Lesson Plan #1 Grade: 1st grade Social Studies Strand: Civics Submitted By: Taylor Fitzgerald

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

Lesson Plan #1 - School and Family

B. Summary of the Lesson Plan:

submitted by: Taylor Fitzgerald

This social studies lesson is designed for 1st grade students to learn about martin Luther King Jr and why we celebrate the holiday in the U.S. This lesson uses the Houghton Mifflin Social Studies textbook School and Family (p. 274A) C. Basic Information: Grade Level: 1st grade Time to Complete this Lesson: approximately 50 minutes Groupings: Whole group discussion followed by individual work for activity and assessment

D. Materials: Houghton Mifflins 1st grade Social Studies textbook Construction paper, pencils, markers, colored pencils to make birthday card

E. Objectives: o NV State Social Studies Standards o

C13.1.5 Name a traditional U.S patriotic activity, holiday, or symbol

Student-Friendly Standards

C13.1.5 I can name Martin Luther King Day as a traditional U.S

holiday.

F. Vocabulary Leader A person who guides and shows the way. Honor- Respect that is given to someone who is admired. Holiday- a special day of celebration.
EDEL 453 - Spring 2014 Karen Powell- Instructor page 2

Nevada State College

Lesson Plan #1 - School and Family

G. Procedure: 1. Refer to notes on TE 274A Get Set To Read

submitted by: Taylor Fitzgerald

Point to January 15th on a calendar and explain that we do not come to school that day. Ask if any of the children understand why. Ask students if they know of any other certain days we miss school. Introduce the vocabulary word Holiday. Ask the students if they have ever heard of Martin Luther King Jr. Have a brief discussion from their responses Explain that we have no school on that day because it is a US national holiday created to honor him. Introduce vocabulary the remaining vocabulary words.

2. Read aloud to the class page 274 while the students follow along. 3. Ask questions listed in the margin of the teachers edition as an ongoing check for understanding. What did Dr. King want for all people? Why did Dr. King want to change some laws? What did Dr. King receive because of his work?

4. Explain they are going to make a birthday card and they need to include one fact they learned about him inside. The date of the holiday must be written in the card somewhere. H. Assessment: What will you use to measure student understanding? Make a birthday card (TE 274A) Distribute materials for students to make Dr. King a birthday card. Explain to students they need to write one sentence that explains why we celebrate Martin Luther King Day in the U.S. Suggest drawing a picture of him and allow them to have the freedom to be creative. Explain how you will know students understand the concepts from the lesson. Students must be able to name a traditional U.S. patriotic holiday. By writing a reason why we celebrate the holiday, the student will be able to identify the date as a holiday. I. Closure: A quick whole group discussion. Have the students think pair share about what we learned today. Call on a few students to retell the class.

J. Reflection:
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 3

Lesson Plan #1 - School and Family

submitted by: Taylor Fitzgerald

1. Which part of the lesson do you think will be the easiest for you to teach? I think that assessing prior knowledge by asking the children about holidays will be the easiest. Most children by 6 know at least a few holidays celebrated. 2. Which part will be most challenging for you to teach? I believe that discussing his importance to have a holiday to honor him may be the most challenging because civil rights ideas may confuse 1st graders. My ELLs and lower students may not have even the smallest amount of prior knowledge. 3. How will you follow up or extend this lesson? As an extension, I would have my students draw a picture of another holiday they enjoy with one reason why. 4. What can you do for students who dont grasp the concepts? For students who dont understand the lesson, I would work in a small group to help them write their fact on their birthday card. 5. Which part of the lesson, if any, do you think might need to change? I do not feel that any of this lesson would need to change, however, I was a little surprised this was in the first grade textbook. In my opinion, civil rights in general seem to be a little higher then a first grade level, however this lesson was a simple way to introduce it. 6. When you were writing this lesson plan, what was the most difficult part? The most difficult part for me was choosing the activity. I originally was going to have them just make a peace necklace to give to someone who is helpful to them, but I did not feel that was enough to go along with my objective. I felt there was little to no opportunity to assess if the concept was grasped by making the necklaces.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

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