Learning Experience 1

2013-2014 UMU Lesson Plan Template

Name: Maggie Lapp Grade Level: 3rd Grade Subject: Social Studies

Date: 2-10-14 Class Period: 12:35-1:55 p.m. Lesson # & Title: TPA Lesson #1- Making Our Society Better

Big Idea/Lesson Focus: The Common Good Essential Question: How can we make our community a better place? Context for Learning: 23 students, 12 males and 9 females. Middle- to lower-socioeconomic level, no students on IEPs, nine struggling readers, three gifted students. Function of the Lesson (check all that apply): Introduce New Skill or Content Practice

Review Remediation/Reteaching

Content Standards: Ohio Social Studies Standard-Grade 3: 10. Individuals make the community a better place by solving problems in a way that promotes the common good. Learning Objectives: After reading the Ohio Community Studies Weekly article about the common good, the students will write a paragraph that defines what the common good means and will choose one of three cities (Akron, Parma, or Columbus), detailing why that city's project is most effective in working for the common good, scoring at least three points of the possible five on a five point rubric. Academic Language (or A.L. Demands, A.L. Objectives): Throughout the course of the lesson, the students will be introduced to the following academic language terms and subject matter vocabulary and will begin to use them in writing and conversation: common good, relay, respect, donate, define, graphic organizer, and detail. Instructional Materials and Support: Ohio Community Studies Weekly newspapers, pencils, lined notebook paper, Smart Board, and Frayer's Model worksheets. Prior Knowledge: The students have never been taught what the term "common good" means, though some of them were able to correctly guess the definition on the pre-assessment. The students have some knowledge of how the community works and how citizens participate in the community from previous social studies lessons thus far in third grade. Assessments: Pre-Assessment for the unit: The students have been given a 10-question quiz on the content of this learning segment's text material. The questions are from various portions of the text, the bulk of the questions pertaining to "the common good".

Assessment(s) during the lesson: The students will work in pairs and as a class to complete the Frayer's Model worksheet detailing what the common good is and isn't, giving examples of each as well. Assessment(s) at the end of the lesson: The students will write a paragraph that defines what the common good means and will choose one of three cities (Akron, Parma, or Columbus), detailing why that city's project is most effective in working for the common good. Post-Assessment for the unit: The students will be given the same 10-question quiz that was used as the pre-assessment for the learning segment. Strategies & Learning Tasks

Introduction: I will pass out an Ohio Community Studies Weekly newspaper to each student, the paper that they use as their main social studies text from week to week. I will call on students to read the features titled "Akron" and "Snow Day School" on the front page, discussing each selection when the students have finished reading. These pieces will preview the lesson's topic: the common good. Presentation/Explicit Instruction: I will present the new academic vocabulary term "common good" by writing its definition on the Smart Board. I will tell the class that this week we will be learning about the common good and how to achieve it in our community. As a class, we will read the main feature of the paper titled "What is the Common Good?" aloud, discussing and summarizing each paragraph as we read. I will write the main points of each paragraph on the Smart Board as we read through the article together, focusing on the new subject matter vocabulary terms as we read (common good, relay, donate, and respect). Structured Practice/Exploration: I will put the students into pairs and will have them read the final three articles of the text together, summarizing each paragraph aloud to their partner as they finish reading. I will remind the students that summarizing means to put a lot of information into short, specific sentences with the main idea. Then I will gather the students back together and will pass out the Frayer's Model worksheet from page 46 of the teacher's manual. We will discuss that the worksheet is an example of a graphic organizer, which means that it is a way to organize information that we've learned on paper in an understandable way. I will model for the class how to complete the top two boxes detailing "what the common good is" and "what the common good is not" with the class, based on the information from the text. The students will fill in their worksheets as I complete one on the Smart Board. Guided Practice/Specific Feedback : The students will complete the bottom two boxes of the Frayer Model worksheet titled "examples of the common good are" and "examples of what the common good is not are", as I walk around to help students find examples if they are struggling and providing positive reinforcement when warranted. Independent Practice/Application: Next I will pass out a worksheet to each student where they will write a paragraph that defines what the common good means and will choose one of three cities from the text (Akron, Parma, or Columbus), detailing why that city's project is most effective in working for the common good. I will tell the students before they begin that defining means to tell what it means and giving details supports a choice that you've made. I will tell them that for their paragraph, they will need to provide at least two details or points from the text that support the choice they've made and they need those details to get a good grade. Closure:

