Lesson Plan Template

Name _Veronica Martinez___ Title:_ Schools Then and Now___

Grade _1_____ Subject Area _Social Studies; ELA__ Length of lesson _45 mins_
1. NEWMEXICOACADEMICCONTENTSTANDARD(S):
NMSocialStudiesStandardsandBenchmarks:
K-4 Benchmark I-ANew Mexico: Describe how contemporary and historical people and
events have influenced New Mexico communities and regions.:
1- 1. Identify common attributes of people living in New Mexico today.
K-4 Benchmark II-C: Be familiar with aspects of human behavior and man-made and
natural environments in order to recognize their impact on the past and present:
1- 2. Describe the human characteristics of places such as housing types and professions.
NM Common Core Standards:
CCSS.ELA-Literacy.W.1.1
Write opinion pieces in which they introduce the topic or name the book they are writing
about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
CCSS.ELA-Literacy.W.1.5
With guidance and support from adults, focus on a topic, respond to questions and
suggestions from peers, and add details to strengthen writing as needed.
CCSS.ELA-Literacy.W.1.8
With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question.
CCSS.ELA-Literacy.SL.1.2
Ask and answer questions about key details in a text read aloud or information presented
orally or through other media.
CCSS.ELA-Literacy.SL.1.4
Describe people, places, things, and events with relevant details, expressing ideas and
feelings clearly.

2. OBJECTIVE(S):
Objective(s)
Students will analyze a
historical photo of a
school in the past.
Students will
compare/contrast school
in the past and today.
Students will write an
opinion piece on
whether they would like
to attend a school in the
past and now.
What Students will learn
Students will learn how
historians use artifacts
to analyze the past.
Students will learn
schools in America
operated differently in
the past vs. today.
Students will learn to
back up their choice in
schools with facts and
reasons.
I Can . . . statement
I can analyze artifacts
like old pictures.
I can find what is the
same and different
about schools in the
past and today.
I can write my opinion
using reasons from the
video and discussion.

3. ESSENTIAL QUESTIONS: What are the differences and similarities between schools in
the past and today?
4. LESSON SUMMARY: Students will analyze a historical photo that has been zoomed-
in/zoomed-out, taking notice of objects, people, and activities that may have been captured
in the photo. Students will watch two videos about the history of schools in America in the
past. Students will compare and contrast schools in the past and today. Teacher will have
students choose whether they would like to attend school in the past or present, and
students will write their responses using reasons and facts from the videos and discussions.

5. RESOURCES:
NCSS Documents Analysis Worksheet
School Then and Now, https://www.youtube.com/watch?v=QL8j8TccjYM video
School: Then and Now Talking With Ruby, https://www.youtube.com/watch?
v=n4lFPv82M_s video
Historical photo of One-room Schoolhouse
Paper
Pencil
Crayons
Computer
Power Point Presentation

6. LESSON COMPONENTS:

a. INTRODUCTION/ READINESS- Teacher will have students sit in their

desk groups. Teacher will turn off the lights and project the first zoomed-in image of
the photo. Teacher will ask students to look at the photo and think to themselves
about what they see, especially objects, people or activities. After a minute or so,
teacher will ask students to turn and talk to their neighbors about what they noticed
in the photo. After another minute teacher will ask whole group about what they
saw or noticed about the photo. Teacher will explain the chart paper created with
the categories: Objects, People, and Activities. Teacher will record observations on
chart paper into categories: Objects, People, and Activities

b. DIRECT INSTRUCTION (I DO)-

After the discussion of the zoomed in/out image. Teacher will explain
how historians use artifacts to understand the past. Teacher will ask
students to define who is a historian and what an artifact is: What do I
mean when I say historian? What or who is a historian? What do they
do? Has anyone ever heard that word before, artifact? What is an
artifact? Who can share what they think an artifact is?
Teacher will show the videos of the interview and facts and about school
in the past. The videos will be in the power point presentation to access.
After the videos, teacher will ask students to recall what they learned
was different in schools in the past. Did school in the past seem easier or
harder? Why? What were some of the things that were different in
 schools in the past? What was the same as today? Teacher will record
student responses on another chart paper labeled: Schools: Then/Now
Teacher will add on more information such as, nooning (lunch hour),
old class rules, academic subjects students learned, and paddling.
Teacher will also display an image of an old set of rules and read a few to
students.
Instruction will be differentiated by:
small group and whole group discussions
Videos
Number of sentences required for writing will range from 1-3

c. GUIDED PRACTICE (WE DO)-

Students will analyze and discuss the photo both in small group and
whole group.
Students will watch the videos presented to them and discuss.
Students will demonstrate their understanding through discussion, and
teacher will monitor understanding with observation, questioning and
guidance.

d. INDEPENDENT PRACTICE (YOU DO)-

Students will write if they would like to attend school in the past or
present, and use examples from the videos and discussions. Students will
draw a picture to accompany their writing.

e. CLOSURE-
Teacher will look over the list of similarities and differences of school
then and now, and refer back to the essential question: What are the
differences and similarities between schools in the past and today?

f. ASSESSMENT-
Students writing will be assessed by a rubric: (See attached)

g. ADAPTATIONS FOR ENGLISH LEARNERS AND STUDENTS WITH

SPECIAL NEEDS
Realia
Photos
Small group discussions

7. REFLECTION: