8th+Grade+Social+Studies+Day+1

[8th Grade] [8th Grade Assignment Sheets] Language Arts] Math] Science] Social Studies] Social Studies Unit Plan] Day [1] 2] 3] 4] 5] 6] 7] 8] 9] 10]

Social Studies Conflicts leading up to the Civil War 8th grade Time Frame: ** Focus attention/motivation: 15 minutes Instructional Input/Modeling: 10 minutes Student Engagement/Practice: 10 minutes Closure: 5 minutes Overall Purpose/Goal: ** The goal of this lesson is for students to become better acquainted with one another and to see what knowledge they already have about the events leading up to the Civil War. State Standards: **
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· **4.B.3a **Deliver planned oral presentations, using language and vocabulary appropriate to the purpose, message and audience; provide details and supporting information that clarify main ideas; and use visual aids and contemporary technology as support. || · Students will decorate a puzzle piece using pictures and words to describe them. · Students will present their decorated puzzle pieces to the class. · Students will identify what they know about the events leading to the Civil War using a KWL worksheet. Materials: ** · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Blank puzzle pieces · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">KWL worksheet · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Textbook Procedures: ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">1.) As students come into class, they will each receive a piece of paper with a blank puzzle piece on it. Students will be instructed to decorate their puzzle pieces using pictures, words, or slogans that describe their personalities and interests. (Focus attention/motivation) 2.) Once they are finished, each student will present their puzzle piece to the class and explain how their piece pertains to them. (Student engagement/practice) 3.) Once each student has presented their puzzle piece, I will explain to them that while each piece is different, when you fit them together they form a complete puzzle. I will tell the students that I will fit all their puzzle pieces together on a bulletin board in the class to remind them that while they are different, they have the ability to come together as a class. (closure) 4.) Next, each student will be given a KWL worksheet. Students will be asked to write down any information they know about the events leading up to the Civil War, along with asking questions about things they would like to know. (Focus attention/motivation) 5.) Once finished, I will ask students to volunteer some of the facts and questions they have written down. Any facts and questions given during this time will be written on the board for everyone to see. (student engagement/practice) 6.) Finally, I will ask students to write on the other side of their KWL sheet 5 things they hope to learn from the class. (closure) Assessment(s): ** · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Students will be informally assessed on their participation during the KWL activity. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Students will be formally assessed on their completion of the KWL worksheet.
 * · **<span style="color: black; font-family: 'Times New Roman','serif';">1.B.3a **<span style="color: black; font-family: 'Times New Roman','serif';">Preview reading materials, make predictions and relate reading to information from other sources.
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· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">ELL students can do the presentation of their puzzle pieces in their native languages and either translate it themselves at the end or have another student translate for them.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Accommodations: **