Running Head: SOCIAL STUDIES LESSON PLAN PROJECT · 2018-09-01 · SOCIAL STUDIES LESSON PLAN PROJECT 6 II. Lesson plans (5) Lesson Plan: 1 Lesson Title Introduction to Africa and

Running Head: SOCIAL STUDIES LESSON PLAN PROJECT

Social Studies Lesson Plan Project

Timothy Higgins

Marist College

Author Note:

Prepared for MEDU520 Social Studies Methods

Professor Pinna

December 16, 2014

SOCIAL STUDIES LESSON PLAN PROJECT

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Contents:

I. Context for learning

II. Lesson plans (5)

III. Instruction commentary


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I. Context for Learning

About the School

1. In what type of school do you teach?

Roy C. Ketcham Senior High School is a public high school of the Wappingers Central School

District located in Wappingers Falls, NY. It has 1,937 students in grades 9th through 12th. Roy C

Ketcham Senior High School is the 69th largest public high school in New York and the 944th

largest nationally. It has a student teacher ratio of 15.6 to 1.

Total Students: 1,937

Pupil/Teacher Ratio: 15.6:1

Full Time Teachers: 124.52

NOTE: In the classes I observed, this ratio was much higher.

Urban: [ ] Suburban: [X ] Rural: [ ]

2. List any special features of your school or classroom setting (e.g., charter, co-teaching, themed magnet, remedial course, honors course) that will affect your teaching in this learning segment.

The class treated in this discussion is a required class made up of students in the general

education population. It is a diverse class, reflecting the proportions of the ethic school

population. Students display a variety of motivation and intelligence profiles. Because of the

tendency to become disengaged, the class would aim to promote active learning activities

that supports social construction of knowledge.

3. Describe any district, school, or cooperating teacher requirements or expectations that might affect your planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests.

All students take the NYS U.S. History and Government Regents examination in June. The

Regents exam is also the final exam for the course and counts as 20% of the final course

average. Students must pass this course and the U.S. History and Government Regents exam

in order to graduate.

The population of this school is quite diverse, both ethnically and socioeconomically. The

ethnic mix of the student body is as follows:

Male 42%, Female 52%

White = 71%

Hispanic = 14.4%

Black = 8.8%

Asian/Pacific Islander/other = 5.8%

The Wappingers Central School District spends approx. $13K per pupil in current expenditures.

The students attending this high school are of mixed socioeconomic status with 14.2% of

students eligible for free or reduced price lunch programs.


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About the Class Featured in This Assessment

1. What is the name of this course? U.S. History 11th

grade Regents

2. What is the length of the course? [ ]

One semester: [ ] One year: [ X ] Other (please describe): [ ]

3. What is the class schedule (e.g., 50 minutes every day, 90 minutes every other day)?

Approximately 43 minutes every day.

4. Is there any ability grouping or tracking in history/social studies? If so, please describe how it affects your class.

There is a focused effort on the part of the teacher to differentiate instruction along the lines

of differing intelligences. The class is contains much intrapersonal dynamics and sociability.

Lessons contain activities that are cooperative and collaborative to leverage this strength.

5. Identify any textbook or instructional program you primarily use for history/social studies instruction. If a textbook, please provide the title, publisher, and date of publication.

America, Pathways to Present (Prentice Hall, 2000), Other instructional materials and primary

documents as needed.

6. List other resources (e.g., electronic whiteboard, resource library in classroom, online resources) you use for history/social studies instruction in this class.

Smartboard, Google class is being rolled out as a repository for assignments and resources.

About the Students in the Class Featured in This Assessment

1. Grade level composition (e.g., all seventh grade; 2 sophomores and 30 juniors):

11th

2. Number of

students in the class approx. 15-20

males [ 50% ] females [ 50% ]


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3. Complete the chart below to summarize required or needed supports, accommodations, or modifications for your students that will affect your instruction in this learning segment. As needed, consult with your cooperating teacher to complete the chart. Some rows have been completed in italics as examples. Use as many rows as you need.

