Grade Level: 4th-5th

Objective: Students will be able to define and use the tier 2 words “preserve,” “significant,” “community,” “historical,” “important,” and “past” in the context of learning about preserving and learning about the past.

Materials: - Whiteboard and markers - Chart paper and markers - Copies of a historical document or artifact (e.g. a letter from a historical figure, a photograph of a significant event, etc.) - Graphic organizer for vocabulary (can be created by the teacher or found online)

Introduction (10 minutes): 1. Begin by asking students if they have ever heard the phrase “preserve the past.” Ask them what they think it means. 2. Write the word “preserve” on the whiteboard and ask students to define it. Write their definitions on the board. 3. Explain that today, we will be learning about preserving and learning about the past, and we will be learning some new words that will help us understand this topic better.

Direct Instruction (20 minutes): 1. Write the words “significant,” “community,” “historical,” “important,” and “past” on the whiteboard. 2. Define each word and provide examples of how they relate to preserving and learning about the past. For example: - Significant: Something that is important or meaningful. A significant event in history might be the signing of the Declaration of Independence. - Community: A group of people who live in the same area or share a common interest. A community might work together to preserve a historical building. - Historical: Relating to the past. A historical document might be a letter written by a famous person. - Important: Something that is valuable or necessary. Preserving historical artifacts is important so that we can learn from the past. - Past: The time before the present. Learning about the past helps us understand how things have changed over time.

Guided Practice (15 minutes): 1. Pass out copies of a historical document or artifact to each student. 2. Have students work in pairs to read the document and identify any tier 2 words they see. They should write the word, the definition, and a sentence using the word correctly on their graphic organizer. 3. After a few minutes, bring the class back together and have each pair share one word they found and their sentence using the word.

Independent Practice (15 minutes): 1. Pass out a blank graphic organizer to each student. 2. Have students choose one of the tier 2 words and write a paragraph about how it relates to preserving and learning about the past. They should use the word correctly in their paragraph. 3. After a few minutes, have students share their paragraphs with a partner.

Closure (5 minutes): 1. Review the tier 2 words and their definitions with the class. 2. Ask students to share one thing they learned about preserving and learning about the past today. 3. Collect the graphic organizers for assessment purposes.

Assessment: The graphic organizers completed during guided and independent practice can be used to assess students’ understanding and use of the tier 2 words. Additionally, the teacher can observe students during the lesson to ensure they are using the words correctly in their discussions and written work.