5. Instructional Design Lesson Plans (LO. 3.1, 3.4, & 2.

2) (APS 2, 5 & 6)
TWS Standard
The teacher designs instruction for specific lesson objectives, student characteristics and
needs, and learning contexts.

Lesson 1- Science: Rocks, Minerals, and Soil

Lesson 2- Math: Fractions
Lesson 3- Writing/EEDA: Being Wendy
Lesson 4- Reading/SSCA: The Recess Queen
Lesson 5- Social Studies: The Cotton Gin
 College of Education
Lesson Plan 1 - 5E Design

Teacher Candidate: Lindsey Holland Date and Time of Lesson: 2/4/16 Time TBA

School: Mathews Elementary Grade Level/Subject: Third Grade Science

Description of Lesson: Students will read a letter from a friend to get them interested in the
lesson. Students will briefly write their own definitions. They will then observe the Earth
materials and fill in a worksheet about them. We will then go through the PowerPoint that
explains the definitions and properties.

Lesson Title: Exploring Earth Materials

Essential Question that guides the lesson: How can I classify Earth materials based on their
physical properties?

Curriculum Standards Addressed:

SC Curriculum Standard(s):
Standard 3.E.4: The student will demonstrate an understanding of the
composition of Earth and the processes that shape features of Earths surface.
SC Academic Indicator(s):
Indicator 3.E.4A.1: Analyze and interpret data from observations and
measurements to describe and compare different Earth materials (including
rocks, minerals, and soil) and classify each type of material based on its distinct
physical properties.

Cross Curricular Connections:

SCCCR.MCC.2.1.C: Write informative/explanatory texts that: include illustrations
to aid comprehension.

Lesson Objective: Assessment(s) of the Objectives:

When given various Earth materials,
students will classify them according to
their physical properties.
Pre: Oral given questions will indicate the Earth
materials that students are familiar with - accuracy
During: Worksheet will explain what students have
learned throughout the Earth material observation -
accuracy
Post: Quiz will demonstrate the gained knowledge
about the Earth materials accuracy
Prerequisites (Prior Knowledge):
Social: Students will need to be able to work well within a group and be able to share
the limited materials.
Cognitive: Students will need to be able to build upon their learning of rocks from
previous years and add minerals and soil.
Physical: Students will need to be able to hold a pencil correctly so that they can draw
the distinct physical features of their materials.
Emotional: Students will need to keep a positive attitude to keep the lesson running
smoothly.

Materials/Resources:
Pencils
Paper
Rocks
Minerals
Sand
Soil samples (dirt and clay)
Water
Napkins
Bowls
Magnify glasses
Droppers
Worksheets (23)
Quizzes (23)
Smart Board and projector

Science Concepts/Big Ideas: Earth is made of materials (including rocks, minerals, soil, and
water) that have distinct properties. These materials provide resources for human activities.

Safety: Students should keep all materials on the desks at all times.

Procedures:

Grouping: Whole class and small group

Engagement:
1. The students will read a letter together. The letter will be from a friend telling
about her summer vacation with her aunt, a geologist. The friend explains what a
geologist is and the work they do.
2. Students will then write their own definition of: rocks, minerals, sand, and soil.
Exploration:
 1. Students will be told that they are going to be geologists for the day.
2. They will be told safety precautions and instructions.
3. I will give students the definitions of: hardness, luster, color, design, texture, and
permeable. These definitions will be left on the board during the entire
exploration.
4. The students will be grouped by index cards, three or four students to a group.
The students will group themselves using the words and pictures on the index
cards.
5. Students will be told to go to specific station. At the stations the students will
have an assortment of rocks, minerals, sand, and soil samples. They will also be
given each a worksheet.
6. I will go over the instructions of the worksheet and explain the safety
precautions again.
7. Students will explore the Earth materials and fill in the worksheet.
Explanation:
1. I will ask the students to come to the carpet to talk about their exploration of
Earth materials.
2. We will talk about the different materials they explored and what their names
are.
3. I will go over the worksheet.
Elaboration:
1. We will go through the PowerPoint and talk about the different properties of
each Earth material.
2. Students will be given an opportunity to ask any last minute questions.
Evaluation (Assessment):
1. Students will be given a short quiz. The quiz will ask about the four Earth
materials we covered.

