POWERFUL SOCIAL STUDIES LESSON PLAN OUTLINE

JMU Elementary Education Program: ELED 434 ALL SECTIONS

The following information should be included in the header of the lesson plan:
Shurden Garrett
Sarah Toman, Cassell Elementary
3rd Grade
Date and time lesson is to be presented: 4/14/16
Date written plan is submitted to the practicum teacher: 4/7/16

(Include ONLY the title of each of the following sections in your written plan.)

A. TITLE OF LESSON: Mapping My World

B. CONTEXT OF LESSON
What pre-assessment did you do that tells you the students readiness, interests, and/or learning preferences? The students have just
completed a unit on the United States government, democracy, and famous people in our history that have contributed to our country and
government. The students have briefly discussed community and what it means to be a good citizen. This lesson will go further in depth about
what it means to live in a community, both locally and nationally, and why it is important to contribute. Based on the students understanding of
citizenship from the previous unit, as well as their understanding and definitions of community from a pre-discussion, tell me that they are
ready to discuss this topic. Why is this an appropriate activity for these students at this time? This lesson is following a unit on democracy,
government, and citizenship. The students understand that they are citizens following a set of rules and laws, but in their local community, their
state, and their country. This activity will build on that knowledge and allow the students to gain a better understanding of those concepts. How
does this lesson fit in the curriculum sequence? This lesson follows a unit on government and democracy, and introduces another SOL, the
concept that all individuals have different origins and backgrounds, but are all entitled to the same rights. In addition, the concept of reading
and making maps will be demonstrated. How does this lesson fit with what you know about child development? It can be assumed that
children in third grade, ages eight or nine, are in the Concrete Operational stage of Cognitive Development, according to Jean Piaget. In this
stage, children are beginning to think more logically, and they understand that not everyone will have the same feelings or thoughts as them.
They become less ego-centric and they begin to understand other ways of thinking and points of view. This lesson will fit with this stage of
cognitive child development, because it allows the students to use their prior knowledge of maps to create their own map, while respecting and
understanding that their peers might look a little bit differently. It allows the students to practice acceptance and understanding, which are key
concepts to being good citizens.

C. LEARNING OBJECTIVES
Understand what are the broad
generalizations the students should
begin to develop? (These can be
difficult to assess in one lesson.) In a
Know what are the facts, rules, Do what are the specific thinking
specific data the students will gain skills or physical skills students will
through this lesson? (These knows be able to do or practice as a result of
must be assessed in your lesson.) this lesson? (These will also be
 short parenthetical note, explain how
your understand objectives align with
at least one of the larger aims of social
studies education (promoting students
civic efficacy and/or social
understanding).
The student will understand the
concept of citizenship and their role
within a community, including their
local community, state, and national
community. They will also understand
the importance and purpose of a map.
The student will know the roles of a
citizen in a community include
following rules and laws, helping
others, being accepting and
respectful of other people, and caring
for their community at all levels.
assessed in your lesson.)
The student will be able to recall
each community they are involved in,
including town, city, state, country,
continent, and world. They will be
able to identify the characteristics of
a good citizen and their
responsibilities. They will also be
able to create their own map that
allows them to navigate through the
levels of community.

