EDUC 450: Professional Clinical Practice Reflective Lesson Plan Model Name: Jessica McCrea Original Date: January

28-31, 2014

PART I: PLANNING Abraham Lincoln Review Title of Lesson

Is this lesson original idea? If not, from what source did I borrow this lesson? This lesson was created by the First Grade Team at Sheridan Elementary.

Source Social Studies Subject Area (s) 1st Grade Level

Curriculum Standards

1.3.3 Summarize the contributions to democracy that have been made by historic and political figures in the United States, including Benjamin Franklin, Thomas Jefferson, Dorothea Dix, Frederick Douglass, Mary McLeod Bethune, and Franklin D. Roosevelt.
Describe the lessons activities and content to provide a clear overview of the lesson.

Description and Background Information

During this lesson, the teacher and students will read and discuss pages 216-217 about Abraham Lincolns contributions. Throughout the lesson, the teacher will use questioning to check students understanding. Students will use their Social Studies journal to write as independent practice/assessment and share what they wrote about Lincoln as the closure. What will students be able to do at the conclusion of this lesson? Make sure that your objective(s) are measurable. Students will be able to identify the contributions of historical figures such as Abraham Lincoln who have influenced the nation with 80% accuracy. How will I vary these objectives for students who do not understand the material? How will I vary these objectives for students who have already mastered the concept? How will I vary these objectives for students who are presently learning English?

Lesson Objectives

Varying Objectives for Individuals Needs

For students who do not understand the material and are presently learning English, visuals and vivid examples will be given to help illustrate the content. For students who have already mastered the content, a writing prompt will be given about what they learned. Why is it important for the students to learn this content?

Statement of Purpose

It is important for the students to learn this content because students should know the important facts about Lincolns contributions and its effect on society. What materials and supplies are needed to help your students achieve the stated objectives? What will the teacher need? What will the students need? What other

Materials and Resources

resources are needed? Will you use resource speakers? The students will need pencils, a Social Studies journal and a Social Studies textbook. The teacher will need paper, Social Studies TE, the internet, BrainPop login information and a red pen.

Anticipatory Set

What will you do to motivate the students and get their attention? What is the hook that will serve as a focus for the lessons activities? To motivate and get students attention, the teacher will review the story of Ruby Bridges Hall that was introduced the day before, and ask students what do they think are the differences between the two historical figures Ruby Bridges Hall and Abraham Lincoln.

Part II: IMPLEMENTATION

How will I find out what students already know about this topic?

Pre-assessment

To find out what students already know about Abraham Lincoln and his contributions, students will create a web/graphic organizer on Lincoln. What will I do to show students what is expected?

Teacher Modeling or Demonstration Guided Practice

To show what is expected of students, the teacher will illustrate the objectives and explain to the students what is expected of them learn during this lesson. What will we do together as they learn how to succeed at the new task? The teacher will teach and discuss questions on page 217 with students. The teacher will remind students that before the Civil War, many African Americans were enslaved. Enslaved people are people who, like a house or land, a bicycle or a doll, are owned by another person. Although enslaved people were given shelter, clothes, food, and tools, they worked hard but received no pay. Also, when Lincoln was President there was a war among some of the northern states and the southern states. They fought because some states wanted African Americans to be free, and other states did not. A video will be shown using www.BrainPopJr.com on Abraham Lincoln. What questions will you ask to determine if students understand so far? What techniques or strategies will be used to determine if students understand so far? To determine if students understand so far, the teacher will ask students the following questions: How were the lives of African Americans before the Civil War? What are some of the contributions Lincoln made when he was president? Techniques that will be used throughout the lesson are scaffolding and questioning. What will students do by themselves to show that they have internalized the knowledge? The student will use their Social Studies journal to make a list of things that Abraham Lincoln did and liked to do. How will I conclude the lesson and relate it to future experiences? How will you wrap up the lesson to reinforce concepts taught during the lesson? To conclude and wrap up the lesson, students will share what they wrote in their journals. To relate this lesson to future experiences, students will be encouraged to research more on the topic because this information will be built upon in later grades.

Checking for Understanding

Independent Practice Closure

What will students do to demonstrate what they have learned?

Assessment (attach to lesson plan)

The student will use their Social Studies journal to make a list of things that Abraham Lincoln did and liked to do (informal assessment); students will list Lincolns contributions to society. What can students do at home or in the classroom to apply the knowledge or skills? How

Extension Activities

could you use your colleagues or community agencies to improve student performance? In the classroom, students can research the effects of Abraham Lincolns contributions and give a brief oral report. At home, students can prepare an informational poster and present this information to their parents. To improve student performance, the teacher could invite the librarian to read a nonfictional book to the class about Lincolns life.

How will you use technology to assist students with learning the concepts? What technology will you use to enhance the delivery and comprehension of your content?

Technology

To assist students with learning the content and enhance delivery and comprehension, the teacher will use show an age-appropriate video about Abraham Lincoln using the BrainPop website (www.brainpopjr.com). How will you connect this lesson with other content areas across the curriculum? The Arts: Students will create a poster that illustrates Lincolns contributions.

Connection Across the Curriculum

Health: Students will research the foods that Lincoln liked to eat.

Physical Education: The students will act out (movement) some of the things Lincoln liked to do.

PART III: REFLECTION

Describe the strengths of your instructional techniques, strategies and classroom management. Describe the strengths of student engagement.

Strengths

The strengths of my instructional techniques/strategies were my ability to vary the objectives and use scaffolding for my ELLs as well as those students who need extra assistance. This part of my instructional planning made the content easier to comprehend. A strength of my classroom management was utilized by the behavior chart. Students are aware of the expectations and consequences. Student was engagement was good. The majority of the students participated throughout the lesson, while a few decided not to do the right thing.
Describe the weaknesses of your instructional techniques, strategies and classroom management. Describe the weaknesses of student engagement.

Weaknesses

A weakness in my instructional techniques, strategies, classroom management and student engagement fell short when I actually saw firsthand how certain students do certain things that reflected on their family life and background. Some of the students fell asleep, blatantly broke rules or talked the whole lesson after countless warnings were given. This is something that I would have to talk with my cooperating teacher as far as relating and handling these students.
What would you change when teaching this lesson again?

Suggestions for Improvement

When teaching this lesson again, I would include a portion of time where students can perform some type of short skit that relates to the content. I believe that this is something that will help grasp all of the students attention, even the ones who have unfortunate backgrounds and circumstances.
Revised 6-2013
THE CLAFLIN IMPERATIVE PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY