MODEL LESSON PLAN Name Donna Leary Grade Level Grade Three Early History Unit Topic CA H-SS 3.3 Students draw from historical and community resources to organize the sequence of local historical events and describe CA H-SS Content how each period of settlement left its mark on the land. Standards Trace why their community was established, how individuals and families contributed to its founding and development, and how the & Common Core community has changed over time, drawing on maps, photographs, oral histories, letters, newspapers, and other primary sources. CCSS Reading for Informational Text Key Ideas and Details: 1. Ask and answer questions to demonstrate understanding of a text, Standard referring explicitly to the text as a basis for the answers. CCSS Writing: Text Types and Purposes: 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (Introduction, facts, linking words, conclusion). Relevant pages from Scott Foresman Third Grade textbook Text/Sources Textbook Pgs. Unit Focus How has the area changed over time? Question Unit Teaching has grown from a native American population living off the land and the sea toa large national agricultural center. Thesis What can this photograph tell us about the family in 1874? Lesson Focus Question The Harvey House photograph shows a family gathered in front of their home. They own a two story house and a horse and carriage. The Lesson Teaching thirteen people look dressed up for an important day. The family might have been an important family in early . Thesis 2 forty-five minute class periods Lesson Duration 1874 photograph of the Harvey House, Harvey House photograph with people identified. Primary Source Student Primary Source Investigation Worksheet & Strategy In a structured paragraph, students answer the question What can this photograph tell us about the Harvey Baker Lesson House in 1874? Assessment
MODEL LESSON PLAN Name Grade Level Donna Leary Grade Three Unit Topic Early History CA H-SS Content Standards & Common Core Standard CA H-SS 3.3 Students draw from historical and community resources to organize the sequence of local historical events and describe how each period of settlement left its mark on the land. Trace why their community was established, how individuals and families contributed to its founding and development, and how the community has changed over time, drawing on maps, photographs, oral histories, letters, newspapers, and other primary sources. CCSS Reading for Informational Text Key Ideas and Details: 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the answers. CCSS Writing: Text Types and Purposes: 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (Introduction, facts, linking words, conclusion). Text/Sources Textbook Pgs. Relevant pages from Scott Foresman Third Grade textbook Unit Focus Question How has the area changed over time? Unit Teaching Thesis has grown from a native American population living off the land and the sea toa large national agricultural center. Lesson Focus Question What can this photograph tell us about the family in 1874? Lesson Teaching Thesis The Harvey House photograph shows a family gathered in front of their home. They own a two story house and a horse and carriage. The thirteen people look dressed up for an important day. The family might have been an important family in early . Lesson Duration 2 forty-five minute class periods Primary Source & Strategy 1874 photograph of the Harvey House, Harvey House photograph with people identified. Student Primary Source Investigation Worksheet Lesson Assessment In a structured paragraph, students answer the question What can this photograph tell us about the Harvey Baker House in 1874?