UAS Common Core Aligned Lesson Plan Template
Name:Becky Bowser / Lesson Duration: 25 Minutes / Theme/Topic:White House
Grade Level:2nd / Date:April 23, 2014 / Subject/Content Integration:SS
Single Day or Multi-day Lesson-Single / Cooperating Teacher(s): Mrs. Fulk / School: Town and Country
  1. Common Core Learning Standard(s) Addressed:
/ Strand 3: Civics and government
Concept 1: Foundations of Government
PO 1: Describe the history and meaning of national symbols, documents, songs, and monuments that represent American democracy and values:
a. American Flag
b. Pledge of Allegiance
c. National Anthem
d. American the Beautiful
e. The U.S. Capitol
f. Liberty Bell
  1. Content and Language Objectives (Reading, Writing, Speaking, Listening)
  • Blooms Taxonomy (Check those that apply)
/ Students will be able to explain (DOK level one) about the history of the White House using a PPT. Students will discuss (DOK level three) what their favorite room is and will generate a bar graph with the data of the students’ favorite room. They will design (DOK level four) their own White House using a format and will write three facts about the White House on the back.
Student Friendly Objective: You will be able to explain the history of the White House and choose your favorite room. Then, you will help to create a bar graph listing all of the students’ favorite rooms. You will design your own White House using a format and write three facts it on the back of the paper.
  1. Anticipatory Set:
  • Motivation or Hook
  • Check for Prior Knowledge
/
  • “Students, it is time to learn a new song. Let’s all stand up and sing “My Country ‘Tis of Thee.” I will give students a few second to stand up. I will play the song a couple of times through and then sing with the students. It is important that I explain what this song means and ask the students if they know what it is about.
  • Then, I will say, “Students, who lives in the White House? I will wait for answers. “That is right, the President of the United States, Barack Obama lives in the White House. We will be studying about the White House today. I saw the White House when I was a senior and I will never forget how beautiful and big it is.
  • First, we will talk about the history of the White House and then I will show you the different rooms. At the end, you will have the chance to choose your favorite room. Are you ready to learn about the White House?

  1. Assessment:
  2. Formal and Informal
/ Informal: Students will be asked questions during my presentation to see if they have been listening and understand. I will ask different students questions to see how well they are comprehending the information. Students will also be assessed on their project and participation of the bar graph.
Formal: Students will be given a test about the information learned about the White House.
  1. Materials:
  • Technology
  • Resources
/
  • Power point
  • Markers
  • Pencils
  • White House test
  • White board
  • White House printouts of Art activity
  • Questions to ask students
  • Elmo to show students how to make the project
  • Computer and projector
  • Keyboard and music to “My Country ‘Tis of Thee.”

  1. Body of the Lesson:
  • Intentional Instruction (What are you going to teach and how?)
  • Vocabulary/Academic Language
  • Learning Activities
  • Demonstration/Modeling/Example
  • Check for Critical Thinking
  • Guided Practice
  • Independent Practice
/ Intentional Instruction
  • I will show students the first slide of the White House and let them ask any questions.
  • For ethical reasons, I will say that this power point was created by Don Fisher and me. I will tell them that I added the slides about the rooms and interesting information.
  • Second slide: students will learn where the White House is located. We will repeat this several times. Then, I will ask different students what the address is. I will say, “Students, what is the address of the White House?”
  • Third slide: I will explain who the architect was and will explain that the architect is someone who designed the White House. Every building has to have someone design it. Before Town and Country was built, someone had to draw what the building would look like. That is what an architect is. James Hoban designed the White House. Who designed the White House? What is the White House’s Address? Who was the first president to live in the White House?
  • Fourth slide: then, something bad happened. The British came to America because they did not want anyone to have freedom. They wanted everyone to come back to England and be under the king. So, The British (people from England) burned down the White House while President Madison was there. He had to leave. He lost everything that he owned. Who burned down the White House and when?