Consider the variety of learners in your class who may require different strategies/supports or accommodations/modifications to instruction or assessment (e.g., students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students needing greater support or challenge).

Students with Specific Learning Needs1

IEP/504 Plans: Classifications/Needs

Number of Students

Supports, Accommodations, Modifications, Pertinent IEP Goals

IEP 1 (example) ASD, Behavioral supports include

modeling SODA strategy to increase

positive social interactions.

504 1 (example) Vision poor and legally documented.

Needs to be upfront and be provided with

larger print test.

Other Learning Needs Number of Students

Supports, Accommodations, Modifications

Example: ELLs 2 (example) Graphic organizers, QtA strategy, buddy

system, vocab sheet/word wall.

1 Data was not available and has been estimated and populated for illustrative purposes.


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II. Lesson plans (5)

Lesson Plan: 1

Lesson Title

Introduction to Africa and the Americas (A.D.300 to A.D.1590) and the Basics of Islam

Basic Information

Grade Level 10

Subject Social Studies Global

Unit The Middle Ages

Textbook title World History (2001) by King & Lewinsky

Chapter 11

Central focus Students will identify, discuss, and compare

the activities and trends in different parts of the

world during the Middle Ages.

Background knowledge, skills, previous content required

Map reading and geography skills, exposure to other cultures and religious systems.

Lesson Objectives and Goals

Learning

Objectives

1. Students will utilize maps and technology to

place civilizations in the right context of time and

place.

2. Students will understand the origins and

development of Islam as one of the great religions

of the world.

3. Students will discuss the five basic duties each

Muslim must accept.


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New York State Standard Alignment

Standard

Reference

Description

NYS Common

Core Standards

for History

(Grades 9-10)

Reading

Standards

1,2,&4

Writing

standards

4&9

• Cite specific textual evidence to support analysis

of primary and secondary sources, attending

to such features as the date and origin of the

information.

• Determine the central ideas or information of a

primary or secondary source; provide an accurate

summary of how key events or ideas develop over

the course of the text.

• Determine the meaning of words and phrases

as they are used in a text, including vocabulary

describing political, social, or economic aspects of

history/social studies.

• Produce clear and coherent writing in which

the development, organization, and style are

appropriate to task, purpose, and audience.

• Draw evidence from informational texts to support

analysis, reflection, and research.

NYS Social

Studies

Commencement

Learning

Standards

Standard 2

Key Idea 1

Performance

Indicator

2,3,&4

Standard 3

Key Idea 1

Performance

Indicators

1,4,5,&6

Students will use a variety of intellectual skills to demonstrate their understanding

of major ideas, eras, themes, developments, and turning points in world history and

examine the broad sweep of history from a variety of perspectives.

The study of world history requires an understanding of world cultures and

civilizations, including an analysis of important ideas, social and cultural values,

beliefs, and traditions. This study also examines the human condition and the

connections and interactions of people across time and space, and the ways

different people view the same event or issue

from a variety of perspectives.

• Understand the development and connectedness of Western civilization and other

civilizations and cultures in many areas of the world and over time.

• Analyze historic events from around the world by examining accounts written

from different perspectives.

• Understand the broad patterns, relationships, and interactions of cultures and

civilizations during particular eras and across eras.

Students will use a variety of intellectual skills to demonstrate their

understanding of the geography of the interdependent world in which we

live—local, national, and global—including the distribution of people, places,

and environments over the Earth’s surface.

Geography can be divided into six essential elements which can be used to analyze

important historic, geographic, economic, and environmental questions and issues.

These six elements include: the world in spatial terms, places and regions, physical

settings (including natural resources), human systems, environment and society,

and the use of geography.

• understand how to develop and use maps and other graphic representations to

display geographic issues, problems, and questions.

