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LESSON PLAN |
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Date: Nov. 12th, 2002 Title
of the Lesson: Family Trees Curriculum
Area: Social Studies; Visual Arts; Writing Unit
of Study: Family Trees |
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Background
Information: Students have a site recognition of common family
nouns (mother, father, sister, brother, uncle, aunt) Some trouble with the grand-nouns Students have been studying different types of
celebrations |
Groupings: Whole
group instruction Individual
seat work |
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Learning
Expectations: Visual Arts: O1-produce two- and three-dimensional works of
art that communicate ideas for specific purposes and to familiar audiences;
S9-produce two- and three-dimensional works of art that communicate their
feelings on familiar topics Social Studies: O2-describe family history and traditions as
they relate to being Canadian; S2-demonstrate an understanding that
traditions are passed down from parents and grandparents Language: O7- use and spell correctly
the vocabulary appropriate for this grade; S9-correctly spell words
identified by the teacher |
Assessment: Observation Learning Log/Journal Presentation Performance Self-Assessment Anecdotal Notes Peer-assessment Work Samples - X Rubric Interview/Conference Test Checklist |
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Lesson: Review: -set up a family tree
like structure on the board; ask the children family member names, and the spelling for these -take a poll of the number of family members for
each student in the class Purpose: -to teach students the
“grand” pronoun -to have students consider where their names come
from -to introduce the idea of a family tree Body of Lesson: 1-ask who is your
mother’s/father’s mother/father; “do you know what you call these people? How
can you spell this? Point out that you just add the word grand to mother and
father -add these people to the list of family names, and take a poll
of the number of family members for each student in the class; -for fun, add up the totals of all of the family members in
the class 2-ask students where they
got their names; what other traditions and ideas are passed down from
generation to generation? 3-introduce how a family
tree structure shows you the relationships both witin and between a
generation 4-tell students that they
will make their very own family trees today, but ones with more pizzazz: ·
hand out circle sheets for each family member, and have students
write the family nouns on one side, and draw their face on the other ·
hand out soft paper (30 by 45), and instruct students to roll it up,
then tape it closed together ·
about 10cm from one end, cut three strips in the rolled up paper ·
pull the strips down, and then from the center, pull outwards and a
tree-like structure should be formed ·
have students paste the pictures of their family members’ onto the
branches |
Materials/Resources: |
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-30 (30 by 45cm) soft paper
sheets (a few extra for mistakes) -templates of circles
already cut out (about 200) -scissors -clear tape -crayons or markers for coloring |
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Bloom's Taxonomy: Knowledge - X Understanding -X Application - X Analysis Synthesis Evaluation |
Instructional Methods: Cooperative Learning Lecture (Direct) - X Brainstorming Role Playing Guest Speakers Videos/Slides Discussion (Interactive) - X Independent Study Experiential |
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Modifications: Input___
Output___ Alternate Curriculum___ Size___ Difficulty___ Level of Support___ Time___ Participation___ Alternate Expectations___ |
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Personal Notes/Reminders/Homework/Other Considerations: -make sure that the students write all of the family members’ names
first, before going on to drawing their faces -after about 10 minutes on this, have all students stop (regardless of
being finished or not) and as a class, make the family tree together |
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