D. ASSESSING LEARNING:
What will your students do or say, specifically, that indicate every student has achieved your objectives?
Task: Diagnostic features: Support:
What learning tasks have What features will What resources can you
you organized that can be you look for in student draw upon (or
used for assessment? responses or products adaptations can you
from the task(s)? make) to be certain you
Each student will create I will look for students are actually assessing
their own My Place in the pictures to be placed within the objectives youve
World map, or flip book, the correct circle of their set for this lesson?
that allows them to map; i.e., a house will Some children may still
organize and understand represent the me section, be developing the basic
their place and their roles a neighborhood will skills needed to
in small, and bigger represent the town complete your
communities. They will use section, a picture of a map assessment, but it does
their own pictures to of the United States will not mean they have not
personalize their map and represent the country learned the objectives
help them remember the section. In addition, I will for your lesson. How will
purpose of each level. After observe the students you support these
the students complete their responses to examples of students?
flip books, I will assess their characteristics of a good
understanding by having citizen that will let me know I will use the book, Me
them share their maps with they understand their roles on the Map, by Joan
the class to demonstrate and expectations of Sweeny to introduce the
 their interpretation and individuals in a community. concept of maps. I will
purpose of each level of also use the map of the
community that they are What criteria will you United States in the
apart of. use for assessment? classroom to emphasize
To ensure the students that Virginia is part of a
understand the objectives, I larger community, our
will use the following country. I will then use a
criteria: globe to show that the
-Student will identify the United States is part of
seven levels of community an even bigger
that they are apart of. community, the world.
-Student will correctly These resources will help
represent each of the seven all students understand
levels, through pictures, that they are citizens at
words, sentences, or other all levels and can make
examples. a difference in the world.
-Student will give several
examples of a good citizen
and member of community.
-Student will be able to
verbally explain that the
map starts at the
beginning, or smallest level
of community (me), and
moves outwardly to larger
and more complex
communities.

E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if required)

3.12ThestudentwillrecognizethatAmericansareapeopleofdiverseethnicorigins,customs,andtraditions,whoareunitedbythebasic
principlesofarepublicanformofgovernmentandrespectforindividualrightsandfreedoms.
3.6Thestudentwillreadandconstructmaps,tables,graphs,and/orcharts.
3.11Thestudentwillexplaintheimportanceofthebasicprinciplesthatformthefoundationofa
republicanformofgovernmentby
a)describingtheindividualrightstolife,liberty,andthepursuitofhappiness;andequalityunderthelaw;
b)identifyingthecontributionsofGeorgeWashington;ThomasJefferson;AbrahamLincoln;RosaParks;ThurgoodMarshall;MartinLutherKing,Jr.;
andCesarChavez;
 c)recognizingthatVeteransDayandMemorialDayhonorpeoplewhohaveservedtoprotectthecountrysfreedoms,
d)describinghowpeoplecanservethecommunity,state,andnation.

F. MATERIALS NEEDED
List all books, materials, and other resources that will be needed to teach this lesson.
-Me on the Map, by Joan Sweeny; secured by me
Sweeny, J., & Cable, A. (1996). Me on the map. New York: Crown.
-Printables for each students flip book: Me, My Street, My School, My Town, My State, My Country, My Planet; secured by me
-White drawing paper- one per student; secured by CT
-Construction paper- one per student; secured by CT
-Colored pencils, markers; secured by students (in their desks), CT
-Glue sticks; secured by students (in their desks), CT
-Scissors; secured by students (in their desks), CT

G. PROCEDURE
(Use 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). NOTE: You are not required to include 4 learning events if your lesson will not include this many! The extra events are only
included for the sake of demonstration.

Activity Procedures and management Students Academic, physical, social &

Element Step-by step procedures including
& Time (in questions and main points
minutes) 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.
Introduction Who remembers what it
(15 minutes) means to be a good citizen?
(review from previous unit)
Today, we are going to look
at ways that we can be good
citizens and members of a
community at home, at school,
in our towns, in our country,
and in our world.
To do this, we are going to
Describe what the students will
be doing as a result of your
instructions
Students will answer
questions and discuss what
citizenship means.
Students (when called
on) will demonstrate where
Virginia is on a map, and
where the United States is
on a globe.
Students will prepare to
listen to the story by sitting
linguistic differentiation,
resources, and support
How will you support ALL students
by differentiating aspects of your
lesson based on readiness and
interest, and according to content,
process, and product? It isnt
always necessary to include
differentiation in every aspect of
the lesson.
All students will be able to
participate in the introduction
discussion
 make our own maps, or flip quietly and attentively at
books, that help us remember their desks.
that we are members of a
community at all levels and we
can make a difference.
*show map of United States
Who can show me where
Virginia is on this map of the
U.S.?
*show globe of the world
Who can show me where the
United States is on the globe?
Lets see how we can
contribute to our communities
and be good citizens.
Introduce Me on the Map

Event 1 (10 Begin reading Me on the
minutes) Map
Throughout the story, ask
students to think about where
they live in the United States, in
Virginia, and how their
neighborhood is part of a bigger
town.
At each pause in the .All students will be able to
story, students will answer listen to the story
questions to determine
where they live on a map, at
a local, state, and national
level.

