Title of Unit: Americas Past Title of Lesson: Jamestown and Plymouth Submitted By: Sandra Carrillo-Pinedo & Rachel L.

A. Summary of the Lesson Plan: This social studies lesson is designed for 2nd grade students to learn about the first Americans to live in our community. This lesson uses the 2nd grade Houghton Mifflin Social Studies textbook Neighborhoods. (Pg.228-233) B. Target Population: Grade Level: 2nd grade Skill Level: students at all learning levels Grouping: whole group reading & discussions, independent for activity and assessment C. Materials: Vocabulary & Study Guide (Unit Resources pg. 69) -24 copies Reading skill (Unit Resources pg. 68) -24 copies Reteach Mini Lesson TE 233 2nd grade Houghton Mifflin Social Studies textbook Neighborhoods Paper and pencils D. Objectives: o NV State Social Studies Standards o H2.2.1 Identify ways in which people cooperate to achieve a common goal.

Student-Friendly Standards H2.2.1 I can show ways of people working together to achieve a goal

E. Procedure: 1. Refer to notes on TE 228- Get Set to Read. Explain the Study Guide that students will complete as we read. Call students attention to the pictures on pg. 229-233 Indentify & discuss groups of people who have traveled for a better life Introduce vocabulary (colony, settlement, colonist, Pilgrim) 2. As a class, read pg. 228-233, stopping to ask questions as indicated in the margins of the TE 3. Students should take notes and record information on their study guide while reading. Students can continue working on the Study Guide after we are finish reading. 4. Ask questions listed in the margins of the TE as an ongoing check for students understanding (TE 229) What did explorers hope to find in North America? (TE 229) Why did European kings and queens send people to settle in North America?
EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

Nevada State College

Title of Unit: Americas Past Title of Lesson: Jamestown and Plymouth Submitted By: Sandra Carrillo-Pinedo & Rachel L.

(TE 229) Name one country that started colonies in North America? (After reading pg. 231) TE 230- Who were the first colonists in Jamestown? (TE 230) What did the colonist in Jamestown build? (lets look on pg. 230 for assistance) TE (230) What were some natural resources the colonists used? (TE 231)What did the colonists at Jamestown eat? (TE 231)For what were the Pamunkey willing to swap corn? (TE 231) What work did the men, women, and children do? (TE 232) How did the Wampanoag help the Pilgrims? 5. Complete Reading Skill (Unit Resources p. 68) 6. CLOSURE: The two statements in the Review and Assess section of TE 233 F. Assessment: What will you use to measure student understanding? Write a description of a way that American Indians helped colonists from England. Students will answer this in a blank sheet of paper, and I will collect it at the end of the lesson. Explain how you will know students understand the concepts from the lesson. Students will Identify ways in which people cooperate to achieve a common goal. Writing about a way American Indians helped the colonist from England will let me know if students understand that people work together to achieve a goal. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? The easiest part for me to teach will be the study Guide, as we have worked with it on the prior lessons. Students should be familiar with it already. 2. Which part will be most challenging for you to teach? The most challenging part to teach will be connecting the students to the children in the textbook, which use to work for survival along with their parents. Children are not familiar with working yet, their only focus is school. 3. How will you follow up or extend this lesson? As an extension to the lesson, I would use Extend Lesson 3 (pg. 234-235) The Mayflower Crossing. 4. What will you do for students who dont grasp the concepts?

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 2

Title of Unit: Americas Past Title of Lesson: Jamestown and Plymouth Submitted By: Sandra Carrillo-Pinedo & Rachel L.

For students that do not grasp the concept I would use the Reteach Mini Lesson described on the bottom of TE 233. I would work with these students in a small group, looking at pictures that can give us clues. 5. Which part of the lesson, if any, do you think might need to change? I like how this lesson is planned out, I would probably just add having more books or magazines for students to see more pictures of the clothes, cooper, mirrors and so on. 6. When you were writing this lesson plan, what was the most difficult part? The most difficult part was deciding on the assessment, as I had two in mind. But, I feel that the more writing and critical thinking an assignment has the easier it is to identify what students have learned, or what they are having a hard time comprehending.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 3

Title of Unit: Americas Past Title of Lesson: Jamestown and Plymouth Submitted By: Sandra Carrillo-Pinedo & Rachel L.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 4