Unit Plan #3: What is Family?
Submitted By: Alyce Mack
EDEL 453: Teaching Elementary School Social Science Nevada State College Spring 2013 Instructor: Karen Powell
UNIT PLANNER#3: What is Family
Summary of Lesson Plan NV State Social Studies Objectives
Week 1 of 2
Notes
MONDAY week #1
This lesson introduces the roles that family members take-on in the household. The students will be able to share what roles and traditions family members have.
.
H3.1.4 Demonstrate respect for each other and people in the neighborhood.
.
Unit Resources p.5 one for each student
TUESDAY week #1
This lesson is an introductory lesson on family traditions and culture. Students will be H3.1.2 Compare and/or contrast their able to discuss and share daily lives with those of their parents family traditions and learn or guardians about different cultures from their classmates.
Copy of book Can You Do This, Old Badger by Eve Bunting
WEDNESDAY week #1
This lesson is an extension from the first and second lesson of the unit about families, traditions, and culture. Jingle Dancer is read and explored where students will be able to retell the events in the story.
H1.1.2 Listen to stories that reflect the beliefs, customs, ceremonies, and traditions of the varied cultures in the neighborhood
Houghton Mifflin Social Studies text
And KWL Chart
THURSDAY week #1
This lesson helps students identify that there are different ways families live together and visit with each H3.1.2A Discuss the daily routines and occupations of parents or other. Students can guardians. understand how families may not live together are still part of a family.
Book What is a Family by G. Super
And
Picture examples of families and non-examples-set of 20
EDEL 453 - Spring 2013
Karen Powell- Instructor
Making a Plan #3
Submitted By: Alyce Mack
UNIT PLANNER#3: What is Family
Summary of Lesson Plan NV State Social Studies Objectives
Week 1 of 2
Notes
This lesson will be a review and application of skills students will apply by understanding there are a variety of family traditions, beliefs, customs and unique situations that make each and everyone special. Students will create a classroom family tree to display.
EDEL 453 - Spring 2013
FRIDAY week #1
Comparison chart link [Link] H3.1.2A Discuss the daily routines rganizers/[Link] and occupations of parents or Video link: guardians. [Link] 3KyfSxq6XYo
Karen Powell- Instructor
Making a Plan #3
Submitted By: Alyce Mack
UNIT PLANNER#3: What is Family?
Summary of Lesson Plan NV State Social Studies Objectives
Week 2 of 2
Notes
MONDAY week #2
This lesson is an introductory lesson that helps students identify what it means to be a good citizen in the classroom. Students will understand why it is important to care for one another.
H3.1.4 Demonstrate respect for each other and people in the neighborhood.
Houghton Mifflin Social Studies text
And
Unit Resources p.5
TUESDAY week #2
This lesson is a follow up lesson from the previous lesson that helps students understand the importance of helping others outside of the classroom. Students will identify ways to be helpful in the community.
H3.1.4 Demonstrate respect for each other and people in the neighborhood.
Humphrey the Lost Whale: A True Story, by Wendy Tokuda
And Pail full of water KWL Chart
WEDNESDAY week #2
Students will be able to identify what a community helper is and why. Students will be able to act out the job that a community helper does.
H3.1.3 Identify and describe occupations in the community that help people, i.e., police officers, fire fighters, and nurses
Paper bag filled with community helper cards- one for each group
THURSDAY week #2
This lesson helps students identify what it means to be respectful to others. Students are able to act out scenarios to identify how being respectful is supposed to look like.
H3.1.4 Demonstrate respect for each other and people in the neighborhood.