Transition (1 After reading the book, pass
minute) out materials (printables, white
paper, construction paper)
Have students take out their
colored pencils, glue sticks, and
markers
Event 2 (15 Explain that we are going to
minutes) be making our own map or
flipbook!
The map will start with the
smallest community that we are
apart of, Me and as we flip,
Students will access their
materials and will listen for
instructions.
Students will begin to cut
out their flip book.
Students will write in
their flip-books, will glue or
draw pictures
Students will come up
All students have access to
materials
Some students may need
help with writing their
sentences.
For those students, I will
work closely to help them
 we will see the bigger
communities we are apart of,
all the way to our planet.
Have the students write a
sentence for each level about a
way they can be a good citizen
in each community.
Transition (1 Allow all students to
minute) complete their flip-book
Explain that next, they will
draw a self portrait on the white
sheet of paper, in addition to
half of planet Earth that their
portrait will stand on.
Explain that we are going to
share our final products with
the class.
Event 3 (10
minutes) Call on students to share
with the class, and ask them to
give one or two examples of
how they can be good citizens
at each level of community.
Conclusion: Recap and review what it
(5 minutes) means to be a good and
respectful citizen.
Have students explain why
not every self-portrait, or flip-
book, looks the same.
Assess students
understanding by their
drawings and sentences
represented at each level of
their flip-book.
with ways they can be
helpful and good citizens at
each level of community
Students will finalize
their flip book
Students will begin
drawing their self portrait
and Earth
Allow students to prepare
their examples of
community with the class
Students, when called
on, will hold up their flip
book and explain what they
wrote or drew to the class.
Students will discuss with
the class another way their
final products might look
different.
Students will discuss, as
a class, the importance of
acceptance and respect for
others in terms of being a
good citizen.
Students will identify to
each other, and to me, each
level of community and
what they can do to
contribute.
construct a sentence of
ways they can be a good
citizen at each level of
community. I will ask them
the simple question, and
help them write their
sentence.
Some students may finish
faster than others.
For the students that finish
first, I will ask them to
share with each other what
they wrote about in their
flip book.
They can start on their self
portraits.
Some students may need
assistance reading their
sentences to the class.
I will help with
comprehension and
pronunciation of words
when necessary.
I will facilitate discussions if
I notice students going off-
topic or not staying on
task.
H. DIFFERENTIATION:
Write a narrative explanation of two to three paragraphs describing how you have planned to meet the needs of all students in your classroom
with varied interests and abilities, English language proficiency, health, physical ability, etc. How will you support the learning of children
struggling with your objectives or those who find the content only minimally challenging through differentiation? Draw from the examples you
described in the final column of the chart in the procedures section of your lesson plan.

The majority of students in the class have a high level of understanding and comprehension. Some students need extra assistance with reading
and writing. I will read the story aloud to the entire class, to ensure that all students understand the concepts of a map and communities within
larger areas. All students are capable of cutting and gluing and drawing. Some students may require extra encouragement and assistance to help
them stay on task. As the students create their flip-books, I will walk around the room, paying careful attention to students that often get off
track easily.
As the students begin to write their sentences per level of the flip-book, I will assist the four or five students that usually show difficulty
writing. I will walk them through a process that will allow them to think about their own ways and examples of being good citizens, and will
help them construct their sentences. Similarly, when students are sharing their final products with the class, I will help those that have difficulty
reading and pronouncing words. All students are English speakers, so no language barriers are present.

