EDEL453 Spring2014 KerriPavalon LP-2

Lesson Plan #2: CollaborationGrade: 3Social Studies Strand: Civics

Submitted By: Kerri PavalonPartner: Jennifer Hemsath

EDEL 453: Teaching Elementary School Social ScienceNevada State College – Spring 2014Instructor: Karen Powell

Lesson Plan #2 – Civics submitted by: Kerri Pavalon, Jennifer Hemsath

B. Summary of the Lesson Plan : This social studies lesson is designed for 3rd grade students to learn about the importance of community, laws in the community, and the actions of those within the community. This lesson uses the Houghton Mifflin Social Studies textbook “Communities:” (p. 6-9).

C. Basic Information: Grade Level: 3rd grade Time to Complete this Lesson: approximately 50 minutes Groupings: whole group reading & discussions, small group for activity &

assessment

D. Materials: Houghton Mifflin 3rd Grade Social Studies Book: Communities Teacher Edition (p.6-9)Houghton Mifflin 3rd Grade Social Studies Book: Communities Student Edition (p. 6-

9)Houghton Mifflin Interactive Map from 3rd Grade online version of Communities

Student Edition (found on SE p. 7 sidebar)Language Arts and Social Studies: 25 Strategies for K-8 Inquiry-Based Learning p.72Poster boardMarkers

E. Objectives: o NV State Social Studies Standards

H3.3.4 Demonstrate respect for each other, the community, and the world.

o Student-Friendly Standards H3.3.4 I can show what it means to be a respectful citizen in my

community and other places in the world.

F. Vocabulary : Community- a place where people live, work, and play together. Law- a rule that tells people how to behave in their communities. Citizen- an official member of a community, state, or country.Extended vocabulary

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 2


Citizenship-1. The state of being a citizen. 2. The act or process of fulfilling the obligations and enjoying the rights of a citizen.

Community service- volunteer work done for free in order to give back to the community.

G. Procedure: 1. Refer to note on TE 6 “Get Set to Read”

Ask the class to identify the title of the reading. What will they be reading about: Where do people live? What makes it a good place to live? What do they know about “community?” What do they like about their community?

Explain that the class will read from the text and then do the Reading Skill & Strategy: Main Idea and Details activity TE 6.

2. Have students read p. 6-9 aloud in groups

3. Students will then do a “think aloud” to summarize the reading See TE 7 below



4. Bring up interactive map of communities in front of the class from Houghton Mifflin 3rd grade Communities online version. (Left hand sidebar)

5. Have students answer questions from the reading: In what ways are communities alike? What is part of being a citizen? What laws does your community have?

6. Have students refer to the Lesson Review on p. 9 (SE) Use details from the Reading Skill and Strategy Main Idea & Details activity

to write a description of your community What are some positive things about your community? How is your community similar to your classroom or school community? What could you do to improve your classroom or school community?

7. Refer to Integrating Language Arts and Social Studies: 25 Strategies for K-8 Inquiry-Based Learning p.72

8. Students will brainstorm ideas for improving either their classroom community or school community and create posters that express those ideas.



H. Assessment: What will you use to measure student understanding?

o To measure student understanding, I will walk around the classroom during the lesson observing students’ participation and discussions during their “think-alouds.”

o Students will complete the “Lesson Review” on p.9 of SE. They will answer the review questions in their Social Studies journals. I will determine their understanding of the lessons’ concepts by grading their responses and thoughts according to the “Lesson Review Answers” (on p.9 of TE). I will utilize the “Writing Rubric” displayed on p.9 of the TE to score students’ responses to the writing activity.

Explain how you will know students understand the concepts from the lesson.

o I will determine that students understood the concepts taught in this lesson by analyzing their answers to the Lesson Review questions and scoring their writing using the rubric.

o I will also assign the “Vocabulary & Study Guide” worksheet as homework, and grade them according to the answer key pasted below (Refer to p. 9 of TE).

o Another way I could determine if students understood the concepts of “Communities” is by having them share their poster boards that they created depicting their ideas about improving their classroom or school communities. I could give them a grade for displaying their understanding of the content (Social Studies), and I could also give them a grade for their presentation (Listening and Speaking ELA).



