A Family Interview:

Miss Haley Fleischner

Lesson Title: A Family Grade: 1st grade Date: TBD

Interview-Passports

Subject Area: Social Time Duration:

Studies & ELA
1 in-class lesson

1 to 2 hour commitment at
home.

The Content:

1. CA Content Standard(s):

Writing standard 1.2: Write informative/explanatory texts in which they name a

topic, supply some facts about the topic, and provide some sense of closure.

Speaking and Listening Standards 1.1: Participate in collaborative conversation with

diverse partners about grade 1 topics and texts with peers and adults in small and
larger groups and add drawings or other visual displays to descriptions when
appropriate to clarify ideas, thoughts, and feelings.

ELD Standard(s):

Part 1: Interacting in Meaningful Ways

A. Collaborative

1. Exchanging information and ideas with others through oral

collaborative discussion on a range of social and academic topics.
 2. Interacting with others in written English in various
communicative forms (print, communicative technology, and
multimedia).

B. Interpretive

1. Reading closely literary and informational texts and viewing

multimedia to determine how meaning is conveyed explicitly and
implicitly through language.

Part 2: Learning About How English Works

A. Structuring Cohesive Texts

1. Understanding text structure

C. Connecting and Condensing Ideas

6. Connecting ideas

Social Studies Standard(s):

1.5: Students describe the human characteristics of familiar places and the varied
backgrounds of American citizens and residents in those places; 1. Recognize the
ways in which they are all part of the same community, sharing principles, goals, and
traditions despite their varied ancestry; the forms of diversity in their school and
community; and the benefits and challenges of a diverse population.

2. Objective(s):

● After engaging in whole group, small group instruction, and individual

inquiry, students will be able to identify, write, and present about the life of a
family member relating to how life has changed over time with 85% accuracy.

3. Materials

● “Houghton Mifflin History Social Science: School And Family”.

○ Unit 4: Everything Changes
● Teacher Generated Passport ReportPrint-out
○ Created via Canva
 ● Pictures and names of social studies key vocabulary students may write
about.
○ Displayed via classroom smartboard.

Teaching the Content:

4. Anticipatory Set/Motivation

Students will have a small introduction to how life has changed by reading “This is
How We Do It” to identify the ways other children’s lives look different than ours.
This will be done with an anchor chart that helps to organize the differences
between continents.

5. Instruction & Checking for Understanding

Instruction/Guided Practice:

● Students will be guided in reading and analyzing Unit 4; Lesson 3: Family Life,
Past and Present.

Checking for Understanding/ Using the Content:

● Students will be asked questions during the close reading activity, focusing
on main ideas, illustrations, characters, and key vocabulary that prompts
them to engage and support their higher-order thinking about how life has
changed over time, especially with their families.
● Students will display their understanding of the content (apply) completing
the passport project that will be sent home.Students will be asked to identify,
ask questions, draw, and write about a family member who is older than them.
Additionally, students will have another opportunity to individually showcase
their understanding of the content through their oral presentation on their
family member with the written passport.
 ● Teacher will review student work done on the passport report and oral
presentation .

Summing Up the Learning:

8. Closure:
● At the end of the unit, students will present their passports to one another
using the document camera and talking about who they had interviewed.
Students will use the questions provided to guide what they speak about..
○ Teacher will share responses that clearly demonstrate understanding
of life has changed over the years and how our own families may look
different than others in order to promote acceptance, clarify
misconceptions, and check for understanding amongst students.

Measuring Learning:

9. Assessment:
1. Student’s understanding of the text and ‘Cause and Effect’ will be determined
through oral and written responses to questions recorded during the small
group and written task activity (to be reviewed by teacher later).

Summary:
In this lesson, students will be asked to interview a family member outside of
their direct sibling should they have one. This could be parents, grandparents, aunts,
uncles, or cousins. Students will be provided with a list of 5 questions about what
they can ask. They are to ask these 5 questions and write about what their family
member said on a provided worksheet. Students will then create a written passport
report reflecting this person’s life and journey. Students will then present these to
the class by using the document camera to display their work and use their oral
presentation skills to share what they discovered. Students will be assessed through
the use of a rubric highlighting on each component; writing, presentation, and
thoughtfulness of responses.
 This lesson will help to develop the overall oral presentation and project skills
of a learner in addition to creating a classroom culture where others are accepted
and listened to in a respectful manner. Additionally, it will help them to foster their
own global citizenship skills by learning that we all have different cultures,
traditions, and families that contribute to the USA.
In regard to standards, Social Studies is linked through standard “1.5
Students describe the human characteristics of familiar places and the varied
backgrounds of American citizens and residents in those places; 1. Recognize the
ways in which they are all part of the same community, sharing principles, goals, and
traditions despite their varied ancestry; the forms of diversity in their school and
community; and the benefits and challenges of a diverse population.” For ELA,
writing standard 1.2 “Write informative/explanatory texts in which they name a
topic, supply some facts about the topic, and provide some sense of closure”, for
Speaking and Listening Standards 1.1 “Participate in collaborative conversation with
diverse partners about grade 1 topics and texts with peers and adults in small and
larger groups and 1. Add drawings or other visual displays to descriptions when
appropriate to clarify ideas, thoughts, and feelings.”