POWERFUL SOCIAL STUDIES LESSON PLAN OUTLINE

JMU Elementary Education Program: ELED 434 ALL SECTIO S T+e 2ollo*ing in2ormation (+ould ,e included in t+e +eader o2 t+e le((on /lan: 3elsey 4a%ies 3atie 5lannary 4e ember 6* 7/-8 9o%ember 7/* 7/-8 (2lan must be initialed and dated by the tea her when it is re%iewed:at least (Include the title of each of the following sections in your written plan.) A. Barter Bag in Jamestown How do you get something that you need or want? (Essential idea) !" #ATIO ALE: Students may not need to know how to barter (aside from at the lun h table) but it is im!ortant for their ability to make onne tions between the !ast and !resent. "hey will !ra ti e om!aring and ontrasting our monetary system with a histori al e#am!le. Students will !ra ti e ommuni ation and debating skills whi h are both essential as a !art of their edu ation as iti$ens in a demo ra y. "he early on e#!osure to money and how to handle it will ho!efully de%elo! good money sense and res!onsible monetary de isions. Students in this lesson ha%e basi !arameters in the role !laying but are gi%en a goal and the materials to a hie%e it. "hey make indi%idual hoi es and determine ause and effe t of those hoi es (hy!otheti ally) &' did not barter res!onsibly and therefore did not a (uire all the materials ' needed). C" CO TE$T O% LESSO 'n notes* '+ll ha%e students write down what they know about goods and ser%i es. ,e+ll o!en the dis ussion with making om!arison to our monetary system and histori al !ra ti es. Based on obser%ations in lass* my oo!erating tea her+s ad%i e* and !owerful so ial studies methods* '+ll be doing a role !laying a ti%ity to tea h bartering skills. "his lesson falls in !la e as students ontinue to learn about Jamestown* the first !ermanent settlement in -./0. 1hildren in fourth grade fall under on rete learners. 2iagetian theory states these leaners need on rete rather than abstra t e#!erien es. Sin e the formal idea of bartering (aside from trading at lun h as mentioned abo%e) is not familiar to most students* they need a memorable e#!erien e. Also* multi!le forms of learning and assessment !ro%ides different learners the o!!ortunity to !arti i!ate and fully engage. D" LEA# I & O!JECTI'ES Under(tand ) *+at are t+e ,road generali-ation( t+e (tudent( (+ould ,egin to de.elo/0 1T+e(e can ,e di22icult to a((e(( in one le((on"3

4no* ) *+at are t+e 2act(5 rule(5 (/eci2ic data t+e (tudent( *ill gain t+roug+ t+i( le((on0 1T+e(e 67no*(8 mu(t ,e a((e((ed in your le((on"3

Do ) *+at are t+e (/eci2ic t+in7ing ,e+a.ior( (tudent( *ill ,e a,le to do or /ractice a( a re(ult o2 t+i( le((on0 1T+e(e *ill al(o ,e a((e((ed in your

le((on"3

;- <oney was not often 3- "erms> used in the early =irginia <oney> A medium of olony. e# hange ;7 ,hat forms of e# hange 1urren y> whi h were used in the =irginia in ludes oins and olony? !a!er bills Barter: Trading or exchanging of goods and services without the use of money already known 1redit> Buying a good or ser%i e now and !aying for it later 4ebt> A good or ser%i e owed to someone Sa%ings> <oney !ut away to sa%e or to s!end at a later time

4etermine ause@and@effe t relationshi!s. (=S.-b) 4raw on lusions and make generali$ations. (=S.-d) <ake onne tions between !ast and !resent