  • Fifth slide: Then, something amazing happened. The White House was rebuilt!! It took two years to rebuild the White House from 1815 to 1817. This picture shows what the White House looked like in 1846.
  • Sixth slide: do you like having electricity in your house? All you have to do is turn on the light, and you have light. There was a time in the White House when they only could use candles to see. But, in 1891, they finally got electric lights. So, for over one hundred years, they had to use candles to see. Have you ever seen a wood stove before? They finally got a wood stove in 1850, so before that they had to cook right over the fireplace. The wood stove is very hot and the cook has to put a lot of wood inside of the stove to start a fire. You have to keep the wood burning to cook the food. The cook would put his/her pots and pans on top of the stove. It was really hot because the whole stove was made out of metal and metal gets really hot! Have you ever went down a metal slide during the summer time? Metal gets really hot, doesn’t it? Then, they also got their own telephone in 1877. They did not have cell phones like we do, so when they got their first telephone, I am sure they were pretty excited to call someone! Do you have any questions? What would you like to add?/
  • Seventh slide: I will explain that a president can serve two terms which is eight years. When President Roosevelt was president, he built onto the White House and made it large!
  • Eight slide: I will show the students the picture of the oval office during President Taft’s term. I will ask them what is the oval office. I will explain that the oval office has no corners. I will say that this room has corners because it is a rectangle, but the oval office does not have any. Then, I will show them how it looks like today and see if they can spot any differences from the old picture of the Oval Office.
  • Ninth Slide: What happens when something is really old? It falls apart. The White House is very old and so it needed to be fixed up to look good. It took five years to remodel the White House.
  • Rooms: I will explain that I will make a bar graph on the board showing the different rooms of the White House. I want the students to look at the different rooms and then choose their favorite room. At the end, we will build a bar graph to see how what the students’ favorite room is. The room I will discuss are: blue room, red, room, China room, library, Vermeil Room, east room, green room, dining room, and oval office.
  • BAR GRAPH: at the end of the rooms’ presentation, I will go over to the White board and take a vote. How many students liked the Blue room? Please raise your hand. I will explain that the students can only vote one time. So, at the end, we should have only 23 votes. Then, I will color the rectangle for how many studentslikedthe blue room. I will continue to do all of them. I will have the students tell me what is the least favorite room and what is the most favorite room.
  • Fun facts: I will finish the presentation by discussing some fun facts about the WhiteHouse using the power point.
  • Art Activity—this may be for the next day depending on time. Each student will be given a copy of the White House and will construct it, then they will write three facts on the back side.
Guided Practice: Trouble Areas:
I will use the Elmo and show the students how to make the White House project. WE will cut out the pieces together and they will glue the pieces to make a house. Students will cut out the flag and base blocks. The base blocks are the pillars of the house. They will glue the pillars onto the house and then count them. They will write what their house is worth on the flag.
Independent Practice:
Responding
Students will write their facts that they learned about the White House on the back. They will be able to count the base blocks and write the number on the flag.
  1. Closure:
/ I will ask students to read what they wrote about the White House. I will ask the students where the white house is located (address), who designed it, and how did it burn. I will review with the students what their favorite room was.
  1. Modifications/Accommodations & ELP Standards:
/ Elp Standards: Standard 1: The students will express his or her thinking and ideas in a variety of writing genres. Pe-4: creating expository text through drawing and/or pictures based on research, observation, and/or experience with instructional support. Students who may have a hard time comprehending the material will be given an outline of the power point so they can follow along. I will watch this student closely and talk slow, so he/she can follow along. I will direct this student to take notes on the side of the power point and give him/her extra time to do that. The student may want to draw a picture in the notes section to help him/her understand the text. During the project, the student will want to draw pictures on the back instead of writing the text.
Modifications: I have one student who cannot write txt at all. She has trouble with fluency and reading comprehension. I will continually stand by her and have her follow along using the power point outline notes. I will have her draw pictures to help her understand order. Before she takes the test, I will review the notes with her and test her understanding.