POWERFULSOCIALSTUDIESLESSONPLANOUTLINE

JMUElementaryEducationProgram:ELED434ALLSECTIONS

The following information should be included in the header of the lesson plan:
Emma Lowery
Shannon Brake Elkton Elementary School
3rd Grade
October 23, 2017 At 12:15 p.m.
Date written plan is submitted to the practicum teacher
(Plan must be initialed and dated by the teacher when it is reviewedat least one week in advance.)

A. TITLEOFLESSON:WhatsYourName?

B. CONTEXTOFLESSON

The pre-assessment will occur when students are at my personal station. There will be approximately 9 students in my lesson and
they will complete the first activity. Prior to the explanation of what we will be completing during our lesson, I will ask the
students a personal question of when students learned how to write his or her name and identify the alphabet. I will ask them if
they would be able to recognize various Chinese symbols/letters to demonstrate how different these letters and symbols would get.
This is an appropriate activity because it balances hands on activities in addition to knowledge about the topic. Having time for
students to handle crafts also provides students with the opportunity to reflect and experience how difficult it is to write and
demonstrate the Chinese alphabet. Students at this age are starting to question bigger questions in the world and wonder thoughts
that are bigger than them. Learning about various other cultures might trigger these questions or give them the ability to answer it
themselves. This lesson is appropriate cognitively and physically as well. My students are 9 years old which places them in the
concrete operational stage according to Jean Piaget. This stage ranges from ages 7-11 so even though my students are generally the
same age, they can range in his or her abilities due to the personal experiences they have. Because this is a stage where students
are able to think logically, they are able to classify information more which is helpful when it comes to talking about the various
ancient time periods (simplypsychology.org). This compare and contrast is a skill that students will be able to use and apply
moving forward in other subjects as well.

C. RATIONALE:

I am teaching this lesson talking about the ancient time periods because it is a good way to tie in different facets of 3rd grade
curriculum all into one. For example, this ties into being able to compare and contrast different time periods and cultures as well
tying in the different cultures with the evolution and why cultures are the way they are today. Students have spent time/will spend
 time getting to know and understand the culture that they live in today. This higher thinking is essential when it comes to knowing
the bigger world around them. Once they can grasp that they are a member of our society and there is a bigger hierarchy than the
family they were born into, it is important to take the next step and begin to explain that other societies and other cultures also do
not follow our rules, traditions, or social cues. Being culturally aware aids the student becoming more accepting of diversity.
This is also extremely important because my school is primarily white. Students have experiences outside of school, but
teachers do not want any of their students to be caught up in a bubble where they do not experience any other culture. Teaching
about others give students this opportunity. It is also important to consider that just because students may look a certain way does
not mean that they are not connected to that culture in anyway. It is important that teachers set the tone for the nonmajority voice
and integrate it as much as possible into the curriculum.
Setting the example of integrating nonmajorities sets a positive tone for your classroom environment. It creates a safe place
for students to feel comfortable asking questions about other nonmajorites and gives you an easy Segway into incorporating this
voice into your curriculum and daily lessons.

D. RELATEDVIRGINIASTANDARDSOFLEARNING(andrelatedNATIONALSTANDARDS)

3.1Thestudentwilldemonstrateskillsforhistoricalthinking,geographicalanalysis,economicdecisionmaking,andresponsible
citizenshipby
b)usinggeographicinformationtosupportanunderstandingofworldcultures;

e)comparingandcontrastingideasandperspectivestobetterunderstandpeopleoreventsinworldcultures
3.2ThestudentwillexplainhowthecontributionsofancientChinaandEgypthaveinfluencedthepresentworldintermsof
architecture,inventions,thecalendar,andwrittenlanguage.

E. LEARNING OBJECTIVES
UnderstandIunderstandthatwritten
languagediffersbetweenculturesand
isconsideredanimportantformofart
inChineseculture.
KnowIknowthatthereareover DoThestudentswillbeableto
40,000characterswhichwasamain replicatethelifecharacterin
causeastowhynoteverypersondid Chinese,aswellasidentifyChinese
notlearntheChineselanguage.I culturalcharacteristics.
knowthisdiffersfromtheEnglish
lifestyle.

F. ASSESSINGLEARNING:
 Task: Diagnosticfeatures: Support:
Iwilllookfor Whatresourcescanyoudrawupon
Thewritinginthethirdstationwillbeused capitallettersand (oradaptationscanyoumake)to
asanassessmenttoseewhatthestudents periodsattheend becertainyouareactually
usedasatakeaway. ofthesentences. assessingtheobjectivesyouveset
Iwilllookforthe forthislesson?Somechildrenmay
differentletterings stillbedevelopingthebasicskills
inhieroglyphics neededtocompleteyour
intheChinese assessment,butitdoesnotmean
language. theyhavenotlearnedthe
Iwillbe objectivesforyourlesson.How
lookingfor willyousupportthesestudents?
studentswhoare TheresourcesthatIcanuse
abletorecognize Confusedonthis
andcompare
Englishletters
withtheChinese
symbosto
representthe
recognitionthat
thesetwo
languagesare
verydifferent.