37 5ew !eo!le had !a!er money or oins to use to buy goods and ser%i es. 38 Barter was ommonly used instead of money. 36 "oba o was used as money. A toba o farmer ould use his toba o to !ay for goods and ser%i es. 3? 5armers and other onsumers ould also buy goods and ser%i es on redit and !ay their debts

when their ro!s were har%ested and sold. 3. 1olonial =irginia had no banks. E" ASSESSI & LEA# I &: 9+at *ill your (tudent( do or (ay5 (/eci2ically5 t+at indicate e.ery (tudent +a( ac+ie.ed your o,:ecti.e(0 #emem,er;e.ery o,:ecti.e mu(t ,e a((e((ed 2or e.ery (tudent< Task: Diagnostic Support: What learning tasks have you features: '+ll ha%e dire tions written organized that can be used for out on one slide for students Use of assessment? to referen e. vocabulary -. Smartboard notes Identify the 7. ;se whiteboards to re%iew Students are already using types of %o abulary money we use hands on mani!ulati%es. 8. Aole !laying bartering now and in a ti%ity Students will be gi%en the past 6. -/ minute write answering what+s e#!e ted of them (coins and three (uestions> about what !rior to the role !laying bills versus they learned while a ti%ity. How students tobacco) bartering* what s!e ifi ro! address one another about One was used for money in bartering will resemble how similarity is 1olonial =A* and define the students !i k !artners in that we still differen e between money lass> use credit and urren y Aaise hand to find I will track ?. E#it ti ket> How did farmers someone that needs a what students in 1olonial =irginia !ay for !artner have in their goods or ser%i es? <ake eye onta t barter bags at Ask* &,ould you like the end of the to...(trade* barter* time segment e# hange)?) ecord answers from student discussion after activity

!"it ticket responses

5. AEBA"E4 ='AC'9'A S"A94AA4S D5 BEAA9'9C (and 9A"'D9AB S"A94AA4S if re(uired) S"A94AA4 =S.6d "he student will demonstrate knowledge of life in the =irginia olony by d) des ribing how money* barter* and redit were used. C. <A"EA'ABS 9EE4E4 Students ha%e o!ies of notes (in or!orating notes from 1") Smart Board !resentation rough sket h from 1" but '+m !lanning on editing it and making it my own 7/ !a!er bags @ 1" Bist of items needed 1"E34 ?@0 of ea h items (!en il* eraser* sti ker* andy* et .) 34 2ost it notes (1"+s desk) ,hite boards* erasers and markers (students all ha%e their own in desks) Cerman* S ots@'rish olonists name tags (they+re in the Shenandoah =alley) =" P#OCEDU#E 1Use this graphic organizer if it is helpful for you. If you create your own format you must include each aspect listed below, in the column headings). Activity Element Time !in minutes" #rocedures and management #tep$by step procedures including %uestions and main points & visualize what you are going to say to the students' It might be helpful to script out what you are going to say( although during the lesson you do not need to use this language verbatim' Story about buying a new Students )escribe what the students will be doing as a result of your instructions Academic$ physical$ social linguistic differentiation$ resources$ and support *ow will you support +,, students?

'ntrodu tion

Students will be making

Students an

item (shirt* shoes* needs)

onne tions between what they know and what they+re learning <ost of the lass will be noti ing and disse ting the notes in !airs. "he rest of the students (3atia* Jonathan* and Brayan) will be taking notes with me with more guidan e.

make !ersonal onne tions based on !rior knowledge and e#!erien es

E%ent -

9otes noti e !age by themsel%es (e# e!t for grou! with me)

Students get to mo%e at a more !ersonal !referen e !a edF '+m hel!ing EBB+s and B4+s* fast mo%ing grou!s ha%e a ess to te#t set when done
Same ommunity lassroom rules and e#!e tations for all students. 3now how to !i k !artners by raising hand* looking someone in the eye and asking to s!eak toGusing these same hara teristi s to barter e%eryone will get a name tag and role for barter bag a ti%ity (1" uses nametags in these simulations and role !laying lessons and students kee! tags !ersonal

"ransition

Ae%iew e#!e tations for barter a ti%ity needs and how to get them

Engaging beha%iorally with the material and e#!e tations

E%ent 7

Assign roles for students

Students will identify with the different roles and identities in Jamestown

interestEengagem ent) "ransition 4is uss how bag went> were you able to gather all the things that you need? 4id you make fair trades? ,hat did you barter with? 4is uss and re%iew the a ti%ity they Hust om!leted* re%iew material learned* and address if they a om!lished getting what they needed by bartering.

