Paper #2: Using the Teacher Edition

Submitted By: Sabrina Borden

EDEL 453: Teaching Elementary School Social Science Nevada State College Spring 2013 Instructor: Karen Powell

Paper #2: Using the Teacher Edition

submitted by: Sabrina Borden

A. Summary of the Lesson Plan: Students will be learning new vocabulary to go with chapter 1 (pages 4-9). They will be reading chapter one and doing a vocabulary sheet (pg 4 out of the resources book) for reinforcement. They will be learning about a community and who contributes to the community. They will learn different aspects of a community. B. C. Target Population: Grade Level: 3rd Skill Level: all levels Grouping: whole group and individual seat work

Materials: Houghton Mifflin Teachers Edition pgs 4-9 Houghton Mifflin Student Social Studies books pg 4-9 Vocabulary sheets (pg 4) out of Resource book Pencil Brain Listening Ears

D. Objectives: NV State Social Studies Standards o H1.3.1 Learn about individuals in the community and discuss their contributions. o H1.3.2 Using artifacts and primary sources, and investigate how individuals and families contributed to the founding and development of the local community. Student-Friendly Standards We will learn about people in communities and how they affect the community. E. Procedure: 1. Tell students to get out their social studies books and turn to page 4.
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 2

We will talk about how people help develop communities.

Paper #2: Using the Teacher Edition 2. Turn to page 4 in the Teacher Edition

submitted by: Sabrina Borden

3. Tell students we are going to learn new vocabulary- Read vocabulary aloud with them repeating definitions chorally. 4. Ask for questions on words. 5. Turn to page 6 6. Ask students the "build on what you know" question on the top of page 6 7. Read the first paragraph. Stop at the vocabulary word "community". 8. Discuss the meaning of community. 9. Read the following paragraphs 10. Before reading the last paragraph on page 7, ask the questions "What kinds of people may live in a community?" 11. Continue reading 12. At the end of page 7 have students discuss the review question within their groups 13. Turn to page 8 14. Start to read "Laws and Communities" 15. Stop at the vocabulary word "law" 16. Discuss the meaning of the word law. 17. Continue reading until you get to the word "citizen" 18. Discuss the meaning of citizen 19. Ask the question "What is a citizen?" 20. Discuss this with the students 21. Continue reading page 8 22. Ask the students "How can citizens help their communities?" 23. Continue reading the last paragraph on page 9 24. Have the students discuss the review question at the end of the reading with their groups.
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 3

Paper #2: Using the Teacher Edition

submitted by: Sabrina Borden

25. Introduce vocabulary sheet page 4 out of the Unit Resources book. 26. Read the direction to the students 27. Do number one with them. 28. Assign 2 and 3 as practice 29. Read the directions for the study guide questions 30. Do the first one with them 31. Assign 5-7 as independent practice. 32. Collect vocabulary sheets when finished 33. Grade vocabulary sheets 34. As CLOSURE: Review vocabulary words as a class. Say the word and repeat the definition. Do this for all vocabulary words. Ask students how a community relates to their own life. Have them share with their shoulder partner. F. Assessment: What will you use to measure student understanding? Guided class discussion during reading Graded Vocabulary sheet Guided sharing with partners Explain how you will know students understand the concepts from the lesson. If the students are using key vocabulary during discussion If the students get 9 out of 10 problems on the vocabulary sheet correct.

Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach?

Reading and comprehending the information. After they know the vocabulary it should be easier for them to comprehend the reading. 2. Which part will be most challenging for you to teach? The initial introduction of the vocabulary. Vocabulary is sometimes hard to grasp for young children and when they have no background knowledge of the words. 3. How will you follow up or extend this lesson?
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 4

Paper #2: Using the Teacher Edition

submitted by: Sabrina Borden

Having them create a web or flow chart of what they learned about the community in the poem and reading and how it relates to their community.

4. What can you do for students who dont grasp the concepts? I can go over the vocabulary sheet with them, create a web and assist with coming up with their own definition to the words so they understand where we are heading with the words. 5. Which part of the lesson, if any, do you think might need to change? I think that for an introduction lesson, it works well. It has room for scaffolding and building on background knowledge while gaining new knowledge. It also provides a good base knowledge for students who have no knowledge of the topic. 6. When you were writing this lesson plan, what was the most difficult part? Writing the reflection, because I didn't write the actual lesson being done. I copied the lesson out of a basal and for me it's hard to reflect on something that is already written for me.

Material Pictures:

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 5

Paper #2: Using the Teacher Edition

submitted by: Sabrina Borden

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 6