Candy ,such as M & Ms
EDEL 453 - Spring 2013
FRIDAY week #2
Karen Powell- Instructor
Making a Plan #3
Submitted By: Alyce Mack
A. Summary of the Lesson Plan: This lesson introduces the roles that family members take-on in the household. The students will be able to share what roles and traditions family members have. B. Target Population: Grade Level: 1st Skill Level: For students at all learning levels Grouping: small groups of 3 to 4 students C. Materials: Houghton Mifflin Social Studies text Copy of book Can You Do This, Old Badger by Eve Bunting Drawing paper Crayons Pencils Markers D. Objectives: o NV State Social Studies Standards H3.1.2 Compare and/or contrast their daily lives with those of their parents or guardians o Student-Friendly Standards I understand and can share what my parents and/or caretakers responsibilities are. E. Procedure: 1. Students will look at pictures on pg. 27 and teacher will ask students to share with their shoulder partners what kind of things they do with their own families. 2. Students will then come back as a whole group and the class will read pg. 26 together. The teacher will reread main idea and explain to students that the main idea of the paragraph is that people in a family help one another. The teacher will ask students, What do people in your family do to help each other? 3. Teacher will introduce book Can You Do This, Old Badger by Eve Bunting. Students will discuss with shoulder partners what the main idea of the story is and teacher will create a list of responses on whiteboard. Students will decide what response is the best and why. 4. Students will return back to their seats and draw a picture of them doing a job and titled their illustration of what their job is. Teacher will create a classroom book of finished artwork and display the book after presentations. 5. CLOSURE: Students will present their illustrations and read the title of their jobs.
EDEL 453 - Spring 2013 Karen Powell- Instructor Making a Plan #3 Submitted By: Alyce Mack
F. Assessment: What will you use to measure student understanding? Students responses and participation in group and partner discussions will be noted. Student presentations will also be used to measure understanding. Explain how you will know students understand the concepts from the lesson. Whether students participated and responded in group and partner discussions and if they accurately illustrated themselves doing a job and titled their paper will be used to know they understood the concept. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think the entire lesson will be fairly easy to teach. 2. Which part will be most challenging for you to teach? The most challenging would probably be reviewing jobs that the students do at home for their illustrations. 3. How will you follow up or extend this lesson? Students can make a word web that starts off with the word family and they can branch off words they think of when they hear family. 4. What will you do for students who dont grasp the concepts? I would use my family as an example and explain the roles that the members in my family take in our everyday lives. 5. Which part of the lesson, if any, do you think might need to change? Reading the book Can You Do This, Old Badger by Eve Bunting because of time issues may have to be cut. 6. When you were writing this lesson plan, what was the most difficult part? Finding books about family that were appropriate for 1st grade and not about death.
EDEL 453 - Spring 2013
Karen Powell- Instructor
Making a Plan #3
Submitted By: Alyce Mack
A. Summary of the Lesson Plan: This lesson is an introductory lesson on family traditions and culture. Students will be able to discuss and share family traditions and learn about different cultures from their classmates. B. Target Population: Grade Level:1st Skill Level: For students at all learning levels Grouping: small groups of 3 to 4 students C. Materials: Houghton Mifflin Social Studies text Writing journals Crayons Unit Resources p. 3 homework
D. Objectives: o NV State Social Studies Standards H3.1.4 Demonstrate respect for each other and people in the neighborhood o Student-Friendly Standards I can understand my peers and their families share the same and different traditions as me. E. Procedure: 1. Teacher will prompt discussion by asking students why they think family is important. Teacher will share his/her thinking and have students share their thinking with their face partners. One student from each group will then share one response from their discussion. 2. Teacher will then have students turn to page 28 in their Social Studies text and ask students questions from TE Families Learn Together. Teacher will use Popsicle sticks to call on random students to share responses. 3. Teacher will create a Thinking Map on whiteboard and ask students, What makes families important and what do families give us? Students will think about their responses and teacher will share her thinking and record response on thinking map. Teacher will add student responses to the thinking map. After reading pgs. 28-29, students will compare responses to Thinking Map. 4. Students will then complete Lesson Review on pg. 29 individually and illustrate a family picture in their writing journals.
