Lesson Plan #1

Grade: 2nd Social Studies Strand: Neighborhoods Unit 1 Lesson 1

Submitted By: Krista Varley

EDEL 453: Teaching Elementary School Social Science Nevada State College Spring 2014 Instructor: Karen Powell

Lesson Plan #1 - Neighborhoods Unit 1 Lesson 1

B. Summary of the Lesson Plan:

submitted by: Krista Varley

This lesson explains that people belong to different kind of groups; most people belong to more than one group. Within groups there are leaders and a set of rules for the groups. This lesson will be using the Neighborhoods edition of Houghton Mifflin Social Studies books. Pages 26-29 C. Basic Information: Grade Level: 2nd Grade Time to Complete this Lesson: Approximately 50 minutes Groupings: Whole group, small group, and individual

D. Materials: Neighborhoods edition of Houghton Mifflin Social Studies

E. Objectives: o NV State Social Studies Standards G7.2.4 List types of social groups to which people belong. C13.2.1 Identify and follow classroom and school rules that guide behavior and resolve conflicts. o Student-Friendly Standards F. Vocabulary Group- A number of people who live together, work together, or spend time together. Leader- Someone who leads others. Rule- Something to tell you what you should or should not do. U1-1 Identify groups that most people belong to. U1-2 Describe the leaders role in a group. U1-3 Tell why rules are important to a group.

G. Procedure: 1. I will write the daily message on the board for the students. Who is the leader of our school? Students will write the answer on a scratch piece of paper. This will spark our discussion on leaders, groups, and rules, to see what the students already know where they stand with the topics, and background knowledge. (whole group discussion and individually write answer) 6 minutes 2. Students will write their new vocabulary in their vocab journals with the definitions. (individual) 4 minutes
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 2

Lesson Plan #1 - Neighborhoods Unit 1 Lesson 1

3.

submitted by: Krista Varley

I will write three different games on the board, read them to the students and ask them to decide which they like best. I will ask students to raise their hand if they like the game I am naming. If you like the game of kickball raise your hand, now come stand by the door. If you like video games best raise your hand, now come stand by the computers. If you like board games or card games the best raise your hand, now come stand in the front of the classroom. Describe to the students that you just formed three different groups. Groups can be made up for many things. Now brainstorm in the small groups different kinds of groups, at least 5 examples. Family, school, clubs, choir Etc. (Small groups) 10 minutes

4. Each group will write their examples on the board and I will read them aloud and share with the class. Students will return to their seats. 5. We will read page 28 together in the text book. ( Popcorn reading per sentence) 6. Now we will discuss the different kinds of leaders for each of the groups they have come up with. I will write the leaders name if possible next to the group. Ex: TeamCoach (whole group) 4 minutes 7. Compare and contrast chart seen on page 26 Students will work individually for 10 minutes then they may pair up to finish their chart for another 5 minutes. 8. We will read page 29 together in the text book. (Popcorn reading per sentence) 9. At their tables students will discuss different rules, rules at school, in the classroom, at home; they will brainstorm different rules and even point them out. 5 minutes 10. Students will be given a worksheet to do as homework for review of the lesson. Page 29 review/homework word search. H. Assessment: What will you use to measure student understanding? I will grade the compare and contrast chart, I will also be observing the entire time to make sure all students are on the same page. Explain how you will know students understand the concepts from the lesson. Informal assessment through discussion and observation, and reviewing their homework the following day. I. Closure: Social studies is at the end of the school day so I will ask each student a question as they are waiting in line to leave school. Ticket out the door! Give an example of a rule Give an example of a group Give an example of a leader Why do we have rules? Where are our classroom rules?

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 3

Lesson Plan #1 - Neighborhoods Unit 1 Lesson 1

J. Reflection:

submitted by: Krista Varley

1. Which part of the lesson do you think will be the easiest for you to teach? The section about rules because students already are familiar with rules because of school. 2. Which part will be most challenging for you to teach? I think the students understanding that you can be a part of multiple groups for anything. 3. How will you follow up or extend this lesson? I would do a follow up lesson on reading the childrens book that is provided the next day to review about rules. I would also extend the lesson by students making a rules list for themselves. The list would include all the rules that they have to follow at home or at school every day. 4. What can you do for students who dont grasp the concepts? I can work one on one with these students and try to make a connection for them since this topic is a real life topic it will be easy to make connections. 5. Which part of the lesson, if any, do you think might need to change? The homework worksheet may be too easy for the students. They may need something more challenging. 6. When you were writing this lesson plan, what was the most difficult part? The most difficult part for me was not steering off of the original lesson plan within the book as well as keeping the lesson within 50 minutes.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 4