Differentiation/Accommodations/Modifications/Increases in Rigor
Instruction will be changed according to student needs
Definitions will be left on the board.
ESOL students will be grouped with students that can help them understand the
material.
Create worksheets with parts already filled in to help students understand what is
expected.
Help with editing as the students write.
References:

Bacon, M., Wall, J., Guetling, T., Gardner, D., Nichols, S., Piotrowski, B., Prescott, J., Monson, C.,
Hoy, J. (2000). Earth materials. Nashua, NH: Delta Education.

Activity Analysis:
1. Earth Material Exploration:
Students will be given an opportunity to explore and describe Earth materials
based on their own understanding. This gives them a chance to look at the
properties of each material without being told what they are.
The students enjoy learning with hands on activities. This activity gives them a
chance to see and feel the materials instead of just talking about them.
At this moment the students will not use technology. This part of the lesson is so
that the students touch and feel the materials themselves.
2. The Earth Material PowerPoint:
Students will see the four Earth materials that they explored. They will see that
the four had distinct physical properties that set them apart from the others.
Some of the students learn by doing, others learn from seeing and hearing. The
PowerPoint gives students the opportunity to learn in a lecture type setting.
I will be using the Smart Board along with a PowerPoint. I will be using this to
hold a whole class discussion on the topic.
Dear Derrek,
Ive been staying at my Aunt Jackies house this summer, and youd never guess
what all weve been doing! My Aunt Jackie is a geologist. A geologist is a scientist
that studies the matter that makes up the
Earth. This means she looks at rocks,
minerals, sand, and soil!

Part of Aunt Jackies job reminds me of a

scavenger hunt! She doesnt look for things
on a list though. Aunt Jackie goes out into
the country and makes a list of everything
she sees. She collects facts for the U.S. Geological Survey. They publish maps and
information that tell people where rocks, minerals, and resources are found.

Last week we hunted for rock formations. Aunt Jackie has

a field notebook to record how long, wide, and high each
rock is. She looks to see whether its angled or level. Then
she plots its position on a map. I helped her describe the
different rocks by looking at their colors, textures, and
shapes! I even have a small hand lens to use when Im
here! That way, I can look at the rocks more closely.

Aunt Jackie studies to rocks to learn about their histories.

When she picks up a rocks, she tries to figure out what its made or and how old it
is. Some of these rocks are thousands of years old! Ive been having so much fun
with Aunt Jackie, and Im learning so much too! Ill be sad for this trip to be over,
but I cant wait to share all Ive learned with you!

Sincerely,
Katie
 Name:_________________

Earth Material Property Draw

Hardness:
Luster:
Color:
Rocks
Design:
Texture:
Permeable:
Hardness:
Luster:
Color:
Minerals
Design:
Texture:
Permeable:
Earth Material Property Draw
Hardness:
Luster:
Sand Color:
Texture:
Permeable:
Hardness:
Luster:
Soil 1 Color:
Texture:
Permeable:
Hardness:
Luster:
Soil 2 Color:
Texture:
Permeable:
 Name:____________

True or False?
1. All rocks are made of minerals.
2. Some rocks are made of only one mineral.
3. Minerals are made of one substance.
4. Soil is made up of sand and decomposing plants and
animals.
5. When rocks break down into smaller pieces, they turn
into soil.
6. Sand and rocks are made of the same minerals.
7. Clay is a type of soil that does not hold shape.

8. Name and describe two Earth Materials.

1.

