Lesson Plan #1

Grade: 4th Grade Social Studies Strand: Civics

Submitted By: Ashley Rodriguez-Hewitt

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

Lesson Plan #1 Civics

B. Summary of the Lesson Plan:

submitted by: Ashley Rodriguez-Hewitt

This lesson is a social studies lesson that has been geared for 4th grade students to learn about their government and how people are joined together by the government. This lesson uses the Houghton Mifflin Social Studies textbooks States and Regions (p. 308-311). C. Basic Information: Grade Level: 4th grade Time to Complete this Lesson: 50 minutes Groupings: whole group reading and partner activity

D. Materials: Paper and pencil Houghton Mifflin 4th Grade Social Studies Book: States and Regions (p.308-311)- for each student Vocabulary and Review activity sheet E. Objectives: o NV State Social Studies Standards

C14.4.5 Name the three branches of state government. C13.4.2 Explain that democracy involves voting, majority rule, and setting rules.

Student-Friendly Standards I can name the branches of government I can explain what democracy is.

F. Vocabulary Democracy- government by the people, where the people have a say in what goes on Election- how people choose their representatives in government Representation- a person who represents a group of people Citizen- a person who is a member of a country

G. Procedure: 1. Refer to notes on TE 308

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 2

Lesson Plan #1 Civics

submitted by: Ashley Rodriguez-Hewitt

o Explain the Study Guide that students complete while we read the section o Discuss where students have seen the United States flag displayed o Discuss about class and school rules that are implemented o Introduce vocabulary (citizen, representation, election, democracy) 2. As a class, read p. 308-311, using the margin suggestions of the TE to engage the students. 3. The students will complete the study guide as they read with the class. They will finish and work in partners to complete the worksheet at the end. 4. Discuss with the students about citizenship using the TE for guidance o o o o TE 309 - In a democratic system, why doesnt every person vote on every rule and decision? TE 309- How are our representatives chosen? TE 310- What are the three branches of our national government? TE 310- How is the head of the executive branch chosen?

H. Assessment: What will you use to measure student understanding? Write a R.A.F.T. essay. Role= Member of the government or citizen Audience= citizens or government Format= Letter Topic= about the US government and the three branches Use the four vocabulary words learned today. (Representation/representative, election, citizen, democracy) Explain how you will know students understand the concepts from the lesson. Students will be able to identify the three branches of government and be able to explain democracy. Students can show this through writing from a different perspective. I. Closure: Ticket out the door- Identify three things you learned in the lesson.

J. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach?
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 3

Lesson Plan #1 Civics

submitted by: Ashley Rodriguez-Hewitt

I think the easiest part of the lesson to teach will be the pre teaching part. Seeing what the students already know will be easiest. 2. Which part will be most challenging for you to teach? I think the toughest part for me to teach will be about the three branches of government and the RAFT essay since the students will probably need to be taught how to write in the RAFT format. 3. How will you follow up or extend this lesson? I can extend this lesson by having the students watch the news and see how the government impacts their daily lives. 4. What can you do for students who dont grasp the concepts? I can do a small group to help the students who do not understand the concept as well as the others. This will give them a smaller setting to ask questions and hopefully be able to understand the lesson better. 5. Which part of the lesson, if any, do you think might need to change? I may need to change my assessment in regards to the RAFT essay. If the students do not understand how to write a RAFT essay, after explanation, then it would not be an accurate assessment of how well they understand the lesson if they are unable to write in the format given. 6. When you were writing this lesson plan, what was the most difficult part? The most difficult part of writing this lesson plan would have had to be finding the correct standards, which apply to my lesson plan.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

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