E%ent 8

Barter bag a ti%ity

2ra ti e bartering and build on rete onne tions to a more abstra t on e!t E#!laining the differen e between redit and debt

"ransition

1ome ba k as a grou! and talk to your elbow buddy the differen e between redit and debt

E%ent 6

Ae%iew key terms using whiteboard E#it ti ket

Hold u! white board with %o abulary words on it ,rite number on sti ky note and answer then sti k it on the door before going to re ess

1on lusion>

<aking onne tions* identifying ause and effe t* and om!aring the ease of buying needs %ersus bartering needs all ha%e o!!ortunity to s!eak 3inestheti !owerful* role !laying a ti%ity 1larify the meanings of new words* retea h to their elbow buddyF re!eating to remember ,orking in !airs* or if needed threes Summati%e (uestion that addresses essential idea

I"

DI%%E#E TIATIO : 9rite a narrati.e e>/lanation o2 t*o to t+ree /aragra/+( de(cri,ing +o* you +a.e /lanned to meet t+e need( o2 all (tudent( in your cla((room *it+ .aried learning (tyle( and a,ilitie(5 Engli(+ language /ro2iciency5 +ealt+5 /+y(ical a,ility5 etc" =o* *ill you e>tend and enric+ t+e learning o2 (tudent( *+o 2ini(+ early0 =o* *ill you (u//ort t+e learning o2 c+ildren (truggling *it+ your o,:ecti.e(0 Dra* 2rom t+e e>am/le( you de(cri,ed in t+e 2inal column o2 t+e c+art in t+e /rocedure( (ection o2 your le((on /lan"

T+e cla((room i( a .ery di.er(e grou/ o2 learner(" A(ide 2rom t+e gi.en range o2 natural a,ilitie(5 t+ere are a 2e* (tudent( t+at need to +a.e (/ecial concern( addre((ed" T*o (tudent( +a.e LD?( and need to ,e told (/eci2ic direction( (ometime( more t+en once" 9+en /o((i,le5 I *ill +a.e *ritten direction( /o(ted 12or note ta7ing e((entially3 +o*e.er one (tudent u(ually :u(t rai(e( +i( +and and a(7( 2or re/eated .er,al direction(" =e?( *or7ing on ,eing more inde/endent t+oug+ (o I *ill encourage +im to a(7 a neig+,or t+en re/eat *+ate.er +e need(" T*o ot+er (tudent( /o(e .ery (/eci2ic concern(" %ir(t5 !rayan i( anot+er (tudent *it+ an LD" =e al(o need( (ome guidance a( 2ar a( (taying on ta(7 ,ut ta7e( /ride in ,eing a leader *+en +e?( ca/a,le" T+e t+ird (tudent i( 4atia" S+e i( an ELL and alt+oug+ t+ere i( not a con.er(ational language ,arrier5 reading com/re+en(ion *ill ,e t+e mo(t c+allenging" %or all t+ree o2 t+e(e (tudent(5 I /lan on going o.er note( *it+ t+em in a (mall grou/ *+ile t+e re(t o2 t+e (tudent( *or7 in /air( around t+e room" T+i( addre((e( t+e /ace i((ue" 9+ile I?m in(tructing my grou/5 Mi(( %lanary *ill monitor t+e ot+er (tudent(" I2 I *a( (olo5 I *ould (*itc+ o22 and on ,et*een teac+ing and monitoring *+ile my grou/ *a( tal7ing to an el,o* ,uddy" One ot+er (tudent5 Eli:a+5 i( im/ro.ing on +i( attention to detail ,ut (ince +e tend( to ru(+ t+roug+ *or7 1alt+oug+ +e?( im/ro.ing and really 2ocu(ing on +i( goal to ta7e +i( time3 I *ant +im to ,e may,e ,e a /art o2 our note ta7ing grou/5 ,ut t+i( de/end( on +o* +e?( doing *it+ t+e material" Ot+er area( o2 di22erentiation *ill ,e co.ered in t+e range o2 acti.itie( *e do during (ocial (tudie(" 9e *ill ,e mo.ing around and role /laying5 ta7ing note(5 di(cu((ing a( a grou/5 @uic7 c+ec7 re.ie*5 and (ynt+e(i-e at t+e end *it+ an e>it tic7et" Student( +a.e t+e c+ance to dra* *+en t+ey are ta7ing note(" Al(o5 (tudent( *+o 2ini(+ early *ill +a.e t+e c+ance to read and e>tend t+eir learning *it+ t+e te>t (et(" J" 9=AT COULD &O 9#O & 9IT= T=IS LESSO A D 9=AT 9ILL AOU DO A!OUT IT0 T+in7 a,out t+i(< It may +el/ you a.oid an em,arra((ing (ituation" Student( could 6ta7e ad.antage8 or :u(t get *ound u/ during a 2un acti.ity (o I +a.e (trategie( to u(e i2 I need t+eir attention to go ,ac7 and try it again" %ir(t o/tion: I (ay5 64t+ grader(<8 and t+ey (ay5 6#OC4<8 and (imultaneou(ly 2ree-e" Second o/tion: I (ay5 6O+ cla((08 and t+ey re/ly c+orally5 6O+ ye(<8 Student( could 2ini(+ early during ta7ing note(" T+ey can read in t+e a.aila,le te>t (et i2 done" I?.e /lanned a 7ey *ord re.ie* *it+ t+e *+ite,oard( i2 *e mo.e t+roug+ all o2 t+e material @uic7er t+en e>/ected" I2 time (till goe( 2a(t5 *e can +a.e a di(cu((ion on *+at (y(tem t+ey *ould /re2er to u(e and *+y" I2 (tudent( a(7 @ue(tion( t+at I don?t +a.e t+e an(*er to5 *e can record it on t+e @ue(tion *all" T+ey can eit+er re(earc+ it later or i2 time /ermit( at (ome /oint5 loo7 2or an(*er in Jame(to*n te>t (et /ro.ided in cla((room"