• understand the development and interactions of social/cultural, political,

economic, and religious systems in different regions of the world.

• analyze how the forces of cooperation and conflict among people influence the

division and control of the Earth’s surface.

• explain how technological change affects people, places,

and regions.


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Technology Map program or projector, internet

access for video clip

Graphic Organizer Inquiry chart for jigsaw

Handouts Travel maps (4), time travel itinerary,

source documentation

Vocabulary support Parking lot

Other

Process and Procedures

A listing of steps to take in performing the lesson. This listing will include:

The energizing introduction to pique interest (the “hook”)

Write on board:

Assalaam Alaikuum (AAS A LAM A LAKE UM)

(Translation: Hello, or as we say in the Muslim world, Peace be with you).

Students will be taking a time travel trip as anthropologists and archaeologists.

There is an itinerary, tickets, and activities to be performed on this trip. This is

STOP 1.

Teacher WILL DO:

o Start with a DO NOW.

o Hand out POST-IT NOTES.

List two things you know about the Islamic religion. (activation of prior knowledge,

assessment)

o Students to post on whiteboard.

o EXPLAIN vocabulary parking lot. Students will look up words and meaning for

homework and report to class.

o Introduce next five lessons by discussing the time travel trip and the stops that will occur

in subsequent lesson plans. Use power point slide(s) for outline. Lesson 1 slides.pptx


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o Trace journey on map #1 from packet, and modeling changes in color for different legs of

journey.

Large Maps.pdf

o Briefly pause at each “stop” and explain the activities. Survey class for understanding.

o Now launch into specific lesson on Islam. Take out graphic organizer 1 from travel

packet. This stop includes.

o Muhammad/Islam (5-10 minute video)

LINK: http://youtu.be/yX3UHNhQ1Zk?t=3m55s

STOP AT approx. 8 min.

o Exercise with sources: each team gets excerpt to piece together overview of

Islam. See Jigsaw process below.

Excerpts:

Lesson 1 Handout.docx

Graphic Organizer(s):

jigsaw 3.doc

Jigsaw process:

1. Divide the day's lesson into 3 segments. (Assign each student to learn one segment,

making sure students have direct access only to their own segment.

Segment 1: Muhammad

Segment 2: Five Pillars

Segment 3: Koran

2. Give students time to read over their segment at least twice and become familiar with it.

There is no need for them to memorize it.

jigsaw 1.docjigsaw 2.doc

http://youtu.be/yX3UHNhQ1Zk?t=3m55s


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3. Form temporary "expert groups" by having one student from each jigsaw group join other

students assigned to the same segment. Give students in these expert groups time to

discuss the main points of their segment and to rehearse the presentations they will make

to their jigsaw group.

4. Bring the students back into their jigsaw groups.

5. Ask each student to present her or his segment to the group. Encourage others in the

group to ask questions for clarification.

6. Float from group to group, observing the process. If any group is having trouble (e.g., a

member is dominating or disruptive), make an appropriate intervention.

Students WILL DO:

Trace the journey on their maps.

Work with jigsaw group and become expert in one area. Compile information in graphic

organizer.

Cooperatively work to complete jigsaw exercise.

Fill out exit slip.

Closure Activity

Exit Slip (5 minutes) –“321” exit slip

321 exit slip.pdf

Hand out before period ends 5-10 minutes. (immediate feedback to determine if lesson

was effective). Also, provides a metacognition opportunity for students.

Homework/Formative Assessment/ Project based

Homework is listed on board:

Homework in journal: Can you think of similarities/differences with other religions? Name two

religions and give 3 similarities with Islam. To be discussed in class on the following day.

Journal essay is in essay format.

Modifications

Teams will be given the option of illustrating their jigsaw piece.


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Lesson Plan: 2

Lesson Title

Islamic Civilization and the Contributions of Arabs to Mathematics, Science, and

Literature

Basic Information

Grade Level 10




Chapter 11

Central focus Students will identify the activities and trends

in different parts of the world during the

Middle Ages.


