Teacher Candidate: __56122414_____ Cohort: _A___ Date: _2/11/2011_
Use the steps outlined in this planner to make the critical decisions involved in planning for understanding, long-term retention, and success for all learners.
Grade: _2___ Content Area: __Social Studies: A Country of Many People_____
School/UA: __Eileen Kliger – Turtle Rock_____ Group Size: _31__ Length: _45_ minutes
Student Context: ___5 EL students: 1 Early-Intermediate 4 Intermediate-Advanced, 26 are native English speakers_
PRE-PLANNING FOR THE LESSON |
Key Content Standard(s)Grade 2: Students explain governmental institutions and practices in the United States and other countries.
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Key ELD Standard(s) Grade 2: Reading EI Read aloud an increasing number of English words. I Use more complex vocabulary and sentences to communicate needs and express ideas in a wider variety of social and academic settings A Read aloud with appropriate pacing, intonation, and expression narrative and expository texts. Writing EI Write one to two simple sentences. I Write simple sentences appropriate for language arts and other content areas. A Produced independent writing by using correct grammatical forms. Listening and Speaking EI Ask and answer questions by using phrases or simple sentences. I Participate in social conversations with peers and adults on familiar topics by asking questions and soliciting information. A Negotiate and initiate social conversations by questioning, restating, soliciting information, and paraphrasing the communication of others. |
Learning ObjectiveStudents will learn about the cultural diversity in the U.S. and what it means to be an American citizen. Students will understand that all U.S. citizens have the same rights and freedom to make their own choices, including freedom of speech, religion, and of the press. Students will be able to explain how the classroom is a community and how they are citizens of the classroom with the same rights, freedoms, and responsibilities. Students will be able to draw a parallel between being a part of a country full of different cultural backgrounds, and being a citizen of a classroom full of different cultural backgrounds.
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Assessment· What, specifically, will students do to show that they have met the learning objective?Students will be reading in their text book and discussing throughout their reading how the concepts relate to their own lives. I will ask students to share out their thoughts after their pair-shares. We will also be compiling a chart of rules that students have to follow in their homes, schools, and communities, and how those rules are an example of citizens taking care of themselves or of others. Lastly, students will demonstrate their understanding of the concept by completing a handout on how to be a good citizen.
· What modifications of the above assessment would you use for language learners and/or special needs students? During discussions, I will have EL students work in pairs with the 2 interns in our classroom. The interns will pose the questions to the EL students, who can then answer using verbal and nonverbal communication, based on their respective levels of English proficiency. The interns and myself will work with pairs of EL students on completing the “Good Citizen” handout. I will also use gestures and visuals to guide their understanding of our compilation of rules chart.
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Prerequisite Skills and Knowledge · Has this topic been studied in previous grades? FIRST GRADE – A Child’s Place in Time and Space 1.1 Students describe the rights and individual responsibilities of citizenship · Pre-Assessment Strategy (How and when will you assess the students’ prerequisite skills?) · Bring students to the carpet for review of our introduction to government lesson from the day before. Review what kind of rules we have to follow at school to keep order and to keep students safe. Put up vocabulary words on pocket chart and ask students what schema they have for each of the vocabulary words: culture, citizen, rights, freedom, responsibility. |
Lesson Resources/Materials:· Text Book: Reflections · Tracker · Chart paper · Overhead with graphic organizer (for teacher) · Pocket chart with vocabulary (for teacher) · “Good Citizen” handout |
INSTRUCTIONAL SEQUENCE: ENGAGING STUDENTS IN THE LEARNING PROCESS
Introduction (3 minutes):
· Bring students to the rug for review of our previous lesson government
o What is government? [It makes laws to maintain order and help people get along]
o [Choral repeat: government and gesture to poster of Capitol Buildling]
o What are some laws we follow on a daily basis? [Ex: Seat belts]
o Do we have laws/rules at school to?
· Review what are some rules we follow at school to keep order and to keep students safe?
· Check if students have any questions
· Keep students at the rug for vocabulary preview
o Briefly explain definitions of culture, citizen, responsibility, rights, and freedom.
o Place visuals and definitions on pocket chart (to be used as word wall)
o Chorally recite the words and gesture to each of the visuals.