I. RATIONALE: 1-Double-spaced page that justifies what you are teaching and why it is important for students to develop a deep understanding
of what is being taught. Be sure to emphasize how it contributes to students development as citizens and to their lives beyond school. Explain
why it matters in terms of its meaning to students, the value of the subject content, opportunities for inquiry and its importance to the
community and to society. The rationale should not be that the lesson fits within the state or school curriculum.

This lesson correlates to the students learning of citizenship, community, and rights under the government. While it is important for

students to understand these concepts, I think it is even more important that the students realize they are able to make a difference in their

school, their town, city, state, and country. Citizenship is often taught to students through the lens of basic rights; however, it is not emphasized

that students should exemplify characteristics of good citizens, such as being fair, respectful, helpful, caring, and kind to others. In addition, I

think it is important for students to see that not everyone is of the same origin, has the same beliefs, or comes from the same background, yet

everyone is entitled to the same liberties and treatment from others. This is the framework for this lesson, and it will allow students to think

critically about how they can be good friends and students in their schools, helpful people in their towns, and even make a difference in the

country by treating everyone they meet fairly.

 By allowing students to think about characteristics to embody, they begin to think of specific ways to help others and act justly in all

communities, not just at home or at school. Through this activity, they will explicitly see that that all communities build on one another and are

connected by the same ideals. Students will share their creation and ideas with one another, and in turn, they will be able to discuss common

ideas and think about these characteristics in ways they may have never before. This could be the first time students have been introduced to

the idea of good citizens within a community at large, like the entire country or town. While students know what is expected of them in the

classroom setting, they will now be able to build upon those ideas to think of ways to be encouraging, respectful, and accepting citizens outside

of school.

J. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
Think about this! It may help you avoid an embarrassing situation. Look over the choices youve made for teaching this lesson. What
extenuating circumstances (based on what you know of your students, their schedules, and the context in which you teach) could potentially
derail your otherwise excellent plan? Identify at least 4 potential problems and thoughtfully describe your plan for addressing them when they
arise? IN other words, what are your contingency plans?
One possible scenario that could go wrong with this lesson is the timing. The social studies period only lasts about fifty minutes. This
lesson could easily go longer than the allotted time, depending on the nature of the class discussions and time it takes the students to construct
their flip-books. If I notice that this is the case, I will shorten discussions to ensure that only the major points of community are being
discussed. Similarly, I will monitor side-talk while students construct their flip-books to make sure students have adequate time to make them.
Another thing that could go wrong is that students could forget, altogether, what the concept of citizenship means, as it will have
been several weeks since they have discussed the topic. I will make sure that I review what a citizen is, as defined by our government, and as
defined by our class.
A third scenario that is possible is that students may not have the materials they need (colored pencils, glue sticks, scissors) to construct
their flip-book. I will check each students supply before-hand and have extras available for anyone who needs it. I will have the white paper
and construction paper available from my cooperating teacher before I begin the lesson.
Lastly, students might have difficulty differentiating between levels of community. For example, town and city could mean the
same to some students. After I read the story and before students begin their flip-books, I will quickly review and give an example of each level
of community the students are looking at. As students begin to write their sentences, I will walk around and answer any questions and assist
any students that are having difficulty.