Exposure to other cultures, astronomy, and literature.


Learning

Objectives

1. Students will identify the contributions that

Arabs have made in Mathematics, science, and

literature.

2. Students will discuss the spread of Islam and

recognize Islamic art.


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Standard

Reference

Description

NYS Common

Core Standards

for History

(Grades 9-10)

Reading

Standards

1,2,&4

Writing

standards

7&9


of primary and secondary sources, attending

to such features as the date and origin of the

information.









• Conduct short as well as more sustained research to answer a question.



NYS Social

Studies

Commencement

Learning

Standards

Standard 2

Key Idea 1

Performance

Indicator

2,3,&4

Key Idea 3

Performance

Indicator 1

Standard 3

Key Idea 1
















Study of the major social, political, cultural, and religious developments in world

history involves learning about the important roles and contributions of individuals

and groups.

• analyze the roles and contributions of individuals and

groups to social, political, economic, cultural, and

religious practices and activities










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Performance

Indicators

1,4,5,&6









and regions.

Technology, Materials, and Handouts

Technology Computers with internet access

Graphic Organizer Columnar for TPS

Handouts Travel map, Informational handouts


Other Journaling



Teacher WILL DO:


Show and trace the spread of Islam map with students.

Smaller Maps.pdf

Explain Think-Pair-Share group work.

Students view a video of a Islamic inventions and discoveries.

LINK: http://youtu.be/vMDjF64mGLw

http://youtu.be/vMDjF64mGLw


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Students Will DO:

Group work: three groups: Think-Pair-Share.

Class question for T-P-S: Look over the pantheon of Muslim scientists and mathematicians. Pick

one and find out more. How is this influence/contribution felt in the modern day? Use the

graphic organizer for your thoughts and information.

Mathematicians and

Muslim scientists and inventors.pdf

columnar graphic organizer.pdf

Scientists

Students will write an observation and reflection in their journals about Islamic art.

Think-Pair-Share

How Does It Work?

1) Think. The teacher provokes students' thinking with a question or prompt or observation. The

students should take a few moments just to THINK about the question.

2) Pair. Using designated partners PAIR up to talk about the answer each came up with.

Students will compare their mental or written notes and identify the answers they think are best,

most convincing, or most unique.

3) Share. After students talk in pairs for a few moments, the teacher calls for pairs to SHARE

their thinking with the rest of the class. This can be done by going around in round-robin fashion

or calling on each pair. Often, these responses will be recorded on the whiteboard.

Why Should I Use Think-Pair-Share?

We know that students learn, in part, by being able to talk about the content. Think-Pair-Share is

helpful because it structures the discussion. Students follow a prescribed process that limits off-

task thinking and off-task behavior, and accountability is built in because each must report to a

partner, and then partners must report to the class.


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Closure Activity

This is an extended closing activity (15 minutes). Students are to view a piece of Islamic art and

then listen to the reading. In their journals, students will make observations and reflect on these

examples of Islamic art.

The Rubaiyat.pdf


Finish journal entry and find additional example of Islamic art.

Modifications

Music could be used as an art form.


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Lesson Plan: 3

Lesson Title

Comparison of West African Civilizations during the Middle Ages

Basic Information

Grade Level 10




Chapter 11



Middle Ages.


Exposure to other cultures, map reading, military power


Learning

Objectives

1. Students will compare the West African

civilizations of Ghana, Mali, and Songhai.

2. Students will examine West African maps to gain

an understanding of how environments impact

peoples.


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Standard

Reference

Description

NYS Common

Core Standards

for History

(Grades 9-10)

Reading

Standards

2&4

Writing

standards

4, 7,&9












• Conduct short as well as more sustained research

projects to answer a question (including a self-generated

question) or solve a problem; narrow or

broaden the inquiry when appropriate; synthesize

multiple sources on the subject, demonstrating

understanding of the subject under investigation.