2.
 Teacher Education Lesson Plan 2
Teacher Candidate Lindsey Holland Date and Time of Lesson February 9, 2016

School Mathews Elementary Subject/Grade Level Mathematics/Third Grade

Description of Lesson: Students will be assessed on their prior knowledge of

fractions. The material will be taught by using the online book slideshow and students
will fill in the appropriate pages. While students work independently, I will work with
small groups.

Lesson Title: Parts of a Whole

Essential Questions: How can fractions be used to represent numbers and their
parts?

Curriculum Standards Addressed:

SC Curriculum Standard(s):
3.NSF.1: Develop an understanding of fractions (i.e., denominators 2, 3, 4, 6,
8, 10) as numbers.

SC Academic Indicator(s):
3.NSF.1a: A fraction 1/b (called a unit fraction) is the quantity formed by one
part when a whole is partitioned into b equal parts.
3.NSF.1b: A fraction a/b is the quantity formed by a parts of size 1/b.

Cross Curricular Connections:

VA3-1: The student will demonstrate competence in the use of ideas,
materials, techniques, and processes in the creation of works of visual art.
o VA3-1.3: Use and combine a variety of materials, techniques, and
processes to create works of visual art.

Instructional Objective Assessment(s) of the Objective:

Criteria:
When given examples and
manipulatives, students will
demonstrate understanding
of how fractions can be used
to represent numbers and
their parts.
Before: Pizza worksheet will be graded by
accuracy and participation.
During: Fraction booklet to assist
worksheet. Both will be graded according
to accuracy.
End: Textbook questions graded by
accuracy.

Prerequisites (Prior Knowledge):

 Social: Students will need to know how to work as a whole group and
individually with no problems. They should know not to call out during whole
group instruction and to listen when the speaker is talking. Although they are
working individually, students will share materials. It is expected that the
students know how to share materials within a group.
Cognitive: In second grade, students partitioned squares, rectangles, and
circles, into two or four equal parts and described the parts. They learn the words
halves, fourths, a half of, and a fourth of. They understand that the parts become
smaller as the number of parts increases (2.G.3).
Physical: Students will need to have the fine motor skills to write the numbers
on their papers and to cut the fraction booklet.
Emotional: Students will need to keep a positive attitude to keep the lesson
running smoothly.

Materials/Resources:
23 copies of McGraw-Hill My Math Volume 2 pgs. 579-580
23 pre-assessment worksheets
23 during-assessment worksheets
Computer, Smart Board, and projector
Cardstock
Scissors
Markers
Pencils

Procedures:

Motivation: Today I need some help with fractions. I have five friends coming to
my house to eat. I made a pizza and cut it into six equal pieces, a piece for all my
friends and myself. My friends Rebecca and John only like cheese pizza, so I left
the pepperonis off their pieces. What fraction of the pizza will have pepperonis?

Grouping: Whole group instruction and individual work

Instructional Strategies:
1. Students will listen to my pizza problem as it is introduced to them.
2. I will give them a worksheet with a circle and a place for a fraction.
They will complete this worksheet before I teach the initial lesson on
fractions.
3. Students will be asked to come to the carpet. Today we are going to be
focusing on fractions that will answer questions like my pizza problem.
Fractions are helpful to learn about parts of a whole.
4. A whole is how many parts you have in all. The whole in my pizza
problem would be the pizza. The pizza is divided into six equal parts, or
sixths.
5. Students will use the Pizza Fractions! Worksheet to draw what they
 think my pizza would look like and what fraction it would represent.
6. The pizza will be drawn on the board for all the students to see.
Students will talk me through making the pizza, making the cheese
parts yellow and the pepperoni pieces yellow with red dots. Questions
will be asked such as: How many pieces of pizza do I need? How many
friends only like cheese pizza?
7. Now we will put the numbers in a fraction to help me know how many
slices to make cheese.
8. Write 2/6 on the board. Explain that the 6 represents how many slices
of pizza there is in all. This is called the denominator. It tells the
number of equal parts. Explain that the 2 represents how many pieces
of pizza that are cheese. This is the numerator. It tells the number of
equal parts being counted.
9. Ask students to raise their hand if we had the same answer for the pizza
problem.
10. Students will go back to their seats and the booklet material will be
handed out. Students will receive six pieces of cardstock, scissors, and
markers.
11. Students will listen to instructions of how to make the booklets and
begin creating their own. When students are done, staple the booklets
together.
12. Students will be shown how to use their booklets to help them with
fraction problems.
13. Students will use their fraction booklets to answer questions on the
during-assessment worksheet.
Lesson Closure:
1. Students will come to the carpet to discuss how fractions can be used in
other real life events such as: splitting a candy bar, how many girls are
in the class in the whole class, or how many people are wearing red out
of the whole class.
2. Students will be assigned to do pages 579-580 in their textbooks for
homework. They are free to take their fraction booklets home if they
would like to use it.

