Professional Documents
Culture Documents
Mi Social Studies
Mi Social Studies
Mi Social Studies
Outcome Statement: By the end of the lesson, students will be able to use primary and secondary sources to
construct a historical narrative with 75% accuracy, describe the relationship between events in Michigans past
(Erie Canal, more people came, statehood) without error, and create a letter by taking the role of a settler and
writing about their trip to their family back home with 75% accuracy.
DAY 2
I will begin the lesson by reading two different types of text (primary and secondary). I will ask students what
was similar and what was different about each type. I will introduce the two types of text as primary and
secondary sources. As a class, we will come up with examples of each type of text and write them on chart
paper.
Steps in the lesson (20/25 Min.)
DAY 1
1. I will introduce the section and explain to students that they will be echo reading pages 152-160 with a
partner. While echo reading, students will complete the Settlers, On The Way outline (which will be
placed on the front table). I will display the worksheet on the document camera and ask students if they
are any questions.
2. Students will read pages 152-160 and complete the outline.
DAY 2
1. I will explain that students will be creating a letter writing from the perspective of a settler. I will
display the settlers scenario on the document camera and students will create a letter to their family
back home. Students need to include information from the scenario. I will ask students if they have
any questions and answer those. I will give students fifteen minutes to complete the reading before
reminding them to start their letter.
2. Students will write their letters. When students complete their letter, they will take time to revise it.
When they are complete, they may begin working on the section questions.
DAY 1
With a few minutes left, I will gather the class back together and ask students to read off their answers on their
outline to review the information.
DAY 2
I will ask students to share their letters with a partner and then turn them into the In-Box.
Differentiation
I will differentiate by process. I will make sure that each type of learning profile: auditory, visual and
kinesthetic will have a chance to gain the information using their strength.
How will I differentiate? For readiness By interest Learning profiles Ability level Affect
I will differentiate by learning profiles. Auditory learners will benefit from echo reading the text with a partner.
Visual learners will benefit from reading the text and writing a letter from the perspective of a settler.
Kinesthetic learners will enjoy writing a letter from the perspective of a settler.
Auditory Learners: Students will be echo reading the text with partner which allows them to hear the
information.
Visual Learners: Students will read and writing a letter which allows them to visually receive the information
twice.
Kinesthetic Learners: Students will write a letter from the perspective of a settler. Writing allows these
students to comprehend the material better.
Accommodation/Modification
Attention Deficit Hyperactivity Disorder: This student will sit close to the teacher and has his back to the
window. This lesson incorporates writing which is a kinesthetic and visual activity and will support this
student. I will check in with this student constantly to make sure that he is completing each activity and has a
positive mood and provide support when the student becomes discouraged.
Auditory Impairment: During this lesson, the classroom door will be shut to prevent auditory distractions.
Students will be echo reading which allows students to hear the information louder. I will allow this student
and their partner to work in the hall if need be. This student will sit closest to me in order to hear the directions
clearly.