NYS Social

Studies

Commencement

Learning

Standards

Standard 2

Key Idea 3

Performance

Indicator 1

Standard 3

Key Idea 1

Performance

Indicators

1,4,5,&6





history involves learning about the important roles and contributions of individuals

and groups.

• analyze the roles and contributions of individuals and

groups to social, political, economic, cultural, and

religious practices and activities
















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and regions.


Technology Computers with internet access

Graphic Organizer Question worksheet (see below)

Handouts Travel map, time travel itinerary


Other




Stop 3 on trip includes the West African Congress of Kings

Teacher WILL DO:

Trace map #3 with students.

Large Maps.pdf

Students WILL DO:

1. In their study of the ancient West African empires, students will locate the Sahara Desert

and the Niger River, the ancient West African empires of Ghana, Mali, and Songhai, and

capitol cities and strategic trading centers.


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2. Students will identify two great rulers who shaped the ancient Mali Empire. Refer to page

272-276 of textbook.

Mansa Musa

Sonni Ali

Introductory Activities:

a. Organize the class into groups of 3-4 students

b. Using an overhead or a wall map of Africa, ask students the following questions:

1. Where is Mali? Where is

2. What two physical geographic features might help shape the culture of West

Africa?

3. What does the term land- locked mean? How might this affect the settlement and

economy of a culture?

Developmental Activities:

a. instruct students to use textbook and valid internet sources to complete the map exercise.

Copy and distribute the following map exercise to students

Name__________________________

Mali Then and Now - Empires and Countries

Use the handouts to complete the map exercise and questions.

1. Using the map given:

a. Locate and place the following on your map:

Sahara Desert

Niger River

Mali

Bamako

Timbuktu

Senegal

Gao

Locate the ancient Songhay empire and outline it in red on your map.

Circle the capital city of the Songhay Empire.

Name the two groups of people who formed the Songhay Empire.


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Locate the boundary of the Empire of Mali 2 and outline it in blue on your

map.

What Kangaban ruler defeated the Susu and founded the empire of Mali?

In what century did the people of Mali convert to Islam?

Underline the two ancient Mali gold trading cities.

Who was the last great ruler of Mali? When did he reign?

Closure Activity

Debrief by having students share their answers to the questions.


Look at the National Geographic website. Report to the class one feature you liked.

Modifications

Scaffold maps by placing a few key points on them.


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Lesson Plan: 4

Lesson Title

The Powerful Mayan, Aztec, and Incan Civilizations of Central and South America

Basic Information

Grade Level 10




Chapter 11



Middle Ages.


Exposure to other cultures, systems, and geography of the Americas.


Learning

Objectives

1. Students will identify the contributions that the

powerful civilizations of central and South America

made.

2. Students will compare and contrast these

civilizations and theorize about their demise.


22


Standard

Reference

Description

NYS Common

Core Standards

for History

(Grades 9-10)

Reading

Standards

4&7

Writing

standards

4&9





• Integrate quantitative or technical analysis (e.g.,

charts, research data) with qualitative analysis in

print or digital text.






NYS Social

Studies

Commencement

Learning

Standards

Standard 2

Key Idea 1

Performance

Indicator

2 &4

Standard 3

Key Idea 1

Performance

Indicators

1,4,&5






























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Technology Powerpoint presentation, photos of art

Graphic Organizer 3 ring Venn Diagram

Handouts Travel map, time travel itinerary

Vocabulary support

Other Handouts of glyphs and math systems




Stop 4 of the journey focuses on artifacts/virtual museum from Central and South

America.

Teacher WILL Do:

Explain MAP

Present power point slides. When a slide of art is presented, teacher will MODEL

thought process of examining art and wondering aloud about the particular civilization.

MAPLarge Maps.pdf

Powerpoint presentation focusing on ancient art.

