Lesson Plan #2: Collaboration

Grade: 3rd Grade Social Studies Strand: History

Submitted By: Staci Gengler Partner: Deborah Thompson
EDEL 453: Teaching Elementary School Social Science Nevada State College Spring 2014 Instructor: Karen Powell

Lesson Plan #2 - History

B. Summary of the Lesson Plan:

submitted by: Staci Gengler

This social studies lesson is for 3rd grade students to learn about ethnicity and 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: 3rd grade Time to Complete this Lesson: 50mins 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) Pencils

E. Objectives: o NV State Social Studies Standards H3.3.3 Define ethnicity and explain that people who make contributions to their communities include those who have diverse ethnic origins, customs, and traditions I can demonstrate my understanding of ethnicity by describing the Haudenosaunee community. I can compare the Haudenosaunee government of the past and of the present.

Student-Friendly Standards

F. Vocabulary Government an 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:
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 2

Lesson Plan #2 - History

submitted by: Staci Gengler

1. Get set to read (TE p. 78) a. Explain: Have students preview the Reading Skill/ Strategy Handout (provided bellow), the students are going to fill out as we read chapter. Resolve any confusion with handout. b. Preview: have the students look at the title and headings for the chapter. What do they tell you about the lesson? c. Build on what you know: Have a short discussion as a class about times where they have solved a problem on their own or worked with others. 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 the chapter. 4. Students will complete the study guide hand (provided bellow) using the textbook to reference. 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: Explain what ethnicity is and 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 list who took part in the five nations and list four components of the Haudenosaunee community.

I.

Closure: As a class we will discuss four ways the Haudenosaunee government, of the past and the present government are alike.

J. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think teaching the history of the Haudenosaunee government will be the easiest because it is a black and white concept that will be easier for the students to grasp. 2. Which part will be most challenging for you to teach? I believe teaching ethnicity to children may be difficult since most students in America have a different ethnicity then their peers. I will try to use this to my advantage instead of disadvantage. 3. How will you follow up or extend this lesson? I could use the expand lesson on page 102-105. It is a literature expert from the book Eagle Song. It build on the Haudenosaunee government.
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 3

Lesson Plan #2 - History

submitted by: Staci Gengler

4. What can you do for students who dont grasp the concepts? Have students work in pairs o write short dialogues that might have taken lace as the Haudenosaunee built longhouses. Have partners make a mini-mural by showing the environment in which the Haudenosaunee lived and worked. 5. Which part of the lesson, if any, do you think might need to change? I am not a fan of the handouts. I understand the importance of reading the textbook, but I feel a creative or more kinesthetic activity that coincides with the text would be more beneficial then the handouts. 6. When you were writing this lesson plan, what was the most difficult part? The most difficult was making sure the standards of third grade history coincided with the text and assignments. 7. Describe your experience collaborating on this lesson plan. It was easy to get together with Deborah because we have several classes together. She was open to suggestions as well as good at giving directions. We decided to split the sections into every other one. We reviewed the standards for third grade that could be used and we branched from there to make sure the lesson plan would be aligned. I would rather work independently most of the time though. I prefer the freedom of making choices or alterations. However this was a good insight of what it may be like to work with a teacher in your grade level or cooperating teacher.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 4

Lesson Plan #2 - History

submitted by: Staci Gengler

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 5

Lesson Plan #2 - History

submitted by: Staci Gengler

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 6