· Conduct discussion: “How are the people in our country alike and different?
o Pair-share: how are the people students know alike and different?
o Bring students back together and take a few volunteered answers.
o Tell students how there are many different kinds of people who live in the United States. (Italicized words will be emphasized in speech). We are all part of the same community by being citizens of the United States [gesture to word wall]. As citizens, we have the same rights and freedoms, and we share responsibilities. We will learn more about rights, freedoms, and responsibilities later in this lesson. For now, think about this classroom as a community. Are you all a part of this community? [Yes.] Now think about how you all come from different backgrounds, but you are all part of this community in this classroom, and you all work together.
· Ask students to flip to page 130 in their text books. Circulate and make sure students are tracking and reading aloud.
o Chorally read page. 130 - 131
o Discuss: our country is like a mosaic. [Hold up picture of mosaic and describe how it’s made of many different colored tiles and all the tiles put together creates a picture]. Explain how our country is made of many different people and when we’re all put together, it creates a picture of the culture in our country. Culture includes: what people eat, what they wear, their songs, their beliefs, etc…
§ Tell students to think back to their Country of Origin projects (students had to write about their family backgrounds, country of origin, and bring a paper flag in to present).
§ Students pair-share some important parts of their culture (language, food, clothes, music, art, etc…)
§ Ask students to share some interesting things they found out about their partners’ cultures.
o Ask students to look back on the pictures in their text book on pages 130 and 131. What are they pictures of? [People’s jobs.]
§ Tell students that even though people have many different cultures, we all work together by doing different jobs.
§ Ask students if that’s the same for the classroom. [Yes.]
§ Take volunteered answers for what jobs they have in the classroom and how we all work together.
o Tie in: our country is a community full of different cultures [choral repeat & gesture], but everyone works together. It is the same in our classrooms. You are all from different backgrounds, but everyone has jobs here, and we all work together.
· Ask students to flip to page 132 in their text books. Circulate and make sure students are tracking and reading aloud.
o Chorally read page 132.
o Discuss citizen: you are all American citizens [choral repeat and gesture]. You live in the United States, so you are a part of the American community. You all have the same rights [choral repeat and gesture], which means you are all allowed to do certain things. You also have the same basic freedoms [choral repeat and gesture].
§ You have the freedom of speech, freedom of religion, and freedom of the press [choral repeat each of these].
§ Freedom of speech means you can choose what you say
§ Freedom of religion means you can choose your beliefs
§ Freedom of the press means you can choose what you write/put down on paper in the news, books, media, etc…
o Explain to students using example:
§ You all have the right to play at recess. That is your RIGHT.
§ You have the freedom to choose to read instead. Your choice is your FREEDOM.
§ Does that make sense? Thumbs up if that makes sense to you. Thumbs down if you would like another example.
o Ask students to look back on the pictures on page 133 in their text books. Explain the freedoms that each of the pictures show.
o Ask students to pair-share the freedoms we just discussed and what they mean.
o Review:
§ Freedom of speech means you can choose what you say
§ Freedom of religion means you can choose your beliefs
§ Freedom of the press means you can choose what you write/put down on paper in the news, books, media, etc…
· Ask students to flip to page 134 in their text books. Circulate and make sure students are tracking and reading aloud.
o Chorally read page 134.
o Discuss: as a citizen of this classroom, what kinds of responsibilities do you have?
§ Ask students to pair-share what responsibilities they have in the classroom to take care of themselves and to take care of others.
§ Bring students back together and take some volunteered answers. Write on the board.
· Ask students to put their text books away and look up at the word wall. Ask students to chorally recite the words I am gesturing to.
o I will say: “A member of a community is a…[citizen]” [Record on overhead]
o “Citizens of the U.S. come from many different…[cultures]” [Record on overhead]
o “All citizens have…[rights] and…[freedoms] and…[responsibilities]. [Record on overhead]
o I will say: “And it is the same for all of you right? You are citizens of this classroom community. You all have different cultures. You all have classroom responsibilities and jobs. You all have the right to play at recess. You all have the freedom to choose to do something else at recess.
· Bring students back to the rug to compile Rule Chart.
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Location |
Rule |
Self or Others |
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Home |
Ex: Clean your room |
Self |
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School |
Ex: Share supplies |
Others |
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Community |
Ex: Pick up trash left on the street |
Self and Others |
· Pass out “Tale of a Good Citizen” handout.