Pre-ColumbianHistory.ppt


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Students WILL DO:

Trace Map of Ancient American Civilizations.

Compare and contrast Ancient American civilizations.

Create a three circle Venn diagram in which students compare and contrast these three

civilizations using similarities and differences.

Translate hieroglyphics to communicate with your partner.

VENN Diagram that compare/contrast

venn3.pdf

Closure Activity

Students will fill out in the last five minutes of the class period.

closure_frame exit slip.pdf


Using the hieroglyphics and symbols from the handout, communicate in symbols something you

did after school. Include a quantification of something by using Mayan and Aztec math.

Students are to begin writing an essay comparing the three ancient cultures using the venn

diagram and notes. Draft due in 2 days.

Modifications

Alternate graphic organizers may be used. ELL may request a “writing buddy” for essay

help. This program would require more reflection on pairings and format.


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Lesson Plan: 5

Lesson Title

The Middle Ages in Africa and the Americas – Summary and Project-based assignment

Basic Information

Grade Level 10




Chapter 11



Middle Ages.


Previous 4 lessons completed.


Learning

Objectives

1. Understand and investigate the broad

patterns, relationships, and interactions of

Ancient American, African, and Islamic

cultures and civilizations.

2. Synthesize religious ideas by researching

religious systems.

3. Research various ancient art forms and

assess their cultural impact and

significance.

4. Prepare and plan a tour of ancient lands

by assessing the geography, politics, and

dangers you may encounter.

NOTE: Depending on students choice

of project, only one objective may

apply.


26


Standard

Reference

Description

NYS Common

Core Standards

for History

(Grades 9-10)

Reading

Standards

1,2,7,& 9

Writing

standards

2,5,6,8,& 9


of primary and secondary sources, attending to such features as the date and origin

of the information.

• Determine the central ideas or information of a primary or secondary source;

provide an accurate summary of how key events or ideas develop over


• Integrate quantitative or technical analysis (e.g., charts, research data) with

qualitative analysis in print or digital text.

• Compare and contrast treatments of the same topic in several primary and

secondary sources.

• Write informative/explanatory texts to examine and convey complex ideas and

information clearly and accurately through the effective selection, organization,

and analysis of content.

• Develop and strengthen writing as needed by planning, revising, editing,

rewriting, or trying a new approach.

• Use technology, including the Internet, to produce and publish writing and to

interact and collaborate with others.

• Gather relevant information from multiple print and digital sources, assess the

credibility and accuracy of each

source, and integrate the information while avoiding plagiarism.



NYS Social

Studies

Commencement

Learning

Standards

Standard 2

Key Idea 1

Performance

Indicators

2,3,&4

Key Idea 3

Performance

Indicators

1&3

















history involves learning about the important roles and contributions

of individuals and groups.

• analyze the roles and contributions of individuals and groups to social, political,

economic, cultural, and religious practices and activities

• examine the social/cultural, political, economic, and religious norms and values

of Western and other world cultures.


27

Standard 3

Key Idea 1

Performance

Indicators

1,4,5,&6
















• explain how technological change affects people, places, and regions.


Technology Computer with internet connection for

research

Graphic Organizer See previous 4 lessons

Handouts Project guidelines

Vocabulary support

Other



Step 5 is the “Assessment Café” where archaeologists hang out to put together their

learnings.

Teacher WILL Do:

Discuss project choices and expectations. Additional requirements sheet and rubric

handed out.

Review of civilizations that focuses on similarities and differences.

SEE MENU BELOW


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Closure Activity

Journal activity: Students will reflect on their choice of project and start a draft project plan.


Final assessment takes place at the “Assessment Café” where students choose their assessment

from a menu of choices.

MENU

1. Compare and contrast different ancient civilizations by researching important events and

developments in their respective histories.

2. Prepare a synthesis of religious ideas by tracing the origins of Judaism, Islam, and

Christianity highlighting their similarities and differences.