EDEL 453 - Spring 2013
Karen Powell- Instructor
Making a Plan #3
Submitted By: Alyce Mack
5. CLOSURE: Students will share their family portraits and name their family members. Students will complete study guide/homework sheet at home. Unit Resources p. 3 F. Assessment:
What will you use to measure student understanding? Students responses and participation in group and partner discussions will be noted. Student presentations will also be used to measure understanding along with homework. Explain how you will know students understand the concepts from the lesson. Whether students participated and responded in group and partner discussions and if they completed the Lesson Review in their writing journals along with illustration and homework is what will be used and graded to know if students understood the concept of the lesson. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think the entire lesson will be fairly easy to teach. 2. Which part will be most challenging for you to teach? The most challenging to teach may be students questioning other beliefs, traditions, and cultures. 3. How will you follow up or extend this lesson? Students can invite family members to talk to the class about their family traditions and culture. 4. What will you do for students who dont grasp the concepts? Incorporating a graphic organizer or T-Chart and complete a mini-lesson on How families help and teach us and model thinking for students who are not grasping the concept. 5. Which part of the lesson, if any, do you think might need to change? I dont believe any changes are necessary for this lesson. 6. When you were writing this lesson plan, what was the most difficult part? The most difficult part was deciding on the NV State Standard. I think I just always overthink the standards.
EDEL 453 - Spring 2013
Karen Powell- Instructor
Making a Plan #3
Submitted By: Alyce Mack
A. Summary of the Lesson Plan: This lesson is an extension from the first and second lesson of the unit about families, traditions, and culture. Jingle Dancer is read and explored where students will be able to retell the events in the story. B .Target Population: Grade Level: 1st Skill Level: For students at all learning levels Grouping: small groups of 3 to 4 students C. Materials: Houghton Mifflin Social Studies text KWL chart White blank paper Crayons Colored pencils Writing journals D. Objectives: o NV State Social Studies Standards H1.1.2 Listen to stories that reflect the beliefs, customs, ceremonies, and traditions of the varied cultures in the neighborhood o Student-Friendly Standards I am able to listen and identify events in a story and relate them to my own life. E. Procedure: 1. Teacher will introduce Jingle Dancer story first by providing some background information on the Ojibway Indians and show on a map of where they used to reside in what is now the Northern US. Their traditions, customs, and vocabulary used in the story will be discussed. Teacher will create a KWL chart on whiteboard and fill in what students already know and what they want to know about the vocabulary in the story. 2. Students will choral read with teacher the story Jingle Dancer in their Social Studies text pgs. 30-33. Teacher will have students stop at the bolded vocabulary and reflect back to the KWL chart and record any added information or any learned information. 3. Students will create their own book using a sheet of blank paper folded in three sections. Students will label each section beginning, middle and end. Students will use information from the story to illustrate these events and retell the story using the pictures and their own words.
EDEL 453 - Spring 2013
Karen Powell- Instructor
Making a Plan #3
Submitted By: Alyce Mack
4. Students will then reflect back to KWL chart and record any more new information they have discovered after creating illustrations from the events from the story Jingle Dancer. Students will then write one sentence in their writing journals something about Jenna from the story. 5. CLOSURE: Students will share what they learn from their own families. F. Assessment: What will you use to measure student understanding? Student responses and participation will be noted to measure student understanding. Students books will be graded to measure student understanding on whether they were able to retell events of the story. Explain how you will know students understand the concepts from the lesson. Students will be graded on their books to retell events of the story and their sentences in their writing journals in order to know if students understand the concept of the lesson. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? The easiest part of the lesson will be the KWL chart and having students provide what they may already know about Ojibway Indians or want to know. 2. Which part will be most challenging for you to teach? I think the most challenging will be choral reading with the students because of the diversity of reading levels in most first grade classes. 3. How will you follow up or extend this lesson? An extension could be to have students interview family members about any traditions, beliefs, customs, and /or information about their culture that can be shared with the class. 4. What will you do for students who dont grasp the concepts? Using the Graphic Organizer 10 in the text could be used to reteach for students who dont grasp the concept of the lesson. 5. Which part of the lesson, if any, do you think might need to change? Students may need to finish writing prompt for homework due to time. 6. When you were writing this lesson plan, what was the most difficult part? The most difficult part was figuring out the best way to read as a whole class.