Accommodations:
Early finishers will take out a sheet of paper and draw a fraction example of their
choice.
Slow paced learners will have extra time at the end of the day to finish their work.
Instructions will be given several times.
One-on-one help will be provided for students who need extra help.

References:
Lemons, A. Step into second grade. Retrieved from
http://www.stepinto2ndgrade.com/2012/02/fractions.html?m=1
Activity Analysis:

1. Students Create a Pizza

Students create a visual of the pizza I described and the fraction it
represents.
Several of the students said that pizza was their favorite food when they
filled out the interest form in the beginning of the year. When their
interests are involved, they are more likely to be motivated to do the work.
This is an activity for students to think critically about a problem and
create a visual. Many of the students learn by doing. Some students would
learn best by creating the pizza, rather than working with numbers. I will
use the Smartboard to draw my version of the pizza for them to check their
answers.
2. Fraction Booklet and Problems
Students create a booklet that shows a visual representation of how
fractions work. They will use this booklet to answer questions in their text.
Many of the students learn best by manipulating objects during math.
Students will create a manipulative and learn how to use it for future
fraction use.
Technology will not be used during this portion of the lesson. Students will
be using cardstock, scissors, and markers to create a booklet they can use
on their own.
 Teacher Education Lesson Plan 3
Teacher Candidate Lindsey Holland Date and Time of Lesson 2/16/2016

School Mathews Elementary Subject/Grade Level Writing/third grade

Description of Lesson: Students will listen to a read aloud, research jobs that work
with animals, and complete a writing of what that job title.

Lesson Title: Being a

Essential Questions: If I want to work with a specific animal, what kind of job should
I have?

Curriculum Standards Addressed:

SC Curriculum Standard(s):
Standard 2: Write information/explanatory texts to examine and convey
complex ideas and information clearly and accurately through the effective
selection, organization, and analysis of content.

SC Academic Indicator(s):
2.1 Write informative/explanatory texts that:
a. introduce a topic and group related information together;
1. develop the topic with facts, definitions, and details

Cross Curricular Connections:

VA3-1: The student will demonstrate competence in the use of ideas,
materials, techniques, and processes in the creation of works of visual art.
o VA3-1.3: Use and combine a variety of materials, techniques, and
processes to create works of visual art.
EEDA Standard 1-1 Identify different types of work.

Instructional Objective
Assessment(s) of the Objectives:
Criteria:

When given IPads, students will Pre: List jobs- graded on scale of 0-3
research job titles to write about
different types of work related to During: Animal job research on IPads.
animals. Notes graded by rubric

Post: Box character with paragraph. On

scale of 0-3
Prerequisites (Prior Knowledge):
Social: Students will need to be able to be respectful of others work and
opinions.
Cognitive: Students will need to be able to understand comprehend the read
aloud and apply it to their job title work.
Physical: Students will need to be able to write, color, cut, and paste.
Emotional: Students will need to be prepared for others to be opinionated.
They will need to be able to work with no confrontations.