3. Prepare a trip through ancient America, Africa, or the Middle East by discussing

geographical considerations. Define the purpose of your trip. Be aware of customs, language,

and danger.

4. Consider the various art forms from the civilizations. Prepare a project that surveys the

various art forms from each civilization and discuss their importance (religious, political,

practical). These forms include sculpture, painting, architecture, and literature. Scientific

theories and applications can be included.

Modifications

Modifications of projects will be planned for LD and ELLs. Students have option of working in

groups of two which requires an enhanced project plan with responsibilities listed.


29

Instruction Commentary

Lesson number and description: This is the commentary on lesson plan 1 presented on

December 2, 2014. The lesson title is: Introduction to Africa and the Americas (AD300 to

AD1590) and the Basics of Islam. The lesson corresponds to Chapter 11 of the textbook World

History by King and Lewinsky (2001).

Promoting a positive learning environment

How did you demonstrate mutual respect for, rapport with, and responsiveness to

students with varied needs and backgrounds, and challenge students to engage in

learning?

Students were invited to take a journey in a time travel scenario, replete with an itinerary, maps,

and tickets. Though belief needed to be suspended, this imaginative scenario is designed to break

the bond of boredom, to beckon students to think differently about other times and cultures.

Additionally, a “DO-NOW” of post-it notes compiled on the front board enabled students to

demonstrate previous knowledge so that instruction could be differentiated to all knowledge

levels in the classroom. Students were also given the responsibility of choosing groups, showing

respect for their choices and judgment. Also, materials were written and visual. Unit assessments

are planned to include projects that cater to different intelligences.

The end of the lesson had students using a 3-2-1 exit slip. This device reinforces learning, piques

interest, and requires students to write one question that they want more knowledge on.

Student engagement

a. Explain how your instruction engaged students in

developing the skills of interpretation or analysis in relation to accounts of historical

events or social studies phenomena.

building and supporting arguments.

Students kicked off their time travel journey by reviewing their travel packet and tracing their

stops (modeled by the teacher) on their maps provided in the packet. Students were given graphic

organizers and written materials about the basics of the Islamic religion. The students were

broken into groups to perform the jigsaw exercise. Discussions ensued on the key important

ideas and summary of information as indicated in the graphic organizer. The graphic organizer

facilitates the building and development of arguments through organizing and summarizing

evidence. More importantly, the engagement of the group in sifting through the evidence allowed

them to get clarification and discussion from each other.

Each student develops an expertise in one area of the discussion and becomes part of an expert

group that enriches the knowledge base in that particular area.


30

b. Describe how your instruction linked students’ prior academic learning and personal,

cultural, and community assets with new learning.

The post-it note “Do-Now” showed prior learnings of the students and this technique allowed

easy categorization of strengths and gaps in the subject area. The Muslim greeting, Assalaam

Alaikuum, was a start in familiarizing students with cultural practices. The video clip introducing

the lesson gave students an opportunity to connect the scenes in the video to similar scenes they

may have encountered. The homework assignment is a journal entry that discusses Islams

similarities with two other religions, one of which is sure to be the students own.

Deepening Student Learning during Instruction

a. Explain how you elicited student responses that supported your students’ ability to form

interpretations or analyses of history/social studies sources and accounts and build and

support arguments.

Students were directed and prompted through the jigsaw discussion process. The process is

as follows:

7. The day's lesson was divided into 3 segments. (Assign each student to learn one segment,

making sure students have direct access only to their own segment.)

Segment 1: Muhammad, Segment 2: Five Pillars, Segment 3: Koran

8. Give students time to read over their segment at least twice and become familiar with it.

There is no need for them to memorize it. The graphic organizer aids in compiling key

information.

NOTE: This summary information will aid the student in building and supporting a

document based essay or project-based assessment at the end of the chapter.

