015), I taught about Harriet Tubman in social studies. I wrote important
vocabulary on the easel board, these words included Harriet Tubman, courage,
Underground Railroad, and slavery. I did this as part of my FEAP goal, which is 2h: Adapts the learning environment to accommodate the differing needs and diversity of students. The first thing I did was state the purpose
to the students. The purpose of this lesson was to identify which character
ideal and principle Harriet Tubman showed. I opened up the lesson by asking
them what it means to be courageous or to have courage. I had them pair-and-share
about what they think it means to be courageous or to have courage. I gave them
about a minute or so. Most of them were not familiar with the term so I said it
means bravery or to be brave. I showed them the picture of Harriet Tubman that
is in their social studies book.
I
began to read the small paragraph provided in the workbook. I paused when I
came across the word slavery and
asked if they remember what that term meant. They were able to tell me since I
taught it to them in my previous lesson of Abraham Lincoln. I continued to read
until the end, which ended with the word courage.
I asked them if they have ever done something courageous. I provided them with
an example of me being courageous. I told them that I took courage and stood in
front of my entire high school to sing. I had them turn to their partners once
more to share their stories. Then I had them share out their own stories about
being courageous, which was my closure due to the fact that I ran out of time.
Photo credit to Wikimedia Commons.
On
Friday (January 30, 2015), I gathered the students at the carpet with their
social studies book and pencils. I wrote two vocabulary terms on the easel
board and a question from the workbook. The reason I’m writing the terms on the
board is so my ELLs are able to see the word. The two vocabulary terms were history and fact. I told them the purpose of today’s lesson was to understand
what history is and what it tells about people and events. I introduced the
lesson by defining history. The two
pages I had them turn to in the workbook contained various pictures, which includes
Abraham Lincoln, George Washington, Dr. Martin Luther King Jr, Harriet Tubman, President
Eisenhower, the Pilgrims, and Marjory Stoneman Douglas. I instructed them to
circle the pictures they are familiar with. Then, I had them pair-and-share
what they circled. I asked for volunteers to share out the people that they circled.
I had them follow along with their fingers as I read both paragraphs in the
workbook. I asked once again what history meant and several raised their hands.
I picked one boy and he defined the word, then I asked him how he knew. He was
able to tell me that he got the definition from the first paragraph. I took
that opportunity to tell them that he used text evidence to tell me what
history meant. The last thing I did was tell them about what the term facts meant.
Then I read them the question I wrote on the easel board, “Circle the one that
is a fact. A. You are in first grade or B. All grades are in the same
classroom.” One volunteer came up to circle a. I asked why she circled A and to
define fact. She was able to define the term and say that A was indeed a fact
because it was true.
Standards:
SS.1.A.2.4: Identify
people from the past who have shown character ideals and principles.
SS.1.A.2.1: Understand
history tells the story of people and events of other times and places.
