Language Level:

Intermediate Low
Content Area:
Social Science
Unit Theme and
Question

Grade:
4th grade

Lesson Plan 4
Date:
Day in
rd
3 term
Unit:
7-8

Minutes:
90

How did people live in prehistory time?

Daily Topic

A day in the life of a child in Paleolithic, Neolithic or Metal Ages.

STANDARDS
What are the
communicative and
cultural objectives
for the lesson?

LESSON OBJECTIVES
Communicatio
Which modes of
Students can:
n and Cultures
communication
Write about how life was in prehistoric
will be
times.
addressed?
Exchange information and provide / receive
feedback.
Interpersonal
X Interpretive
X Presentational
Connections
Relate prehistory with agriculture, food, social grouping and
lifestyles.
Comparisons
Language: similarities between Spanish and English (Paleolithic,
Neolithic, metal age)
Culture: Value the discoveries and inventions in a particular
period of prehistory and the advances along the history.
Communities

If applicable,
indicate how
Connections/
Comparisons/
Communities will
be a part of your
lesson.
What are the
content area
standards and
objectives for the
lesson?
Lesson Sequence

Gain Attention/
Activate Prior
Knowledge

[Standard 1]
[Standard 2]

Describe the main characteristics of life in a period of prehistory

in a written text.
Compare life in prehistory and current times.

[Standard 3]

Provide feedback about classmates work.

Activity/Activities
What will learners do? What does the
teacher do?

-Teacher presents a video about

prehistory.
-Learners deduce the period of
prehistory the video is about.
-Teacher invites students to revise the
vocabulary they have learned so far
and writes the key words on the board.
(brainstorming)
-Learners write the words they have
learned in previous lessons in a
common papers that goes around the
classroom.

Time
How
many
minutes
will this
segmen
t take?
5

Materials Resources
Technology
Be specific. What materials will
you develop? What materials will
you bring from other sources?
-Video: A day in the stonage of a
ten year old.
-Interactive digital whiteboard.

10

Adapted from: Clementi, D., & Terrill, L. (2013). Keys to Planning for Learning. Alexandria, VA: ACTFL.

Provide Input

Lesson Plan 4
-Teacher gives the students markers of
three different colors and invite them
to circle the words on the board
depending on the period of history
they are related to (e.g. green for
Paleolithic, red for Neolithic and blue
for Metal Ages)
-Learners circle the words on the paper
and on the board.

10

-Color markers /color chalks.

-Teacher gives students a template of a

concept map and explains the students
that they have to choose one period in
prehistory and complete the concept
map including information about food,
dressing, activities, housing and
grouping.
-Learners choose one period and start
completing the concept map.

15

-Concept map template.

-Interactive digital whiteboard.

Elicit
Performance/
Provide
Feedback

-Teacher explains a guessing game:

guess which period I lived in.
-Learners think and say a sentence
about one of the items in their
template. The rest of the class have to
guess which period of prehistory is
about.

Provide Input

-Teacher explains the students that

now they have to write a composition
about a day in the period they have
chosen. Teacher shows a template
about how the composition should be
presented according to the information
included in their concept maps. If
necessary the video will be shown
again.
-Learners organize their writing in a
draft according to their concept maps.

10

-Learners write their compositions

following the instructions given.
-Teacher supervises the students
performances and provides help.
-Learners illustrate their compositions
with a drawing.

20

-Template of composition.
-Video: A day in the stonage of a
ten year old.
-Interactive digital whiteboard.

-Paper sheets, pencils and

crayons.
-Interactive digital board for
showing the template for visual
support.

Elicit
-Teacher gathers the childrens
1o
-Post- it.
Performance/
attention to introduce the final activity
-Continuous paper to cover the
Provide
as class group.
classroom wall.
Feedback
-Teacher invites students to display
Adapted from: Clementi, D., & Terrill, L. (2013). Keys to Planning for Learning. Alexandria, VA: ACTFL.

Closure

Enhance
Retention &
Transfer
Reflection
Notes to Self

Lesson Plan 4
their compositions on the wall and
gives them some post-it so they can
write comments on their mates works.
-Learners display their compositions
and walk around the classroom to read
the other compositions and write their
comments. They should write a
comment on at least 3 compositions.
-Teacher reads some of the comments
5
-Post- it.
written in the post-its and asks
-Continuous paper to cover the
learners to give feedback.
classroom wall.
-Learners give feedback and express
Childrens compositions.
their opinions about the comments
(agree/disagree)
-Extend your composition including
-Childrens compositions.
more details.
-Improve your drawing to illustrate
your composition.
What worked well? Why?
What didnt work? Why?
What changes would you make if you taught this lesson again?
What changes would you make to your next lesson in this unit?

Adapted from: Clementi, D., & Terrill, L. (2013). Keys to Planning for Learning. Alexandria, VA: ACTFL.