EDEL453 Spring2014 ThompsonDeboarh LP-2 Part 2

8/12/2019 EDEL453 Spring2014 ThompsonDeboarh LP-2 Part 2

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Lesson Plan #2: Collaboration

Grade: 3rdGrade

Social Studies Strand: History

Submitted By: Deborah Thompson

Partner: Staci Gengler

EDEL 453: Teaching Elementary School Social Science

Nevada State CollegeSpring 2014

Instructor: Karen Powell


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Lesson Plan #2 -History submitted by:Deborah Thompson

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

B. Summary of the Lesson Plan:This social studies lesson is for 3rd grade students to learn about ethnicity as well as the

history of government for American Indians, the Haudenosaunee in comparison to present

government. This lesson will be completed using Houghton Mifflin Social Studies textbook

Communities (p.96-101).

C. Basic Information: Grade Level:3rdgrade Time to Complete this Lesson:Approximately 50 minutes Groupings:whole group reading, small group reading skill assignment, independent

writing assessment

D. Materials:Houghton Mifflin Social Studies Textbook Communities (p.96-101)

Reading Skill and Strategy worksheet one per student available below (unit resources

page 29)

Vocabulary and Study Guide worksheet one per student available below (unit

resources page 30)

E. Objectives:o NV State Social Studies Standards

H3.3.3Define ethnicity and explain that people who make contributionsto their communities include those who have diverse ethnic origins,

customs, and traditions

o Student-Friendly Standards I can define ethnicity and explain that people who make contributions to

their communities include people with diverse ethnic origins, customs,

and traditions

F. Vocabulary governmentan organization that makes laws and keeps order constitution-the basic laws and ideas that a government and its people follow. ethnicity-is a individuals belonging to a group of people with common cultural

traditions

G. Procedure:


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1. Review Get Set to Read(TE p. 78) Explainthe list components of the Haudenosaunee community Call students attentionto the different parts of the constitution. Identify & discuss times where they have solved a problem on their own or

worked with others.

Introduce vocabulary(government, constitution, ethnicity)2. As a class read pages 96-101, while pausing to discuss the questions indicated in the TE

margins.

3. Students will finish their reading skill handout, which they worked on as we read thechapter.

4. Students will complete the study guide hand (provided bellow) using the textbook toreference. Students will work with their tablemates.

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

I will have the students write down their answers to the following questions to insurestudents can define ethnicity and explain that people who make contributions to

their communities include those who have diverse ethnic origins, customs, and

traditions

Define ethnicity List four components of the Haudenosaunee community. Who took part in the government of the five nations?

Explain how you will know students understand the concepts from the lesson. Students must correctly: define ethnicity, list four components of the

Haudenosaunee community and list who took part in the government of the fivenations.

I. Closure: As a class we will discuss four ways the Haudenosaunee government, of the past

and the present government are alike.

As a class students will discuss what they learned about government, theHaudenosauee community and define ethnicity in their own words

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

I think the easiest part to teach will be explain the vocabulary words.

2. Which part will be most challenging for you to teach?I think the part of the lesson that me most challenging to teach would be getting the

students to list what are things done in a community center.


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EDEL453 Spring2014 ThompsonDeboarh LP-2 Part 2