Student Teachers Name: Gretchen Morris-Archinal Date: October 21, 201

Grade !e"el: 1 To#ic$%nit: &ouses No' and Then School: (atton )lementar* District:
+ose"ille
,ontent
Students will equate life today with life in the past using their homes as a point of comparison
and contrast.
-enchmar.s
Social Studies
1 H2.0.5 Use historical records and artifacts e.g.! photos! diaries! oral histories! and "ideos#
to draw possi$le conclusions a$out family or school life in the past.
1 H2.0.% &ompare life today with life in the past using the criteria of family! school! 'o$s! or
communication.
)n/lish
&&SS.()*+),-(.*&/..).1.1
*s0 and answer questions a$out 0ey details in a te1t.
&&SS.()*+),-(.*&/..).1.2
Use illustrations and details in a story to descri$e its characters! setting! or e"ents.
&&SS.()*+),-(.*&/..).1.3
&ompare and contrast the ad"entures and e1periences of characters in stories.
Math 0 i1 e2tension material is utili3ed
&&SS.4*-H.&56-(6-.1.47.&.8 5rgani9e! represent! and interpret data with up to three
categories: as0 and answer questions a$out the total num$er of data points! how many in each
category! and how many more or less are in one category than in another.
!earnin/ +esources and Materials
;ro'ector
i;ad<&omputer
(lmo
=enn diagram hand out for each student
)incoln )ogs
)egos
;encils
&opy of )ittle ;rairie House may $e pdf>d and shown from i;ad
;7? of )aura ,ngalls @ilder info
De"elo#ment o1 !esson
4ntroduction
+ @ith children at their des0s! ta0e an informal poll of what 0ind of houses they li"e in $y show
of hands and record information on the $oard
*partment
House
Hotel
+ -oday we>re going to learn a$out a girl named )aura! a$out your age! who mo"es with her
parents to a new place. @hile ,>m reading , want you to thin0 a$out the ways that )aura>s
house and your house are the same or different.
Methods$(rocedures
+ .ead )ittle ;rairie House
;age 1 + 7efine prairie
;age 2 *s0 , wonder where the house isA
;age 3 ;oint out that cree0 is a "oca$ word and as0 where did ;a goA
;age 11 + 7efine prairie chic0en
;age 18 BuildC ;a>s going to $uild the house. 7o you 0now anyone who has $uilt a
houseA
;age 1% -hose logs must ha"e $een really hea"y
;age 21 Ha"e you e"er seen an a1e li0e thatA
;age 25 ,>"e ne"er heard of stewed 'ac0 ra$$it $efore! ha"e youA 7efine fiddle
+*t the end 7id you 0now that )aura and her family were realA -hey were.
)aura wrote the stories a$out her family when she was a$out %0 years old.
Here are some pictures of them. +show pdf of the )aura ,ngalls @ilder scrap$oo0.
.ead front page and as0 questions listed
&an you imagine what her world was li0eA
@ould you want to $e a pioneerA
@hat do we use now page this can $e a $asis as well for the =enn diagram
Ha"e students suggest what we use now instead.
+6ow we>re going to see how )aura and you are the same and different. @e>re going to use a
special form called a =enn 7iagram.
;ass out papers
;ut your name on it
See how it has two circlesA 5ne circle is to put information a$out for us and one is for
information a$out )aura and her family.
See where they intersectA -hat>s where information that is true for all of us goes.
,f we put something on one side we ha"e to put the opposite on the other side.
Here>s an e1ample
;ut your finger on the 1
,>ll write down D$ric0sE on my side and DlogsE on )aura>s side
See the * in the middle put down 0itchen $ecause our houses and )aura>s house had
a 0itchen.
@hat are some other things we can put on our =enn diagramA
.ecord student suggestions
,f no suggestions! reread the story for ideas.
@hen there are at least 2 similarities and<or differences wrap up the lesson
)2tension acti"ities 0 to be used i1 time
+ 7i"ide class into two groups. 5ne group will $uild houses with )egos while the other group
uses )incoln )ogs to $uild e1plicit directions a$out 'ust $uilding houses and no other things.
Students will $uild for 10 minutes and then shift.
+ Students will pic0 a line drawing of which type of house they li"e in. -hey will color it in and
add it to the class graph $ulletin $oard.
Accommodations$Ada#tations
7irections will $e gi"en orally and in writing to accommodate "arying learning styles as well as
pre+reading and reading students. 6on writers could use pictures or draw to show similarities
and differences
Assessment$)"aluation
,nformal assessment will also ta0e place during the reading and at the closing. -he =enn
diagram will act as a summati"e assessment.
,losure
+ *s0 the children if they thin0 it is easy or hard to $uild a houseA @hyA ,s life easier or harder
todayA @hyA Ha"e them clean up any mess and get ready for snac0.
Teacher +e1lection