EDEL 453 - Spring 2013 Karen Powell- Instructor Making a Plan #3 Submitted By: Alyce Mack
A. Summary of the Lesson Plan: This lesson helps students identify that there are different ways families live together and visit with each other. Students can understand how families may not live together are still part of a family. B. Target Population: Grade Level: 1st Skill Level: For students at all learning levels Grouping: small groups of 3 to 4 students C. Materials: Book What is a Family by G. Super Picture examples of families and non-examples-set of 20 Tape Magazines Scissors
D. Objectives: o NV State Social Studies Standards H3.1.2A Discuss the daily routines and occupations of parents or guardians. o Student-Friendly Standards I can understand that families can be different from my own family. E. Procedure: 1. Teacher will explain to students that families come in all different sizes and that some families are different from their own and that is okay. The teacher will introduce a book called What is a Family by G. Super that explains families from such factors as diversity, divorce, adoption, extended family, and/or socioeconomic conditions. 2. Teacher will create a T-Chart on the whiteboard with Families on one side and Not Families on the other. The teacher will show different pictures of groups of people some examples of families including various sizes, races, cultures, extended families, animal families, etc.; some non-examples including individuals, group of kids, group of friends, objects, etc.) 3. Teacher will show pictures to each group of students and they will determine what category the picture belongs on the T-Chart. The teacher will stick the pictures on the whiteboard using tape or magnetic clips to the category the groups agree on. 4. The teacher will read the story to the students and explain to the students that they just heard of many examples of different types of families and then share examples of
EDEL 453 - Spring 2013 Karen Powell- Instructor Making a Plan #3 Submitted By: Alyce Mack
groups that are non- examples such as 4 boys in a club, individuals, group of children at school, etc. and explain why they are non-examples. Teacher will then return to TChart and have students explain why they were correct or not correct to the pictures of examples of families and non-examples. 5. CLOSURE: Students will share one thing that makes them special or unique. Ex. Live with grandparent, aunt, uncle, divorce, etc F. Assessment: What will you use to measure student understanding? Student participation and listening to story will be used to measure student understanding. Explain how you will know students understand the concepts from the lesson. Students who can identify examples of families and non-examples correctly will be used to determine if students understand the concept of the lesson. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? The easiest part of the lesson to teach will be reading the story and think-aloud with T-Chart. 2. Which part will be most challenging for you to teach? The most challenging will be having students share just one thing special about their family. 3. How will you follow up or extend this lesson? An extension could include students sharing photographs of their families to share with the class. 4. What will you do for students who dont grasp the concepts? I would have students create a family portrait of those that he/she lives with and label the family members by their titles of who they are. 5. Which part of the lesson, if any, do you think might need to change? Instead of providing pictures have students create examples of families and non-examples by cutting them out of magazines. 6. When you were writing this lesson plan, what was the most difficult part? The most difficult part of the lesson was the assessment part.
EDEL 453 - Spring 2013
Karen Powell- Instructor
Making a Plan #3
Submitted By: Alyce Mack
A. Summary of the Lesson Plan: This lesson will be a review and application of skills students will apply by understanding there are a variety of family traditions, beliefs, customs and unique situations that make each and everyone special. Students will create a classroom family tree to display. B. Target Population: Grade Level: 1st Skill Level: For students at all learning levels Grouping: small groups of 3 to 4 students C. Materials: Construction paper Crayons Colored pencils Markers Scissors Tape Butcher paper Comparison chart link [Link] D. Objectives: o NV State Social Studies Standards H3.1.2A Discuss the daily routines and occupations of parents or guardians.
o Student-Friendly Standards I am able to recognize what makes a family in many different ways. E. Procedure: 1. Teacher will play short video to students that show different families. [Link] 2. Students will discuss in groups the different families that were shown in the video and compare their families with the ones shown in the video. Students will create a comparison chart in each group using illustrations that show who is in their families in their groups. Students in each group will share one example of how another student in their group has a similar or different family and why. 3. Teacher will display an enormous tree on the wall using butcher paper and many branches that students will attach their family illustrations to. Teacher will attach their own illustration of their family labeling who is in the illustration.