Materials/Resources:
Being Wendy book
IPads
Paper
Pencils
Markers
Scissors
Bottles of glue
23 brown lunch bags
23 lined pieces of paper
23 body worksheets

Procedures:

Motivation: Today we are going to be talking about careers. We have been

researching animals for weeks now. I wonder if we can research some careers
that involve our animals.

Grouping: Individual work with whole group instructions

Instructional Strategies:

1. Students will go to their seats. One student will pass out notebook paper.
2. On the front of the page, students are to list all jobs that they think involve
animals.
3. Observe what the students are writing and speak to each student
individually about their choices.
4. After a few minutes, talk about a few of the job titles you seen. Explain how
the people save animals, take care of animals, or feed animals.
5. Students will be called to get an IPad and asked to research job titles that
relate to their research animal (i.e. if a student is studying horses, they
may find: jockey, horse trainer, or barn manager).
 6. After ten minutes of research, students will be asked to choose one of the
job titles they found. Using the chosen job title, students will write down
facts and responsibilities of that person.
7. After fifteen minutes of researching their chosen job title, students will be
asked to join me on the rug.
8. Once every child has joined you, begin to read the book Being Wendy.
9. At the end of the story tell students that they are going to create their own
box, but instead of writing who they want to be, they are going to write
about their chosen job title.
10. Students will be asked to go back to their desks. Pass out the lined half
sheet. Tell students that they are to write their career on the top line. On
the remaining lines, they are to write sentences about the career.
11. Walk around observing the students and their work. Remind students to
write neat.
12. As you notice students finishing, read their sentences. If the sentences are
well written and thought out, give them the body parts worksheets to start
coloring.
13. As the students finish coloring, they can be given scissors to cut the pieces
out.
14. Once all pieces are cut out, show each child how to place each body part on
the lunch bag. Remind them that they head goes on the flap part and the
arms and legs go on the back of the bag. Tell students to use only a drop of
glue for each piece.
15. When students are finished, ask them to write their names on the back and
place their work on the counter to dry.

Lesson Closure:

1. The next day, have students share their animal related career with the
class. Talk about each of the jobs and how they help or use animals.
2. Talk to students about how these are some job titles that no one thinks
about.
Accommodations:
Early finishers will continue to research their animals.
Slow paced learners will be given time the next morning to finish their work.
Instructions will be repeated
One-on-one help will be provided for those who need it.
Words that are not grade appropriate will be explained as they research
Students that needs help cutting or gluing will be assisted.

References:
Gruener, B. (2016). The corner on character: connecting to make a world of difference.
Retrieved from http://corneroncharacter.blogspot.com/p/copyright-info.html

Activity Analysis:

Activity one: Jobs Related to Animals

Students list job titles that they already know that are related to animals. This
gives students a moment to think about careers that they normally would not
think about. This activity shows if students understand what a career is and
their prior knowledge on the subject.
Students are able to think of any job title they can think of that relates to
animals. They can choose to list jobs that involve animals they are interested
in. This activity also gives students the opportunity to write down their
thoughts for me to read instead of a few sharing to the class. Many of the
students want to be heard and if only a few were allowed to share, then they
may become upset.
Students will not use technology to research or look up jobs during this
activity because it is used to identify prior knowledge. Students will use this
time to practice writing lists.

Activity two: Research and Notes

Students will use this time to research their chosen animal related career.
Students are actively engaged in learning and wanted to know more about
their career. Students learn careers that they previously would have never
heard of.
Students chose their specific animal based on their interest. They chose which
career they wanted to research. Since students had a choice of what they
wanted to do, they were more engaged in the research.
Students will be using IPads to research their animal related careers. They can
look at websites, videos, pictures, or EPIC Books.
 Teacher Education Lesson Plan 4
Teacher Candidate Lindsey Holland Date and Time of Lesson 3/15/16; TBA

School Mathews Elementary Subject/Grade Level Reading/Third grade

Description of Lesson: Students will identify what a bully is and what character
traits they may have. Students will also discuss how to be a friend to a bully.