To conclude the lesson, the students will take a quick tally of who chose Akron, Parma, or Columbus and I will ask a representative from each category to explain their reasoning to the class, encouraging them to use their academic language and subject matter vocabulary when sharing their paragraph. Differentiation, Individualized Instruction, and Assessment: To provide differentiation for students who are struggling readers throughout the reading portions of this lesson, I have paired them with a stronger reader so that they are still receiving the content of the text. I will allow these students to write fewer examples into the Frayer Model worksheet. Although I do not foresee the writing assignment in the independent practice portion as being a problem for my students, I will offer to spell a word for my students who are struggling or assist them in formulating sentences as they create their own paragraph. For students who are advanced and finish their paragraph early, they will be required to draw a picture illustrating the city project that they wrote about. Research and Theory: Research has shown that when students use graphic organizers to digest the material that they have just been presented, they are more apt to remember it later. I have included the Frayer Model worksheet as a graphic organizer for this lesson so that the students can reflect on what they have learned about the common good, writing what it is and what it is not, and examples of both. The Frayer Model was developed by Dorothy Frayer as a way for students to thoroughly grasp new vocabulary terms. The completion of this graphic organizer will give the students additional "think-time" about the topic and requires them to synthesize the information into short examples and points. The students can also review this graphic organizer to review and study for their post-test at the end of the learning segment.

Learning Experience 2
2013-2014 UMU Lesson Plan Template Name: Maggie Lapp Grade Level: 3rd Grade Subject: Social Studies Date: 2-11-14 Class Period: 12:35-1:55 p.m. Lesson # & Title: TPA Lesson #2- Rules for the Classroom Good

Big Idea/Lesson Focus: The Common Good Essential Question: How can we incorporate the common good into our daily lives? Context for Learning: 23 students, 12 males and 9 females. Middle- to lower-socioeconomic level, no students on IEPs, nine struggling readers, three gifted students. Function of the Lesson (check all that apply): Introduce New Skill or Content Practice Review Remediation/Reteaching

Content Standards: Ohio Social Studies Standard-Grade 3: 10. Individuals make the community a better place by solving problems in a way that promotes the common good. Learning Objectives: After creating a list of class rules for the common good with a small group, the students will individually create a poster detailing one rule of their choice complete with illustration, scoring at least three points on a five point rubric. Academic Language (or A.L. Demands, A.L. Objectives): Throughout the reading of Miss Nelson Is Missing and the group activities, the students will understand and use the following academic language terms and subject matter vocabulary terms: illustration, consider and common good. Instructional Materials and Support: Miss Nelson Is Missing by James Marshall and Harry Allard, blank paper, lined notebook paper, crayons, markers, and pencils. Prior Knowledge: In the previous day's lesson, the students were introduced to the concept of the common good in their Ohio Community Studies Weekly papers and completed a Frayer's Model worksheet about what the common good is and is not and examples and non-examples as well. Assessments: Pre-Assessment for the unit: The students have been given a 10-question quiz on the content of this learning segment's text material. The questions are from various portions of the text, the bulk of the questions pertaining to "the common good". Assessment(s) during the lesson: The students and I will discuss the events of the book as we read, talking about how the students' learning was affected by their behavior and how the students' behavior changed throughout the book. Assessment(s) at the end of the lesson: After creating a list of class rules for the common good with a small group, the students will individually create a poster detailing one rule of their choice complete with illustration. Post-Assessment for the unit: The students will be given the same 10-question quiz that was used as the pre-assessment for the learning segment.