EDEL 453 - Spring 2013 Karen Powell- Instructor Making a Plan #3 Submitted By: Alyce Mack
4. Students will create a family portrait that correctly labels their family members to add to the classroom family tree. Students can attach their portraits anywhere on the tree using tape and teacher assistance if needed. 5. CLOSURE: Students will be able to recognize similarities and differences of their families compared to their peers by the comparison charts and the display of the classroom family tree. F. Assessment: What will you use to measure student understanding? Comparison charts and discussions will be monitored to measure student understanding. Explain how you will know students understand the concepts from the lesson. In order to know if students understand the concept of the lesson will be determined if students are able to describe a similarity or difference from another person in their group. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? The easiest part of the lesson to teach would be having the student make an illustration of their family to add to the tree. 2. Which part will be most challenging for you to teach? The most challenging would be to have students compare their families with others in their groups. 3. How will you follow up or extend this lesson? An extension could include for students to bring in their own family tree or have them create a family tree at home with their families to share. 4. What will you do for students who dont grasp the concepts? I would work individually with students who do not grasp the concept by creating a comparison chart of my own family and theirs. 5. Which part of the lesson, if any, do you think might need to change? A change could include creating a chart on the whiteboard that compares all the students together instead of by groups. 6. When you were writing this lesson plan, what was the most difficult part? The most difficult part was trying to figure a way to review what was taught through the week.
EDEL 453 - Spring 2013 Karen Powell- Instructor Making a Plan #3 Submitted By: Alyce Mack
A. Summary of the Lesson Plan: This lesson is an introductory lesson that helps students identify what it means to be a good citizen in the classroom. Students will understand why it is important to care for one another. B. Target Population: Grade Level: 1st Skill Level: For students at all learning levels Grouping: small groups of 3 to 4 students C. Materials: Houghton Mifflin Social Studies text Writing journals Pencils Unit Resources p.5 D. Objectives: o NV State Social Studies Standards H3.1.4 Demonstrate respect for each other and people in the neighborhood. o Student-Friendly Standards I can understand why it is important to be caring to others. E. Procedure: 1. Teacher will have students look at the pictures on pgs. 36-37 and ask students how the pictures look the same and/or different then their classroom and playground. Teacher will write observations on the whiteboard. 2. Teacher will choral read pgs. 36-37 and ask students what would happen in the classroom if there were no helpers to get jobs done. Students will share with their face partners their thinking. 3. Teacher will then ask students if they are able to identify a good citizen and why. The teacher will share an example of a good citizen like the principal because he/she helps teachers by making sure they help students learn. The teacher will explain that this is the principals job. 4. Teacher will have students think about a job that they do to help others and write one sentence in their writing journals using the word job and what it is. Students will share with their groups their sentence. Teacher will check sentence for correct spelling, capitalization, and punctuation.
EDEL 453 - Spring 2013
Karen Powell- Instructor
Making a Plan #3
Submitted By: Alyce Mack
5. CLOSURE: Students will complete Unit Resources p.5 by categorizing jobs in the classroom and how the job is being helpful. The assignment can be done in class or for homework. F. Assessment: What will you use to measure student understanding? Student discussions, writing in journals, and Unit Resources p. 5 will be used to measure student understanding. Explain how you will know students understand the concepts from the lesson. I would monitor student discussions and correct writing sample and worksheet to verify if students understand the concept of the lesson. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? The easiest to teach will be having students identify the similarities and differences from the pictures in the text to their own classroom and playground. 2. Which part will be most challenging for you to teach? The most challenging includes having students identify a good citizen and why. 3. How will you follow up or extend this lesson? An extension could include having adults come into the classroom and talk about their jobs and how they help people. 4. What will you do for students who dont grasp the concepts? A graphic organizer could be used to help students with pictures that relates to jobs and what they are doing to be helpful. 5. Which part of the lesson, if any, do you think might need to change? I do not think any changes need to be made with this lesson. 6. When you were writing this lesson plan, what was the most difficult part? The most difficult for me is relating the standard to the text.