9. Form temporary "expert groups" by having one student from each jigsaw group join other

students assigned to the same segment. Give students in these expert groups time to

discuss the main points of their segment and to rehearse the presentations they will make

to their jigsaw group. Information is built and extended here.

NOTE: This summary information will aid the student in building and supporting a

document based essay or project-based assessment at the end of the chapter.

10. Bring the students back into their jigsaw groups.

11. Ask each student to present her or his segment to the group. Encourage others in the

group to ask questions for clarification.


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12. Float from group to group, observing the process. If any group is having trouble (e.g., a

member is dominating or disruptive), make an appropriate intervention.

b. Describe and cite examples of how you supported students in using evidence from

sources to build and support arguments about historical events, a topic/theme or social

studies phenomenon.

The jigsaw process allows the students to see smaller pieces of evidence that comprise larger

significant movements, themes, or events in history. The lesson ran long but the student “expert”

groups were to present their information to the class by displaying their graphic organizer. At

this time, I would build on the students’ graphic organizer by adding or clarifying the pieces of

information that they have presented. This is essentially modeling the effective use of the graphic

organizer. A model or graphic organizer “key” could be made part of the lesson materials.

Additionally, the “parking lot” is a time saving device that would allow the introduction of new

information to fill in gaps without disturbing the task at hand. This device could extend

information by introducing new evidence for summative assessments.

Analyzing Teaching

a. What changes would you make to your instruction—for the whole class and/or for students

who need greater support or challenge—to better support student learning of the central

focus (e.g., missed opportunities)?(Consider the variety of learners in your class who may

require different strategies/support (e.g., students with IEPs, English language learners,

struggling readers, underperforming students or those with gaps in academic knowledge,

and/or gifted students).

If performing this lesson again, I would have better modeled a number of key items. The first

is the map skills. I took it for granted that all students were familiar with the basics of reading

and working with maps. The second modeling I would have performed is delineating the

intricacies and expectations regarding the jigsaw process. A minor disturbance was occurring

in one of the groups but it appeared as if they were working quite diligently and having fun;

engaging with the material. I chose to ignore it; one of the tools of classroom management.

This proved to be the wrong tool as two students were engaging in social letter writing at the

expense of group members’ learning. Upon reflection, the tool of proximity and gentle

humorous coaching would have stopped this behavior. In a classroom with active group

work, this could be summed up as “management by walking around.”

Additionally, the introduction to the chapter and the lesson on the basics of Islam may be

considered for 2 class periods. Rushing through a lesson will reduce its effectiveness and

impact.

b. Why do you think these changes would improve student learning? Support your explanation

with evidence of student learning and principles from theory and/or research.

Modeling is proven to be an effective teaching strategy and helps students grasp the task at

hand. Demonstrating proper techniques and intellectual processes by “thinking aloud” gets


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students on the right track. Once on track, students being on task for the allotted time will

increase learning. This is not only borne out through common sense but through research that

is decades old. John Carroll (1963) developed his Model of School Learning that centers on

the effective use of time:

First, it should be understood that "spending time" means actually spending time

on the "I of learning. "Time" is therefore not "elapsed time" but the time during

which the person is oriented to the learning task and actively engaged in learning.

In common parlance, it is the time during which he is "paying attention" and

"trying to learn. (p.734)

The spending of engaged time is the key variable in Carroll’s model of effective instruction.

Without the strength of it, the best quality materials, instruction, and learning is severely

compromised. The hierarchy of classroom management tools includes non-verbal interventions.

This has proven to cease the majority of disruptive behaviors. Astutely observing on-task

behavior and increasing engagement requires proximity of the teacher to the activity. These

techniques would have improved the lesson and activity for the affected group of students.

Documents

Running Head: SOCIAL STUDIES LESSON PLAN PROJECT · 2018-09-01 · SOCIAL STUDIES LESSON PLAN PROJECT 6 II. Lesson plans (5) Lesson Plan: 1 Lesson Title Introduction to Africa and