· Circulate and help students with completion of handout. [Correct together if there is time]
Closure (__2__minutes)
· Review with word wall and overhead for visual scaffolding:
o I will say: “A member of a community is a…[citizen]”
o “Citizens of the U.S. come from many different…[cultures]”
o “All citizens have…[rights] and…[freedoms] and…[responsibilities].
o I will say: “And it is the same for all of you right? You are citizens of this classroom community. You all have different cultures. You all have classroom responsibilities and jobs. You all have the right to play at recess. You all have the freedom to choose to do something else at recess.
ACADEMIC LANGUAGE
Ensuring the presence of intentional, systematic work to develop academic language
Key Content Task(s): What rich learning task(s) will the students be engaged in?
· Students will be reading in their textbooks about U.S. citizenship, rights, freedoms, and responsibilities. Students will help compile a chart on rules, and they will independently complete a handout on good citizenship.
What are the language demands for the students related to the learning objectives?
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Reading |
Read the textbook and absorb the definitions of the vocabulary covered in the chapter.
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Writing |
Answer the questions on the “Good Citizen” handout in brief, complete sentences.
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Listening |
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Speaking |
Be able to chorally recite the vocabulary covered in the chapter and discuss with their partner during reading.
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Viewing |
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What key components do you need to make explicit or support students in developing?
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What instructional strategies/support will the teacher use to build academic language?
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R: Students must be able to follow along during choral reading of text and understand definitions of vocabulary.
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I will gesture to the visuals on the word wall to support student understanding of the vocabulary and I will circulate to help students keep track of where we are in the text. |
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W: Students must be able to answer questions in brief, complete sentences on handout. |
Students will work in pairs with interns or teacher to complete handout. Gestures and visuals to new vocabulary will be used to scaffold. |
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L:
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S: Students should be able to pronounce the new vocabulary.
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Use choral repetition and gestures during one-on-one work with EL students to scaffold language use. |
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V:
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LESSON REFLECTION
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1. What was (were) the main content learning goal for this lesson? · Students learned the definitions of the vocabulary words: citizen, culture, responsibility, rights, and freedom. · Students learned what it meant to be a citizen of the U.S. · Students drew parallels between being a part of a country full of different cultural backgrounds and being a citizen of a classroom full of different cultural backgrounds.
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2. What did you observe/notice about student learning as related to the learning goal during this lesson? · Students understood the concepts of culture and responsibility easily because they have done projects on their countries of origin and family background. Also, they were able to draw on their experiences with their classroom jobs and responsibilities at home. They also understood the concept of citizen, but it was a little more abstract and they experienced difficulty remembering the difference between rights and freedom. The latter were more abstract concepts and they don’t have that much experience with it, but they understood my example using their rights and freedoms at recess.
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3. What specific examples of student learning do you have that showed students met or made progress toward this goal?
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a. Give specific examples of student evidence (actions and/or talk) that show students were successful? Make sure evidence connects to the learning goal for this lesson. · When asked during closing, students were able to recite: o “A member of a community is a…[citizen]” o “Citizens of the U.S. come from many different…[cultures]” o “All citizens have…[rights] and…[freedoms] and…[responsibilities]” · Students were able to draw parallels between the new vocabulary and their own experiences during their discussions and volunteered answers. · When asked to discuss what kinds of responsibilities they have as citizens, students volunteered answers about their classroom jobs as well as taking care of their younger siblings at home.
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b. Give specific examples of student work that show students were successful. Make sure evidence connects to the learning goal for this lesson. · Students were able to complete the handout with few mistakes, demonstrating their understanding of how to use vocabulary associated with the concept of being a citizen.
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c. What concepts or ideas related to the learning goal have students mastered? · Students understood the definitions of the new vocabulary: citizen, culture, responsibilities, rights, and freedom. · Students understood the concept that as a citizen, you are part of a community. As students, they are part of the classroom community. Just as U.S. citizens consist of many different cultures and work together, students in the class consist of many different cultures and work together.
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d. Looking at this evidence, what were your (the teacher’s) actions and/or strategies that built successful student learning? · I made sure to use a great deal of visuals: interactive charts, pocket charts, word walls, overheads, and graphics to scaffold student understanding of abstract vocabulary. · I directed discussion of the text towards building connections between students’ experiences at school and the concepts of U.S. citizenship. · I structured the lesson so that discussions were interspersed throughout their reading and builds upon the text so that students were engaged in the text, not simply reading. |
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4. What specific examples of student learning do you have that showed students struggled to meet or make progress toward this goal?