EDEL 453 - Spring 2013
Karen Powell- Instructor
Making a Plan #3
Submitted By: Alyce Mack
A. Summary of the Lesson Plan: This lesson is a follow up lesson from the previous lesson that helps students understand the importance of helping others outside of the classroom. Students will identify ways to be helpful in the community. B. Target Population: Grade Level: 1st Skill Level: For students at all learning levels Grouping: small groups of 3 to 4 students C. Materials: Humphrey the Lost Whale: A True Story, by Wendy Tokuda Pail of water Writing journals KWL chart D. Objectives: o NV State Social Studies Standards H3.1.4 Demonstrate respect for each other and people in the neighborhood. o Student-Friendly Standards I can understand why it is important to be caring to others outside of the classroom. E. Procedure: 1. Teacher will pose a question for students to think about asking what they think it means to be a member of a community. Teacher will guide responses by providing examples and/or scaffold their thinking. Teacher will write responses on the whiteboard. 2. Teacher will Show the pail of water to the class. Ask students what could fit in the pail. Ask the students if a fish could fit in the pail. If so, how big a fish could this pail hold? What happens when you put a big fish in this little pail? Teacher will use Popsicle sticks to call on random students. 3. Teacher will create a KWL chart on the whiteboard with vocabulary used in the story: community, neighborhood, and service and have students respond to what they know or want to know about these words. 4. Teacher will then read out loud Humphrey the Lost Whale: A True Story and have students listen to how the vocabulary words are used in the story. Students will respond to new information learned in the story and add it to the KWL chart.
EDEL 453 - Spring 2013 Karen Powell- Instructor Making a Plan #3 Submitted By: Alyce Mack
5. CLOSURE: Students will write in their journals 2 ways that they can be helpful in their community and why. F. Assessment: What will you use to measure student understanding? Student discussions and responses will be used to measure student understanding. Explain how you will know students understand the concepts from the lesson. Students writing journals will be graded to know students understand the concept from the lesson. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? The easiest part of the lesson will be reading the story. 2. Which part will be most challenging for you to teach? The most challenging part of the lesson will be having students identify vocabulary used in the story to what they know about the vocabulary. 3. How will you follow up or extend this lesson? Students can share examples of how they have been a part of helping the community or if they know someone who has helped the community in some way. 4. What will you do for students who dont grasp the concepts? I would work with students individually using more examples of community helpers for students who do not grasp the concept. 5. Which part of the lesson, if any, do you think might need to change? A change may include having students share their responses in their journals. 6. When you were writing this lesson plan, what was the most difficult part? The most difficult part was having students respond to the posing question about what it means to be part of a community.
EDEL 453 - Spring 2013
Karen Powell- Instructor
Making a Plan #3
Submitted By: Alyce Mack
A. Summary of the Lesson Plan: Students will be able to identify what a community helper is and why. Students will be able to act out the job that a community helper does. B. Target Population: Grade Level: 1st Skill Level: For students at all learning levels Grouping: small groups of 3 to 4 students C. Materials: Paper bag filled with community helper cards- one for each group Writing journals Popsicle sticks D. Objectives: o NV State Social Studies Standards H3.1.3 Identify and describe occupations in the community that help people, i.e., police officers, fire fighters, and nurses o Student-Friendly Standards I can identify who a community helper is by the job that they do. E. Procedure: 1. Teacher will ask students if they can recall what a community helper is and why. Teacher will use Popsicle sticks to call on random students. Teacher will then explain to students that they will be learning about people who are community helpers by the jobs that they have. 2. Teacher will have students discuss in their groups jobs that people may have that help the community. Each group will share one response of their choice. 3. Teacher will then have students think about people who help others when they are sick, who keeps us safe, and how we communicate with one another. Teacher will have students share responses with shoulder partners. 4. Teacher will then have students participate in a role play activity by one student picking out a community helper card from the paper bag to act out in front of their groups. Students in each group will try and guess who the community helper is and take turns until all cards have been chosen. 5. CLOSURE: Students will then pick one of the community helpers and write in their journals about why they chose this community helper using 3 sentences. F. Assessment: What will you use to measure student understanding?
