Lesson Plan # 4 Block # 2 Teacher Ed. Candidate: Adrianna Ruggiero Supervising Teacher: Thomas uwg supervisor: Cox School: Temple Elementary Date of Implemented Lesson Plan: 2/25/13 Subject: Social Studies Grade Level: 3



Download 22.07 Kb.
Date conversion15.05.2016
Size22.07 Kb.
Lesson Plan # 4 Block # 2
Teacher Ed. Candidate: Adrianna Ruggiero Supervising Teacher: Thomas UWG Supervisor: Cox
School: Temple Elementary Date of Implemented Lesson Plan: 2/25/13

Subject: Social Studies Grade Level: 3rd


Standards & Elements

SS3H2 The student will discuss the lives of Americans who expanded people’s rights and freedoms in a democracy.

a. Paul Revere (independence), Frederick Douglass (civil rights), Susan B. Anthony (women’s rights), Mary McLeod Bethune (education), Franklin D. Roosevelt (New Deal and World War II), Eleanor Roosevelt (United Nations and human rights), Thurgood Marshall (civil rights), Lyndon B. Johnson (Great Society and voting rights), and César Chávez (workers’ rights).

b. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how they overcame them.


Essential Question

How did Franklin D. Roosevelt’s obstacles in life help shape his life and what he did as president?


Assessment/Evaluation

(Describe the evaluation as it relates to the elements.)

*ATTACH A COPY OF THE INSTRUMENT

The students will complete a flip -book after a book about FDR is read to them. They will have certain sections of the flip- book to fill out, Biography, Interesting Facts, New Deal, and WW2.




W H E R E method for Lesson Plan Development:


Acceleration & Previewing

Key Vocabulary

(This can be done the day before or at the beginning of the lesson/combined with the Activating Strategy)



Where are we headed?

Key Vocabulary:

  • public service- working for the good of others.

  • Campaign- time before an election when people running for office try to convince voters to vote for them.

  • Disabled- having a condition that makes it difficult to do something.

  • Diligent- hard work and effort

  • Opponent- someone who runs against a person in an election

  • Cooperate- work together with someone

  • Dictatorship- a country in which the ruler has complete power and sometimes rules cruelly

  • Democracy- a government in which the people have the power to make political decisions.

  • Liberty- freedom from being controlled by someone else.


Materials:

-paper for flip-book

-American Heroes Franklin Delano Roosevelt by Nathan Asher Katzin


Activating Strategy

(Standard/EQ – What do the students need to know by the end of the lesson or unit?

Hook – engage all students & tie to previous learning.)


Hook the student.
Start by asking the students what they can tell me about FDR.

Have a small class discussion.

Two minute talk
By the end of the lesson the students will know more about FDR and what he did for our country.



Teaching Strategies

(Describe the activities planned and the anticipated actions of the students.)


Include differentiation strategies.

Explore the lesson content.
The students will learn about FDR by listening to a book about him and making a flip-book. I will open with a small discussion to find our what the students already know about him and get them ready to learn more. I will then read the book American Heroes Franklin Delano Roosevelt. As I read I will go over the vocabulary throughout the book. I will check for comprehension by seeing if the students can figure out what the word means or if they already know. After the book is finished the students will make their flip- book. The flip- book will have certain sections that they will fill out, Biography, Interesting Facts, New Deal, and WW2. I will have 3 to 4 facts for each section that the students will need to write down. As they are making the front cover of their flip- book I will have them up on the board for them.

For the students that have vision impairments I will allow them to come closer to the board so they will be able to see better.


For students that need more visual content then auditory I will have written on the board what they need to write down.


For Group 2 and 3 they need to be given what they need to write down otherwise they will not be able to pick out the correct facts. These are the lower classes and they have trouble listening and writing down at the same time. They need the extra visual; this also helps their parapro.

Extending & Refining

(Activity that guides students to rethink or think beyond the learned skill – may be incorporated AFTER summarizing/evaluation.)



Rethink our work & ideas.
The students will compare and contrast FDR with one other historical figure that they have already learned about.

Summarizing

(Closure)

(Reflects evidence of student learning – evaluation – Guided by the essential question – All students participate)



Evaluate results.

Go back over the essential question to see if we have enough information that we can put answers to it.

Ticket out the door of a fact that they have learned about FDR today.





  1. Describe the any additional adaptations/modifications planned for exceptional students (EIP, Inclusion, Gifted, ESOL, RTI, students who have yet to be identified with learning/behavioral disabilities, etc.)

  2. Agenda: (see document titled “The Lesson Agenda”.

  3. Reflection: (to be completed following the teaching of the lesson)

Agenda
Essential Question: How did Franklin D. Roosevelt’s obstacles in life help shape his life and what he did as president?




  1. Revisit the standard that we have been working on.

  2. Two minute talk about what students already know about FDR.

  3. Read book.

  4. Students will fill out flip- book.

  5. Compare and contrast another historical figure that they already know with FDR.

  6. Ticket Out the Door and revisit essential question.


The database is protected by copyright ©essaydocs.org 2016
send message

    Main page