Lesson Title: How to be a Recess Friend

Essential Questions: How can you be a friend to a bully?

Curriculum Standards Addressed:

SC Curriculum Standard(s):
SCCCR.MC.3.8: Analyze characters, settings, events, and ideas as they
develop and interact within a particular context

SC Academic Indicator(s):
SCCCR.3.8.1A: Use text evidence to: A) describe characters traits,
motivations, and feelings, and explain how their actions contribute to the
development of the plot.

Cross Curricular Connections:

SSCA.1.A.2: Harassment, intimidation, and bullying, like other disruptive or
violent behaviors, are conducts that disrupt both a students ability to learn and a
schools ability to educate its students in a safe environment.

Instructional Objective Assessment(s) of the Objectives:

Criteria:
After listening to The Recess
Queen and discussing the
characters, students will be able to
identify character traits of a bully.
Pre: Character trait of a bully- scaled 0-3
according to effort.
During: Story worksheet- graded for
accuracy.
Post: Bully description and how they could
be a friend to her- graded according to
accuracy

Prerequisites (Prior Knowledge):

Social: Students will need to be aware of when they are allowed to talk and when
they should be listening.
Cognitive: Students will need to know the character traits that have already
been discussed in a prior lesson.
Physical: Students will need to be able to sit on the carpet and at their desks
properly. Students will also need to be able to write correctly.
 Emotional: Students will need to be respectful of others and their thoughts. No
one should be tattling or calling each other bullies during the lesson.

Materials/Resources:
The book The Recess Queen
23 pieces of paper
23 worksheets
Pencils
Chart paper
Markers

Procedures:

Motivation: For a few minutes I want you to close your eyes and think about
character traits, or describing words, for a bully. Think about their emotions, their
attitude, and their speech. I do not want names or stories that you may have. I just
want you describe what a bully is.

Grouping: Whole group and turn and talk partners during instruction time,
individual work

Instructional Strategies:
1. During morning work students will take a couple of minutes with their eyes
closed to think. After sufficient time, students will write what they think
describes a bully.
2. Papers will be taken up and read through.
3. For the reading lesson, call the students to the carpet.
4. Today we are going to read The Recess Queen. Has anyone ever read this?
5. The author is Alexis ONeill. The illustrator is Laura Huliska-Beith.
6. Can anyone tell me what they think the story will be about by just looking at
the cover?
Make sure you pick a student who did not raise their hand saying they
read the book.
7. Before you start reading, tell the students you are going to go on a picture
walk. Go through the entire book and look at the pictures and talk about
them.
8. Begin to read the story and stop at the page that introduces Katie Sue. Ask
students to describe Mean Jean using a character trait.
9. Stop on the next page and ask students to describe Katie Sue using a character
trait.
10. At the end of the story ask students to identify the character traits of both
Mean Jean and Katie Sue. Use the chart paper to create two different webs to
organize their traits.
11. Have students go back to their desks and fill in a worksheet about the story.
12. Once the worksheets are completed, ask the students to come back to the
carpet.
13. Have students turn and talk to the person beside them about how they could
 be a friend to a bully.
14. After enough time has been given, ask the students to come back together and
discuss how they all can be a friend to a bully. Discuss how Katie Sues
character traits show that she is a friend and that everyone should show these
character traits.
15. Have students go back to their seats. Pass out the papers from the morning
work. Ask students to flip the paper over and write a new description of a
bully, and how they could be a friend to that bully.

Accommodations:
Early finishers will list character traits that they would want someone to use to
describe them.
Slow paced learners will be assisted one-on-one with individual work.
Hard of hearing or vision impaired students will be asked to sit at the front of the
carpet.
Misbehaving students will be asked to sit at their desks

References: All ideas created.

Activity Analysis:

Activity 1: Identify what a bully is.