EDEL 453 - Spring 2013 Karen Powell- Instructor Making a Plan #3 Submitted By: Alyce Mack
Student responses and role play activity will be used to measure student understanding. Explain how you will know students understand the concepts from the lesson. The writing activity will be graded to know if students understood the concepts of the lesson. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? The easiest part of the lesson includes having students engaged in conversation with group or partners. 2. Which part will be most challenging for you to teach? The most challenging will be observing behaviors during rle play activity. 3. How will you follow up or extend this lesson? A follow to the lesson includes having community helpers visit the classroom to talk about their job duties and how they benefit the community. 4. What will you do for students who dont grasp the concepts? A graphic organizer could be used with pictures of community helpers and the jobs that they do. 5. Which part of the lesson, if any, do you think might need to change? Role play activity could be done as a whole group instead of small groups. 6. When you were writing this lesson plan, what was the most difficult part? The most difficult part of the lesson would include time because of the role play activity.
EDEL 453 - Spring 2013
Karen Powell- Instructor
Making a Plan #3
Submitted By: Alyce Mack
A. Summary of the Lesson Plan: This lesson helps students identify what it means to be respectful to others. Students are able to act out scenarios to identify how being respectful is supposed to look like. B. Target Population: Grade Level: 1st Skill Level: For students at all learning levels Grouping: small groups of 3 to 4 students C. Materials: Candy Construction paper Writing journals D. Objectives: o NV State Social Studies Standards H3.1.4 Demonstrate respect for each other and people in the neighborhood. o Student-Friendly Standards I can respect others by treating them how I want to be treated. E. Procedure: 1. Teacher will hand out candy such as M &MS to students in the class that only have blue eyes. The teacher will then ask the rest of the class how they felt by not receiving any candy. The teacher will explain that by not giving everyone candy in the class was not being respectful to all the students. 2. Students will then fold a piece of paper twice to make three columns. Students will work in groups by writing down in the first column something about them. The second column is for students to compare something similar from a person in their group. The last column will be something different from a person in the same group. EX. Hair color, eye color, specific interest, etc. 3. Students will meet in corners of the classroom to compare similarities and differences by discussing what they found out about themselves in each group. Teacher will explain that it is important to treat each other with respect even when they have differences in what they believe, their background, and culture. 4. Each group will then act out a scenario of respect and a non-example. Teacher will create a T-Chart on the whiteboard and students will provide words used in the scenarios that demonstrate being respectful and not respectful. 5. CLOSURE: Student will complete this sentence in their writing journals, I can show respect for others by ___________.
EDEL 453 - Spring 2013 Karen Powell- Instructor Making a Plan #3 Submitted By: Alyce Mack
F. Assessment: What will you use to measure student understanding? Student responses and scenarios will be used to measure student understanding. Explain how you will know students understand the concepts from the lesson. Writing journals will be graded to determine if students understand the concept of the lesson. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? The easiest part of the lesson to teach will be handing out the candy to students with only blue eyes. 2. Which part will be most challenging for you to teach? The most challenging would be seeing how sad the students who did not get candy will be. 3. How will you follow up or extend this lesson? A culture web could be created to help students identify similarities and differences amongst each other in the class. 4. What will you do for students who dont grasp the concepts? Individualized Instruction that focuses on respect would be used for students that do not grasp the concept. 5. Which part of the lesson, if any, do you think might need to change? The intro to the lesson may need to be changed if there are allergies in the classroom. 6. When you were writing this lesson plan, what was the most difficult part? The most difficult part would be having the students role play scenarios and the students identify if they are being respectful or not and why.
EDEL 453 - Spring 2013
Karen Powell- Instructor
Making a Plan #3
Submitted By: Alyce Mack
EDEL 453 - Spring 2013
Karen Powell- Instructor
Making a Plan #3
Submitted By: Alyce Mack