Strategies & Learning Tasks Introduction: To begin this lesson, I will inform the class that today's lesson will be a continuation of yesterday's lesson about common good. I will ask them to think about the Frayer Model worksheet that they completed yesterday and will randomly call on students to tell what the common good is and is not, and then will ask for examples and nonexamples of the common good. Presentation/Explicit Instruction: I will then gather the students on the carpet in front of the teacher's chair and read the book Miss Nelson Is Missing by James Marshall and Harry Allard aloud to the class. Before reading, I will tell the students that they should be thinking about what the know about the common good and how it could apply in a classroom setting as I read the story. I will pause throughout the story, asking students to predict what is going to happen next, discussing important things that happened, and taking note of the illustrations. Structured Practice/Exploration: After I have finished reading the book, the class and I will consider and discuss with the class the reason why Miss Nelson became Miss Viola Swamp. I will tell the students that when you consider something you think about it and gather your thoughts about a topic. I will have the class say the word "consider". The students will discuss how the students' learning in the book was affected by student behavior for both Miss Nelson and Miss Swamp. Guided Practice/Specific Feedback : I will group the students into groups of three or four, groups that I have predetermined in order to have maximum production within the group. I will ask the students to consider the book that we just read and to create a list of five class rules that would help the common good in Miss Nelson's class. I will remind the students that the common good benefits all people. I will pass out pieces of lined notebook paper for the students to brainstorm and write their class rules on as a group. I will walk around the classroom as the students work in small groups, reviewing their rules and making suggestions to the students if they are having difficulty formulating a rule. I will point out specific parts of the story to help students create a rule to remedy that situation. I will provide specific feedback to each group of students, telling them exactly what I think is good and what needs improvement in their work. Independent Practice/Application: Next, I will have the students return to their desks and will pass out pieces of blank paper. I will tell the students to consider what we have read and learned from Miss Nelson is Missing and choose one common good rule that their group created and make a poster with this rule written in large, clear handwriting. Their poster must also have an accompanying illustration for the rule that they chose. I will remind the students that an illustration is a drawing that goes along with the words on a page. I will tell them that these posters will be hung up in the hall for the students to remember in their own classroom so that we promote the common good in our own classroom community. Closure: To conclude the lesson, I will have the students put their posters on their desks and the class will take a "gallery walk" through the posters to view their classmates' work. Differentiation, Individualized Instruction, and Assessment: I will be reading the book in the beginning of the lesson, so the students who struggle with reading will not have difficulty getting the content of the lesson, as it will be read aloud. I will also be sure to match struggling readers with proficient readers in their small groups so that there will be at least one student who can comfortably write the rules that the groups create, taking the pressure off of the struggling students. I do not believe that these students will have any problems choosing one rule and writing it on a poster with an accompanying picture. If I notice that they are having any issues, I will allow them to take more time to finish their rule poster. For students who are gifted, I will ask them to think about a TV show or movie that included an activity that promoted the common good, and to write a few sentences describing this TV show or movie with an accompanying picture. This activity can be done if they finish their common good rule poster early. Research and Theory:

Albert Bandura's social learning theory asserted that students learn better when working with and observing their peers. I chose to put students into small groups based on this principle, anticipating that the students will listen to the opinions and thoughts of their peers when they are discussing and creating their common good rules. Additionally, research by students at Miami University has found that implementing an integrated curriculum is positively correlated with this social learning theory. I thought that the reading of Miss Nelson is Missing would be a nice integrated lesson to help the students see the concept of common good in a classroom setting while incorporating a fictional text into a social studies lesson.

Learning Experience 3
2013-2014 UMU Lesson Plan Template Name: Maggie Lapp Date: 2-12-14 Grade Level: 3rd Grade Class Period: 12:35-1:55 p.m. Subject: Social Studies Lesson # & Title: TPA Lesson #3-Common Good Fun Big Idea/Lesson Focus: The Common Good Essential Question: How can we remember and practice what we've learned about the common good? Context for Learning: 23 students, 12 males and 9 females. Middle- to lower-socioeconomic level, no students on IEPs, nine struggling readers, three gifted students. Function of the Lesson (check all that apply): Introduce New Skill or Content Practice Review Remediation/Reteaching

Content Standards: Ohio Social Studies Standard-Grade 3: 10. Individuals make the community a better place by solving problems in a way that promotes the common good. Learning Objectives: After reviewing the text about common good, the students will answer and complete a crossword puzzle that consists of 10 questions pertaining to the text's content to prepare them for the quiz, correctly filling in at least eight out of the ten possible vocabulary words correctly. Academic Language (or A.L. Demands, A.L. Objectives): Throughout the course of the lesson, the students will be introduced to/review the following academic language terms and subject matter vocabulary and will begin to use them in writing and conversation: common good, relay, respect, donate, highlight, and review. Instructional Materials and Support: Ohio Community Studies Weekly papers, highlighters, and pencils. Prior Knowledge: The students have already had two previous lessons about the common good, the first an introductory lesson as they completed a graphic organizer with examples of the common good and the second an integrated lesson using Miss Nelson is Missing, making class rules for the common good. Assessments: Pre-Assessment for the unit: The students have been given a 10-question quiz on the content of this learning segment's text material. The questions are from various portions of the text, the bulk of the questions pertaining to "the common good". Assessment(s) during the lesson: The students will highlight portions of their text to review for the quiz the next day and will complete a "mapping and charting" activity about common good activities. Assessment(s) at the end of the lesson: After reviewing the text about common good, the students will answer and complete a crossword puzzle that consists of 10 questions pertaining to the text's content to prepare them for the quiz.

