Schools: Then and now

1. Schools: Then and now 2nd grade Social Studies Hollie Holtebeck EDUC 650

2. Goals and Objectives Students will experience the life of students that lived in early Appleton in the 1850s. Students will explore the daily life of students long ago, while meeting the Common Core standards in the areas of Reading, Writing, Speaking/Listening and Language.

3. Wisconsin Teacher Standards • Teachers know the subjects that they are teaching. • Teachers know how children grow. • Teachers understand that children learn differently. • Teachers know how to teach. • Teachers know how to manage a classroom. • Teachers communicate well. • Teachers are able to plan different kinds of lessons. • Teachers know how to test for student progress. • Teachers are able to evaluate themselves.

4. Language Arts Strands • Reading-reading informational text • Writing-writing journal entries based on their participation in time sensitive activities • Speaking/Listening-engaging in collaborative conversations with peers • Language-using words and phrases to talk about texts

5. Common Core Connections • ReadingRI 2.10 (read and understand informational texts), RL 2.7 (use information gained from illustrations and words to demonstrate understanding) RI 2.4 (determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area) RI 2.5 (know and use various text features to locate key facts or information in a text) • WritingW2.3 (write narratives in which they recount a well-elaborated event) W2.5 (writing focused on a topic) W2.8 (recall information from experiences to answer a question) • LanguageSL 2.1(participate in collaborative conversations about grade 2 topics and texts with peers in small groups) L2.2 (demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing) • Foundational SkillsRF 2.4 (read with sufficient accuracy and fluency to support comprehension)

6. Day OneSupplies needed: • Pictures of new vocabulary words to be introduced in this unit • Vocabulary words written on index cards to match the pictures • Multiple copies of the book My Community Long Ago by Bobbie Kalman • Student journals

7. Day OneLesson Plan • As an introductory lesson to the unit, students gather in groups of 4. Give each group a set of pictures/vocabulary words. Students work together to decide which word matches each picture. Discuss. • In the same groups, students read the text together and talk about what life was like long ago. • Introduce the student journal. Students should write at least 2 sentences and draw a picture about something they learned today.

8. Day TwoSupplies needed: • Multiple copies of the book School: Then and Now by Robin Nelson • Costumes for all students • Student journals

9. Day TwoLesson Plans • Students begin in groups of 4. As a group, read Schools: Then and Now. As a group, students will create a Venn diagram on how schools long ago are different/similar to schools now. • As a whole group, discuss attire that both students and teachers wore back then. I will wear my costume. • Allow students to dress up in costume. • Students complete a journal, from the perspective as a student from long ago, talking about how they felt in the costumes.

10. Day ThreeSupplies needed: • Discipline props: dunce cap and stool, signs on necklaces, unipod • Chore supplies • Student journals

11. Day Three Lesson Plan • Explain to students that we will be discussing, and acting out, some discipline measures used in one-room schoolhouses. Show tools and explain. • Discuss chores that students participated in long ago and how it was important for each child to contribute to the upkeep of the schoolhouse and the day’s activities. • Students complete a journal entry, from the perspective of a student long ago, about how they felt being disciplined and/or a chore they had to do that day.

12. Day FourSupplies needed: • Ingredients and supplies to make corn bread • Samplings of other traditional pioneer foods: corn pudding, venison stew, etc. • Student journals

13. Day FourLesson Plan • Students will be in groups of 4. Together, we will read and follow the steps of the recipe for cornbread. While it is baking, we will talk about other foods enjoyed during this time period. • Students will sample the cornbread as well as venison stew and corn pudding. • Students will complete a journal entry, from the perspective of a pioneer child, focusing on the foods they tried and why they did or did not like them.

14. Day FiveSupplies needed: • Quill pens • Wood-nib pens • Paper (preferably homemade or yellowed)

15. Day FiveLesson Plan • Introduce students to the writing supplies of long ago. Talk about/show the quill pen as well as the wood-nib pen. Also talk about the paper used, and how rare it was to HAVE paper. • Allow students to use the quill pens and wood nib pens to practice writing. • Students will complete a journal entry, from the perspective of a pioneer child, focusing on the writing tools they use in school. Entry can be done using the quill pens as well.

16. Day SixSupplies needed: • Spelling bee words (primary list and intermediate list) • Student journals

17. Day SixLesson Plan • Discuss the significance of spelling bees in one-room schoolhouses. • Divide the class into two lines. Decide, with a flip of a coin, which team will go first. The first student on one team is given a word and if spelled correctly, that team gets a point and the student moves to the end of the line. If the student is incorrect, the first person on the other team gets to try the word. If they miss also, the word is not used again. The team that scores the most points wins. • Students complete a journal entry, from the perspective of a pioneer child, reflecting on the spelling bee.

18. Day SevenSupplies needed: • Slates • Chalk • Erasers • Abacus • Student journals

19. Day SevenLesson Plan • Discuss what math lessons were like in one-room schoolhouses. • Conduct an oral math lesson: give math problems for them to complete on their slates, give blab lessons where the students answer the problem aloud, and give problems to solve using the abacus. • Students complete a journal entry, from the perspective of a pioneer child, discussing the math lesson that day.

20. Day EightSupplies needed: • Jump ropes • Stilts • Tug of war • Supplies for hop-scotch • Supplies for charades • Marbles • Thimble • Button

21. Day EightLesson Plan • Discuss recess at a one-room schoolhouse. Give examples of some of the games that pioneer children played. • Introduce the 4 indoor games to the children. Put a group at each game and allow them time to play and then rotate so they can play all 4. • Introduce the 4 outdoor games to the children. Put a group at each game and allow them time to play and then rotate so they can play all 4. • Students will complete a journal entry, from the perspective of a pioneer child, focusing on recess games.