Students will define the word bully to prepare their minds for the story. They
are also thinking about character traits that can be used to describe a bully.
The student can be aggressive at times. This lesson can give them the
opportunity to look at how they describe a bully and if it describes them as
well. The students enjoy the opportunity to turn and talk to their neighbor.
During this activity students will be describing what a bully is. They will be
using this time to write out their ideas. There will be no technology used.

Activity 2: The Recess Queen worksheet

Students will use the story they heard to answer questions on the sheet. This
worksheet will include questions about the characters traits, who the bully
was, and how the bully became a friend.
Students will use what they learned and add their own input to their work.
Many of the students are aggressive at times. This worksheet will give them
the opportunity to look at the characters traits and use them to look at their
own character traits.
Technology will not be used during this activity, because they will be involved
in a worksheet that asks them to write, circle, and draw.
 Name: ___________________

Who was the bully?

_________________________________________________

What character traits did she have?

_________________________________________________

Who was the friend?

________________________________________________

What character traits did she have?

________________________________________________

How did the friend stop the bullying?

_________________________________________________

_________________________________________________
 Teacher Education Lesson Plan 5
Teacher Candidate Lindsey Holland Date and Time of Lesson TBA

School Mathews Elementary Subject/Grade Level Social Studies/Third Grade

Description of Lesson: Students will read a text and explore raw cotton to gain
understanding about the cotton gin.

Lesson Title: The Cotton Gin

Essential Questions: What is the cotton gin and how did it affect the Civil War?

Curriculum Standards Addressed:

SC Curriculum Standard:
Standard 3-4: the student will demonstrate an understanding of life in the
antebellum period, the causes and effects of the Civil War, and the impact
of Reconstruction in South Carolina.

SC Academic Indicator:
Summarize the development of slavery in the antebellum South Carolina,
including the invention of the cotton gin and the subsequent expansion of
and economic dependence on slavery.

Cross Curricular Standards:

SCCCR.MC.3.6-1: Summarize multi-paragraph texts using key details to
support the central idea.

Instructional Objective Assessment(s) of the

Criteria:
When given a text, students
will summarize the
development of the cotton
gin.
Objectives:
Pre: A scale of 0-3 will be used
to grade open-ended questions
about prior knowledge of
cotton.
During: Worksheet graded
according to accuracy
Post: Summary of the cotton
gin and its effects- graded on a
scale of 0-3.
Prerequisites (Prior Knowledge):

Social: Students will need to show that they are capable of listening and
following directions. Students will need to work productively while working
alone.
Cognitive: Students will need to know what a slave is and how they were used in
the south.
Physical: Students will need to be able to sit at their desk and hold a pencil
correctly.
Emotional: Students will need to be able to work diligently with no
interruptions or outbursts.

Materials/Resources:
23 pre-assessment worksheets
Notebook paper
23 The Cotton Gin packets
Pencils
Raw cotton
Chart paper
Markers

Procedures:

Motivation:
1. I am going to pass around some raw cotton. Did you know that cotton
used to be the Souths biggest crop? I wonder why As the cotton is being
passes around make observations out loud for the students to hear such as,
I wonder what cotton could be used for. Or I wonder if they use the
white part or the seeds?
2. Once every child has had a chance to observe the cotton for their self, take
the cotton back up.
3. Can we name some things that cotton is used for? (Include clothes,
coffee filters, book binding, archival paper, crushed the seeds to make oil
or margarine, and other parts are used as feed to cattle).

Grouping: Whole group discussion and reading, individual work.

Instructional Strategies:
1. Have students sit at the carpet to discuss cotton and its uses.
2. Ask students to go to their seats to answer the pre-assessment worksheet.
3. Hand out The Cotton Gin packet.
4. Ask students if they had ever heard of the cotton gin. Ask them to make a
prediction of what they may think it is.
5. Read aloud The Cotton Gin passage and then encourage students to
 complete the questions that follow.
6. Ask students to flip their packets over and come to the carpet to discuss
the questions.
7. Once all the packet questions have been discussed, allow students to ask
questions if they have them.
8. Have students go back to their desk and use a sheet of notebook paper to
create a summary of The Cotton Gin.

