Hook Lesson: First Attempt

Wow... am I feeling overwhelmed. I didn't realize that this Hook lesson would make me feel so overwhelmed.  I guess I am beginning to realize how much I still need to do!  ACK!  I like this Hook Lesson because it is just an exploration using a primary document.  The students are just looking at an agenda from President Truman and drawing their own conclusions.  From that, and their prior knowledge we are creating a KWL chart that will be revisited throughout the whole entire unit.  Through the subsequent lessons (hopefully) many of their questions will be answered.  However, I know there is still a lot of work to be done on this lesson -- I didn't include any differentiation in this first draft, and need to work on the rubric.  Unfortunately, it won't happen tonight (sorry!, but I am teaching this Friday and Monday in the classroom -- want to do some prep work for that...).

Please let me know your honest feedback -- including if I need to start over.   Could we set up a Skype meeting for next Monday?  I am beginning to have some questions and would love to know to chat for a bit.  Thanks Dr. Duncan!

Now, without further ado... My Hook Lesson: First Attempt.

Title: A Day in the Life of the President

Time: 1 Lesson, 60 minutes

Grade Level: 5^th Grade

Subject: Social Studies

NCSCOS Connection:

Goal 2: The learner will analyze political and social institutions in North America and examine how these institutions respond to human needs, structure society, and influence behavior.

Objective 2.01: Analyze major documents that formed the foundations of the American idea of constitutional government.

Objective 2.02: Describe the similarities and differences among the local, state, and national levels of government in the United States and explain their legislative, executive, and judicial functions.

Objective 2.03: Recognize how the United States government has changed over time.

Common Core Standards Connection:

5.C&G.1 Understand the development, structure and function of government in the United States.   

5.C&G.1.2 Summarize the organizational structures and powers of the United States government (legislative, judicial and executive branches of government).

5.C&G.1.3 Analyze historical documents that shaped the foundation of the United States government.

5.C&G.2 Analyze life in a democratic republic through rights and responsibilities of citizens. 

5.C&G.2.1 Understand the values and principles of a democratic republic.

5.C&G.2.2 Analyze the rights and responsibilities of United States citizens in relation to the concept of “common good” according to the United States Constitution (Bill of Rights).

5.C&G.2.4 Explain why civic participation is important in the United States.

Intended Outcomes

At the end of the lesson, students will be able to:

·          

Materials

·         SmartBoard

·         KWL Chart

·         Truman agenda page

Procedures:

I. Focus and Review (Establish prior knowledge): 10-15 min

·         Teacher and students work to create a KWL chart on the Presidency.

o   Begin by writing the word President on the board

o   Ask: “what do you know about the President?”

§  Ask: “What words come to mind when you think about the President?”

§  Ask: “Do other countries have Presidents?”

o   Ask: “What do you want to know about the President?”

§  Ask: “What do you wonder about?”

·         Teacher will explain that throughout this unit the students will be embarking on a journey where they learn all about the role of the President.  They will discuss if the country needs a president, what the president does, and even learn what the day of the president looks like.

II. Statement (Inform student of objectives): 1-2 min

“Today, my friends, we will discuss a going to look at President Truman’s agenda page from June 29, 1950.  This agenda page includes all of his meetings from that day.  From your exploration and discussion, we will begin to explore what the president is responsible for day-to-day.”

III. Teacher Input (present tasks, information, and guidance) 3-5 min

·         Pull up primary document from National American History Museum: http://americanhistory.si.edu/presidency/5a2c.html

·         Hand out to each student the Truman Agenda Worksheet (see Appendix A)

·         “All of you hold in your hands a primary source.  As we know from previous Social Studies classes, primary sources are original materials that help us understand history.  This primary source can also help us discover what the president does each day.

You now have a copy of President Truman’s agenda from June 29, 1950.  I want you to read over the agenda and discuss with your tables what you think President Truman did that day.  I will give you about 10 to 15 minutes to discuss with your group and then we will come back to discuss.  If you get stuck and can’t decide what he did, I will be around to help.  As well, look up words you don’t know in our dictionaries, and use your social studies book as reference.”

·         Ask: “Does anyone have any questions about what you are supposed to be doing?”

IV. Guided Practice (Elicit performance, provide assessment and feedback): 25-30 min.

·         Students are working at their tables to discuss President Truman’s Agenda.

·         Teacher is walking around to see how discussion is going.  Potential Questions to ask:

o   You look stumped.  Look at the titles of each of his visitors.  What do you think they were in charge of?  Why would they need to see President Truman?

o   A couple of times it says “off the record.”  What do you think that means?  Why would someone still note that there was a visit?

o   How many hours did he work? How many hours are we in school?  How many hours do your parents work?  How do these numbers compare?

o   Are there any breaks?  Any wholes?  How do you think the President filled his time?

·         Bring the class back together for a group discussion on their discoveries.

o   My friends, I heard so many great ideas as I was walking around.  We are now going to share our ideas together.  As you share your groups conclusions, remember to tell us WHY you think this is true.  I’m not so concerned about your being right or wrong today.  I want to hear what ideas you came up with.  Who wants to go first?

§  Ask: Who wants to share one of their conclusions?

§  Ask: How did your group arrive at that conclusion?

§  Ask: Does everyone agree?  Does anyone disagree?

o   As the students share ideas, write them up on the smartboard.  Save the document for future use and reference in coming lessons.

V. Closure (Plan for maintenance): 5-10 min

·         Great thinking today!  You all did a great job exploring President Truman’s agenda… who knew we could gather so much information from one sheet of someone’s planner.  I wonder what our planners would say about us?

·         Tomorrow we will continue our study of the President.  To help us on our journey, I am going to read a little bit out of the book The Presidency by Christine Taylor-Butler.  (Read chapter 2: What does the President do?).

VI. Independent Practice – Seatwork and Homework (Retention and transfer)

For this initial hook lesson, I would not have any independent practice.  As we move further into the unit they may have homework or days they may do independent work.  However, on this initial exploration day there is no independent work.

Assessment:

I would use the observational checklist (Appendix B) to informally assess students on the intended outcomes. 

Differentiation:

1.       Extension

2.       Additional Scaffolding

3.       English Language Learners

Resources:

http://americanhistory.si.edu/presidency/home.html

Appendix A: Truman Worksheet

NOTE: to be transcribed later (couldn’t copy and paste, and too tired to do it tonight)

Appendix B: Observational Checklist

NOTE: Will develop this weekend.