I. Closure: Whole class discussion: Students will have the opportunity to share their responses

from the “Lesson Review” with the rest of the class. We will review the “tested objectives” shortly before the lesson concludes. (p. 9 of

TE) I will explain their homework assignment, “Vocabulary & Study Guide” (Refer to

page pasted above).

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

Overall, I believe this lesson would be somewhat easy to teach because the definition of a “community” is pretty straight forward, and the reading does a great job describing it in a student friendly manner. (Kerri)I also believe that this lesson will be somewhat easy and straight-forward. I feel like the community service poster will be engaging and fun for students. (Jenny)

2. Which part will be most challenging for you to teach? Students may become confused with the extended vocabulary “citizenship” (the differences between a citizen and citizenship), so this may pose a challenge for me. I would have to come up with an explicit way of describing the differences between these two words because they look so similar. Also, I have never taught “Main Idea & Details” before to students, so this may be challenging for me as well. I’m sure every lesson will be a challenge until I get the opportunity to actually start “teaching” lessons in the classroom. Every time I teach a lesson, I will gain new knowledge regarding the process, and learn from my mistakes. (Kerri)For me, I feel like it may be difficult to work all of this lesson into 50 minutes, but I felt like all of the procedures do need to be included within this lesson. Usually I would say assessment would be my biggest challenge, but I am beginning to feel more comfortable with the idea of informal assessment within the lesson. The teacher can walk around and listen to groups (student contribution) as they work for immediate assessment of students’ lack of understanding. The Reading Skill and Strategy Main Idea & Details activity is a great way to check for understanding. Use of a rubric will be very helpful when looking at the descriptive community writings. (Jenny)

3. How will you follow up or extend this lesson?



I could follow up on this lesson by teaching the extend lesson in the content area of Literature, “Poems from Our Communities,” on pages 10-11 in the TE. (Kerri) I suppose that the community service poster could have been an extended activity if we were short on time. Students could brainstorm the day of the lesson and then create posters another day. Students could also use the ideas from brainstorming to create a flyer. Students could use that flyer to communicate a need within the classroom or school. They could also use it to promote a cause. They could also make a brochure about their actual community and why it is a good place to visit. (Jenny)

4. What can you do for students who don’t grasp the concepts? I will be available for extra help and support for students who need more clarification of the material, and I will allow students to demonstrate their understanding of a “community” through drawings and illustrations if needed. (Kerri)I think that I would group these students together if they were not grasping the concepts within the other groups. I could work one-on-one with this group, providing more explicit examples of community and what it means to be a citizen within that community. I would then ask the students to share examples as I had. We could use the interactive map of communities to compare our examples to those pictured. (Jenny)

5. Which part of the lesson, if any, do you think might need to change?I enjoyed this lesson, but I might change the format of the “Lesson Review Questions” into an engaging activity like Jeopardy or an activity that students can do in groups. (Kerri)Overall, I like this lesson. I would probably change the poster to an extension as I mentioned above, if anything. (Jenny)

6. When you were writing this lesson plan, what was the most difficult part?This lesson was much easier to write and understand, because the format was familiar to me because of the previous lesson I wrote (Lesson # 1). I found that I doubted myself in my thinking and writing of the plan much less this time around. (Kerri)I always have a bit of difficulty with objectives and meeting the standards within the lesson. (Jenny)

7. Describe your experience collaborating on this lesson plan.Working with a partner was beneficial to me because I was able to compare my understanding of the lesson with that of my partner’s. (Kerri)



I like to collaborate. It’s always beneficial to see someone else’s style of planning or what they may add. There is always a different point of view or something missed that can be helped with a partner. (Jenny)


EDEL453 Spring2014 KerriPavalon LP-2

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