Post-Assessment for the unit: The students will be given the same 10-question quiz that was used as the pre-assessment for the learning segment.

Strategies & Learning Tasks Introduction: To begin the lesson, I will ask students to take out their Ohio Community Studies Weekly (OCSW) papers and silently read over the passages that we have previously read to remind themselves of the main points. I will ask the students random questions from the text about the common good and the cities that we have discussed in the first article titled "Akron" in order to jog their memory of the topic and to prepare them for that day's lesson. Presentation/Explicit Instruction: I will tell the students that today we will be previewing the quiz questions in order to find and highlight these answers for the students to study for homework. We will discuss the idea that reviewing for our test is a good study skill so that one can get a good score on a test. I will stress the importance of highlighting the important details in the text, so that the students realize that studying these facts intently will result in a good score on the quiz the next day. I will read the first question from my copy of the quiz (the students will not receive the quiz themselves) and will model how to search for and highlight the answer. I will have the students find the answer in their own paper and highlight it for themselves. Structured Practice/Exploration: I will continue to read the remainder of the quiz questions to the students, prompting the students to find the answers to the questions throughout the text and highlight important facts and details in their papers. The highlighting process will help the students to not only gain a second exposure to the text, but will also help them find major points that will assist them in successfully completing the crossword puzzle in the independent practice portion of the lesson and the quiz at the end of the learning segment. Guided Practice/Specific Feedback : On the back page of the OCSW paper there is a "mapping and charting" activity that requires the students to consider the activities listed in a box and then determine which activities are done for the common good, writing them on the lines provided below. I will allow the students to work in pairs for this activity, pairing the students myself so that proficient readers and struggling readers are working together. I will walk around to each pair of students, making sure that the students are completing the activity correctly, posing questions to the students if they need to think over their answers and providing positive feedback to students who are making good choices in their work. We will review this list when the students have finished, discussing which activities were considered as being done for the common good. Independent Practice/Application: For independent practice, the students will individually complete a crossword puzzle also on the back page of the OCSW paper. This puzzle has ten questions that reviews the common good material and also reinforces some of the quiz questions that the students reviewed earlier in the presentation/structured practice portion of the lesson. This crossword puzzle is a way for the teacher to see if the students are able to find these answers in their recentlyhighlighted papers to fill into the crossword on their own. The students will turn in their crossword puzzles for me to check before they leave the class. Closure: To close the class, I will review the answers to the crossword puzzle with the class, having the students provide the answers themselves. This is extra review for their quiz the next day. I will have the students put their OCSW papers into their take-home folders to study for homework that night, as the final quiz will be the next day. Differentiation, Individualized Instruction, and Assessment: For those students who are struggling readers, I will walk around and ensure that their newspapers are correctly highlighted so that they are getting the correct information to study for the quiz. As I mentioned previously, I will be sure to pair struggling readers with proficient readers during the mapping and charting activity so that they have some support in reading the questions and sorting the statements. For the crossword puzzle, if they are struggling to

finish their crossword puzzle I will give them hints to paragraphs that contain the answer so that they can more easily find it. It is important that the students finish the crossword puzzle so that they can get extra practice before the quiz, so I will do everything I can to help them to finish the crossword without giving them the answers explicitly, mainly by giving them directional hints in the text. I will ask the gifted students to write a paragraph about a time when one of their family or friends worked for the common good, illustrating their story as well. Research and Theory: In this lesson, I considered what Lev Vygotsky called the Zone of Proximal Development and applied it in order to help my students study for their quiz on this week's material. Third grade is the first grade that includes science and social studies as independent subjects, prior to third grade they are absorbed into reading and math. Many of the students have a difficult time learning social studies and science concepts because they are so content-specific and the academic language and vocabulary terms are more challenging to read and understand. I considered the children's ZPD as I planned this lesson, beginning with showing the students how to research the answer to a quiz question and then highlight it in their text so that they can study the most important material for the test. This skill is one that the students would not readily do on their own, so I am providing scaffolding for the students so that they can accomplish this advanced study skill with some assistance and prompting from myself, their teacher. It is my hope that this study skill will become second-nature to them and that they can use it to study for future science and social studies tests in middle school and high school.