Lesson Implementation Reflection

As soon as possible after teaching your lesson, think about the experience. Use the uestions!prompts below to guide your thinking. "e thorough in your reflection and use specific examples to support your insights. I" =o* did your actual teac+ing o2 t+e le((on di22er 2rom your /lan(0 De(cri,e t+e c+ange( and e>/lain *+y you made t+em" %ir(t o225 I (tarted my le((on *it+ a re.ie* /yramid o2 t+e le((on 2rom t+e day ,e2ore" T+i( ended u/ ,eing a great engagement tool ,ecau(e t+e (tudent( *ere t+in7ing o2 t+e ty/e( o2 coloni(t( t+at *ere li.ing in t+e &reat 'alley *+ic+ *a( an element o2 my le((on" Anot+er c+ange I made *a( doing t+e note( /rior to t+e ,artering acti.ity" I *anted t+e (tudent( to +a.e (ome conte>t o2 *+at t+ey *ere /racticing ,e2ore trying it out" Al(o5 I *anted t+em to +a.e an under(tanding o2 t+e .oca,ulary *ord( t+ey *ere u(ing" Al(o5 I didn?t +a.e enoug+ time to re.ie* t+e term( on t+e *+ite ,oard or com/lete t+e BC minute( *rite ,ut *e did t+roug+ c+oral re(/on(e" E.en t+oug+ t+at?( not t+e mo(t relia,le *ay to a((e(( all (tudent( 2or t+e (a7e o2 time and com/leting t+e e>it tic7et5 I made a game time deci(ion" II" !a(ed on t+e a((e((ment you created5 *+at can you conclude a,out your im/act on (tudent learning0 Did t+ey learn0 9+o learned0 9+at did t+ey learn0 9+at e.idence can you o22er t+at your conclu(ion( are .alid0 !a(ed on t+e e>it tic7et alone5 (tudent( 1ma:ority only D mi((ed t+e e>it tic7et @ue(tion3 gra(/ed t+e main idea o2 t+e le((on: coloni(t( in early 'irginia did not +a.e /a/er money to ,uy good(E in(tead t+ey ,artered *it+ one anot+er trading good( and (er.ice(" T+e ,arter ,ag acti.ity5 t+e 2act t+at mo(t (tudent( +ad all F o2 t+eir need( at t+e end o2 t+e ten minute(5 and 2inally t+e di(cu((ion at t+e end o2 our le((on al(o /ro.ed t+at t+e (tudent( learned a,out ,artering" III" De(cri,e at lea(t one *ay you could incor/orate de.elo/mentally a//ro/riate /ractice in a ,etter or more t+oroug+ *ay i2 you *ere to teac+ t+i( le((on again" I *ould need to come u/ *it+ (ome di22erentiation tec+ni@ue 2or ,ot+ Jonat+an and !rayan" T+ey *ere con2u(ed on *+at a need *a( and t+ere2ore tried to gi.e a*ay all o2 t+eir need(" eit+er one under(tood t+at t+ey needed to 7ee/ need(" Anot+er /ractice I could im/ro.e on *a( ,e+a.ior (trategie(" AL+toug+ t+e acti.ity