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a. Give specific examples of student evidence (actions and/or talk) that show students struggled? Make sure evidence connects to the learning goal for this lesson. · There were a few students who volunteered answers that showed they did not fully understand the concept of rights and freedom. They used the terms as if they were interchangeable, even though I explained rights as things citizens are allowed to do, whereas freedom has to do with citizens choosing to exercise their rights. · When completing the rules chart, a couple of students’ volunteered answers did not complement each other. For example, one student said that a rule that he follows in the class is to share supplies. When asked whether that helps others or it helps himself, he said that it helps himself. I had to explain to him that that helps others because if they do not have supplies, he can help them.
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b. Give specific examples of student work that show students struggled. Make sure evidence connects to the learning goal for this lesson. · A couple of the handouts did not have complete sentences even though students were instructed to answer the questions in complete sentences. The content of the sentences demonstrated understanding of the concept of citizenship, however.
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c. What concepts or ideas related to the learning goal proved most troublesome for students? Why do you think this is so? · The concepts of rights and freedom were confusing for students because when I asked students: “All citizens have…[rights] and…[freedoms] and…[responsibilities]”, a student raised his hand to ask what’s the difference between rights and freedom. I had to repeat my analogy: all of you have the right to play at recess. You also have the freedom to choose to read instead of playing. · The terms seem interchangeable, but freedom has to do with choice. They are also very abstract concepts that were difficult for students to grasp.
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d. Looking at this evidence, what were your (the teacher’s) actions and/or strategies that interfered with student learning? What missed opportunities were there? · I think I could have given a few more examples or asked the student what he is allowed to do at home. Perhaps he would have said, “Watch TV”, for example. Then, I could have said, “Ok, you have the RIGHT to watch TV at home. Can you choose not to?” The student would probably say, “Yes,” to which I could respond, “So, you are free to choose. That is your FREEDOM.” · This way, it would have made the concepts more concrete and also relatable for the student.
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5. What was the main academic language goal for this lesson? What strategy did you use to have students develop/practice this language goal? · I structured this lesson to build vocabulary based on students’ experiences and schema. The overall structure consists of: text reading, discussion to draw parallels between the text and students’ lives, a group activity to establish what rules we follow, and an independent activity to reinforce the concept of being a good citizen. |
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a. Was this strategy successful in developing this academic language? Why or why not? · I think it was successful for the most part because most of the students were able to complete my questions during closing: o “A member of a community is a…[citizen]” o “Citizens of the U.S. come from many different…[cultures]” o “All citizens have…[rights] and…[freedoms] and…[responsibilities]. · Also, students were able to correctly use the term citizen in their handout at the end. · During discussions, students were accurately using their terms as I circulated.
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b. Give specific examples of student evidence (actions and/or talk) that support your conclusion? · Students were able to complete my questions during closing: o “A member of a community is a…[citizen]” o “Citizens of the U.S. come from many different…[cultures]” o “All citizens have…[rights] and…[freedoms] and…[responsibilities]. · One of the volunteered answers from students during our culture discussion was: “I thought an interesting part of Ila’s culture is that she gets henna tattoos during celebrations.” This shows that the student understood the concept of culture.
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6. Using the evidence of student learning described above, what are the next steps you would take with this class as a whole and/or with small groups of students to meet specific student successes and/or needs? · I would make sure that students understand how to use their vocabulary and newly learned concepts in writing. I would administer a writing activity where students have to write a few sentences and they have to include the vocabulary from the lesson. The prompt would be: how is being a citizen of the U.S. like being a member of our classroom community? · I would also meet with my EL students in a small group to go over the vocabulary using the pocket chart. I would point to the visuals and chorally recite the corresponding vocabulary word.
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7. Knowing that good teachers always make changes, how will you use what you have learned from the above reflections to teach this or another lesson to a group of students? · I would have given more concrete examples and applied the concepts to individual students’ lives, especially the ones I know would have trouble with the abstract vocabulary. · Given more time, I would consider doing some play acting for the concepts so that students could see a physical representation of rights and freedoms, since they were able to grasp most of the other concepts. · I would slow down my questions and leave more room for further responses instead of getting 1 response and moving on. Slowing down will allow students to think more about the answer given, and let that sink in.
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