Lesson closure:
1. Have students volunteer to share their summary with the class.
2. Explain to the class that they have learned so much about cotton and its
history. Encourage students to go home and see what they have that is
made of cotton.

Accommodations:
Slow paced learners will be asked to finish the packet during writing time.
Fast paced learners will be asked to come up with three questions that they may
have concerning cotton or the cotton gin.
ESOL students may need to have the passage read individually to them or help
understanding the meaning of certain words.
Sight impaired students will be asked to wear their glasses and given a reading
card to help them stay focused on the word that they are reading.

References:
Daily Warm-up: The Cotton Gin. (n.d.). Retrieved fr
https://www.teachervision.com/tv/printables/TCR/TCR_DWReading_GR6_48
_key.pdf

Activity Analysis:

Activity 1: The Cotton Gin packet

Students read a text about the cotton gin and how it affected the south. They will
answer questions to show comprehension of the information.
The passage will be read aloud to assist comprehension of the information since
the words may be difficult for some of the students.
Technology will not be used at this point because this activity is used to help
students be able to pull important information from a text.
Activity 2: The summary of The Cotton Gin
The objective is for students to be able to summarize what the cotton gin was
and how it affected the South. Students will use their passage to create a
summary.
The students need to have appropriate opportunities to learn about pulling
important information from a text. The previous activity was used to prepare
them to create a summary.
Technology is not used so that students can practice their print writing.
 Name: ______________

The Cotton Gin

Since the 1700s, Southern plantation owners have been

growing cotton. This cotton was used to make cloth, and later
turned into clothing. As a result of the Industrial Revolution, the
demand for cotton grew. Removing all the sticky seeds in the
cotton was hard and took a long time. The plantations needed
so many workers, they began using slaves. Sometimes it took
the slaves a whole day to clean one pound of cotton. This made
cotton VERY expensive.
In 1793, Eli Whitney visited a plantation in Georgia. He was
known for tinkering with machines and solving problems.
Plantation owners asked Eli Whitney to create a machine to
help remove the sticky seeds from the cotton.
He did just that! He created a machine called the cotton
gin in just 10 days! The cotton gin was able to clean 50 pounds
of cotton in one day. As a result of the new invention, cotton
could be sold at a cheaper price. Soon cotton became the
Souths biggest crop. This would cause a huge fight about
owning slaves. The fight eventually fueled the Civil War.
1. What is the main topic of the passage?
A. Eli Whitney visiting a plantation in Georgia
B. The Industrial Revolution
C. The cotton gin
D. The civil war

2. The purpose of the cotton gin was to

A. Turn cloth into clothing
B. Give slaves a job
C. Make cotton more expensive
D. Remove the sticky seeds from the cotton

3. As a result of the Industrial Revolution, the demand for ______

grew.
A. Sticky seeds
B. Cotton
C. Slaves
D. Plantations

4. You could describe cotton as

A. The Souths biggest crop
B. A plant that is hard to grow
C. A plant that has sticky seeds
D. Answers A and B
E. Answers A and C
5. How long did it take Eli Whitney to construct the cotton gin?
A. Ten days
B. Ten years
C. Fifty days
D. Fifty years

6. What made cotton expensive?

A. It was hard to pick out the sticky seeds
B. The demand was high
C. The Industrial Revolution
D. All of the above

7. The civil war was fueled by

A. The amount of cotton they could produce in a day
B. Eli Whitney creating the cotton gin
C. The big fight about owning slaves
D. The fight about how to remove the sticky seeds

8. In paragraph 2, it says:
He was known for tinkering with machines and solving
problems.

What does the word tinkering mean?

A. To work
B. To break
C. To solve
D. To clean