K. SITUATING YOUR LESSON WITHIN A UNIT: It is highly unlikely you will ever plan and teach a social studies lesson outside the context of
a social studies unit (typically 1 to 2 week series of lessons related to the same topic designed to teach for depth and understanding). First, in
one to two paragraphs, please describe the unit within which your lesson took place in your practicum classroom. Where did your lesson fall in
the sequence of the unit? What kinds of activities did students do that related to your lesson? Was this unit powerful? Then, in an additional
one to two paragraphs imagine how you would have taught the unit had it taken place in your future classroom. Describe other related lessons
and learning experiences you would include. Explain your thinking.
 This lesson falls within the unit of government, after the students have learned about democracy, republic, citizenship, and important
people in history. This activity, in particular, serves as a review to citizenship, but introduces a new concept of community. It falls within the
middle to the end of a unit, as it is a recap and builds upon prior knowledge. This unit is extremely powerful because it discusses the
importance of character and being good citizens. It also is the foundation for other units relating to civics and United States history and
government. In addition, it introduces the concept of maps, which falls at the beginning of the next unit.
If this unit had taken place in my future classroom, I would have most likely done this activity at the beginning of the unit. I think it is
important to introduce citizenship and community, both in school and in a larger aspect, to allow students to understand important concepts,
like rights and responsibilities of people, as citizens. I think it would be easier to use our classroom as an example of our own community
inside a larger one, our school, and relate that scenario to the United States and our government. From there, I could build on that foundation
and introduce democracy, a republican form of government, and inalienable rights. Using experiences that students are already familiar with
allows them to better understand more complex topics and historical events.
Lesson Implementation Reflection
As soon as possible after teaching your lesson, reflect. Use the prompts below to guide your thinking but you are not required to answer each question as
an individual question. Instead, respond honestly and openly about what you learned from the experience. Dont be afraid to be creative, include images,
memes, or other representations in conjunction with your writing to make sense of the experience for yourself. Be thorough in your reflection and use
specific examples to support your insights.

Suggested reflective questions

I. How did your actual teaching of the lesson differ from your plans?
The lesson differed from my plans in a couple of ways. First, the curriculum that the lesson was to be based on shifted a bit. The content changed,
instead, to cover topics like exploration and explorers. We talked about Christopher Columbus and Jacques Cartier, rather than community. As a
result, I had to change the way I introduced the lesson. Luckily, the concept of maps still fit in the context of exploration, as they were essential
tools to help European explorers.

II. Based on the assessment you created, what can you conclude about your impact on student learning? Did they learn? Who learned? What did they
learn? What evidence can you offer that your conclusions are valid?
Although the lesson differed slightly from what the plans I had made, I can still conclude that the students showed that they learned about maps and
the different types of maps that people use. The students showed an understanding of maps that explorers might have used as we viewed and
discussed world maps and a globe. The students were able to recall different countries, including the United States and European countries, as well
as the Atlantic and Pacific oceans. As we discussed the importance of maps, I was able to realize that the students understood their place in a town,
city, state, country, and world. We used explorers, such as Columbus and Cartier as examples of people from Spain, or other European countries,
who traveled looking for new land. Based on discussions and the students work, I was able to conclude that the students gathered a good
understanding of the topic.

III. Based on the assessment data you collected, what would you do/teach next if you were the classroom teacher?
If I were the classroom teacher, I would do a few more activities relating to traveling, exploration, and reading maps. I would go more in depth with
the activity that I had originally planned for the students with the read aloud and discussion of community and responsibilities. This lesson came
following a unit on democracy and government, and at the beginning of a unit on exploration. I would talk about how even famous explorers
belonged to a community, or country, and how that impacts their decisions and their actions.

IV. As a result of planning and teaching this lesson, what have you learned or had reinforced about yourself?
This lesson reinforced to me why I decided to become a teacher, but also that it will not always be easy. Though I found myself becoming frustrated
at times, I took a step back and thought about how frustrated my students might be if I was frustrated. It solidified to me that I am capable of being
patient and understanding, and those are the reasons I am in this profession. If I am unable to work closely with the students and give them a more
in depth explanation when they are confused, they are never going to learn. This lesson provided a challenge for me, but when reflecting on it, it
reinforced the characteristics I found in myself to encourage me to become a teacher.

V. As a result of planning and teaching this lesson, what have you learned or had reinforced about teaching?
After planning this lesson, I realized that plans change, often with little notice. In addition, this lesson made me realize that not all students will be
familiar with, or will grasp a concept, right away. Thus, as a teacher, you cannot assume that all students are on the same level or are familiar with
what you are teaching them. It is important to pre-assess your students to gather a better understanding of which students are on a certain level, and
which students may need a little more assistance. In this case, some students had a better understanding of geography, towns, and other
communities, in addition to understanding the importance of maps. I realized that discussion and further explanations, even if they are repetitive,
are never a bad thing and are only beneficial to the students.