encouraged interaction5 tal7ing and li.eline((5 t+ere *ere /oint( in time t+at it got a little ram,unctiou(" I al(o didn?t e>/ect (tudent( to a(7 (o many 6*+at i28 (cenario @ue(tion(" T+i( delayed our time a ,it and I *ould +o/e to come u/ *it+ a (olution 2or my 2uture cla((room" Somet+ing along t+e line( o2 a @ue(tion :ar or a(7ing a neig+,or 2ir(t mig+t ,e a good /olicy to u(e" I'" !a(ed on t+e a((e((ment data you collected5 *+at *ould you doGteac+ ne>t i2 you *ere t+e cla((room teac+er0 To me5 it ma7e( (en(e to go in t+e c+ronological order o2 t+e 'S SOL(" o* t+at (tudent( 7no* a little ,it a,out colonial li2e in e.eryday term(5 it *ould ,e t+e o//ortune time to /re(ent more detail(" Student( t+en could continue t+e trend o2 ma7ing com/ari(on ,et*een t+eir li.e( and +i(torical time(" T+i( /ractice *ould ,e ideal too ,ecau(e it encourage( (tudent( to ma7e /er(onal connection( to t+e material" '" A( a re(ult o2 /lanning and teac+ing t+i( le((on5 *+at +a.e you learned or +ad rein2orced a,out young c+ildren a( learner(0 I *a( con(tantly (ur/ri(ed ,y +o* muc+ creati.ity t+e (tudent( /re(ented" T+i( *a( (o re*arding to (ee" It (+o*ed me t+at t+e (tudent( really under(tood t+e conce/t ,ecau(e t+ey *ere *illing to (tretc+ ,eyond t+e ,are minimum re@uirement and ma7e it t+eir o*n" T+e o/enHendedne(( o2 t+e a((ignment ga.e t+e (tudent( guideline( ,ut didn?t (u//re(( t+eir a//lication /roce((" E(/ecially *+en (tudent( created t+eir o*n (er.ice( to ,arter *it+5 I 2ound t+i( (ome*+at +umorou(" 'I" A( a re(ult o2 /lanning and teac+ing t+i( le((on5 *+at +a.e you learned or +ad rein2orced a,out teac+ing0 '+%e learned that while !lanning and anti i!ation is key* there+s a !ortion of on the Hob knowledge that Hust omes from e#!erien e. Also* no matter how mu h is !lanned* a ba k u! !lan or strategies is great to kee! in your ba k !o ket. ' also reali$ed that sometimes its ok to fall ba k the &tea her !hrases) aka why don+t you look that u! tonight or su hG 'II" A( a re(ult o2 /lanning and teac+ing t+i( le((on5 *+at +a.e you learned or +ad rein2orced a,out your(el20 I learned t+at *+ile t+e tec+nical (ide o2 teac+ing5 t+e term(5 t+e (tandard(5 and t+e 6cri(i(8 t+at ari(e5 I?m con.inced and a((ured t+at I?m in t+i( 2or t+e rig+t rea(on(" Seeing (tudent( learn and 7no*ing I /layed a role in t+at /roce(( i( u/li2ting and moti.ational"