G. MATERIALSNEEDED
ConstructionPaper
Scissors
Tape/Stapler
Calligraphyreferences
BlankPaper
Markers/Pencils
Chinesesymbols/letters

H. PROCEDURE
ActivityElement Proceduresandmanagement
&Time(inminutes) Stepbystepproceduresincluding
questionsandmainpointsvisualize
whatyouaregoingtosaytothestudents.
Itmightbehelpfultoscriptoutwhatyou
aregoingtosay,althoughduringthe
lessonyoudonotneedtousethis
languageverbatim.
Introduction(5minutes) Afterstudentssettledownafter
recess,Iwillexplaintheactivitythat
isabouttohappenandthestations
thatwilloccurandmyexpectationsin
thecenters.
Event1(15minutes) SetTimerto15minutes
Group1willcometomystation
andIwillgiveaminilessonofthe
calligraphyofAncientChina.
Group2willbeinthe
independentstationandbe
responsibleforwriting4sentences
aboutwhattheyknowaboutAncient
Chinaandtheirculture.
Transition Timergoesoff
(1minute)
Students
Describewhatthestudentswillbedoing
asaresultofyourinstructions
Studentswillputtheiritemsaway
andhaveacleardeskandtakeout
theirpencil.
Studentswillsplitintotheirtwo
groupsthatmyCTandIhave
predeterminedandsplitupintheir
stations.
Studentswillberesponsiblefor
completingthe4sentences,in
additiontocompletingtheworksheet
dependingonwhatstationtheyarein.
Iftheyaredoneearly,theycanwrite
theirnameusingthecalligraphy
translationofletters.
Pushinchairsandgotothenext
station.
Academic,physical,social&
linguisticdifferentiation,
resources,andsupport
HowwillyousupportALL
studentsbydifferentiating
aspectsofyourlessonbasedon
readinessandinterest,and
accordingtocontent,process,
andproduct?Itisntalways
necessarytoinclude
differentiationinlogistical
aspectsofthelessonsuchas
transitions.
Iwillasktomakesure
thatallstudents
comprehendallofthe
directionsbygivingme
athumbsupandre
explainifnecessary.
Iwillmakethewriting
ofthenameinChinese
notmandatorysoit
givesstudentswho
workslowersothey
cantaketheirtimewith
comprehendingthe
processandreasonas
towhynotallpeople
whoareChineselearn
thelanguage.Iwill
alsogivestudentstime
duringrecessand
homeroomtofinishthe
writingsotheydonot
feelrushed.
N/A
Event2 SwitchandrepeatEvent1with SwitchandrepeatEvent1with Seeabove.
(15minutes) lessons. lessons.

Transition Timergoesoff Studentsgobacktotheirseats N/A

(1minute)
Conclusion: PostassessmentCanIhave Studentswillraisetheirhands Giveanopportunity
(5minutes) someonevolunteerandtellme andanswer. toansweranylast
somethingthatisuniqueabout Studentswillputtheirthings minutequestions.
AncientChina? awayandgotolibrary
Thinkwhenyougotolibraryand
checkoutthebookshowmuch
differenttheywouldlookinChinese
calligraphy

I. DIFFERENTIATION:

Mystudentshavevariouslevelsofattentionthattheyneedfrominstructorsandvariouslevelsofinstructiontheyneedtoappropriately
followthelesson.ThisiswhyIhavedesignedmylessonincenters.Byhavingtwodifferentstations,studentscanhaveamoreintimatetime
askingthequestionsheorsheneeds.Mystudentsdonothaveahardtimebeingshytheylovetosharewhattheactivityornewpieceof
knowledgeremindsthemof.Thissmallersettingwillalsomakethelessongobyalittlequickersothestudentscanvocallyapplythis
informationintotheirpersonallives.Ibelievecommunicatingwithstudentsandhearinghowalessonmayapplytohisorherpersonallifeis
importanttouse,butalsoessentialtoknowwhenitisappropriateornottousethis,andthesecentershelpmakethatdistinction.
MyclassswitchesforReadingandMathbasedonskilllevels;however,thestudentsstayintheirhomeroomsforScienceandSocial
Studiesinstruction.Basedonthedifferentspeedsandskilllevelsmystudentshave,itisimportanttobeawareofthetimethatthestudentsare
given.ThisiswhyIhaveextrawordstomimicifastudentfindsthisminimallychallengingandwhyIwillgivetimetostudentsintheirfree
timetofinishthisactivity.Interestlevelcanalsoplayaparttostudentsifstudentsenjoyartthentheymaybemoreinclinedtodiveintothe
activity.Thiscaneasilyeffectthespeedofthecompletionoftheactivityandproductivenessofastudent.

J. WHATCOULDGOWRONGWITHTHISLESSONANDWHATWILLYOUDOABOUTIT?

OneofthethingsIforeseegoingwrongishavingstudentsfinishoneofthestationsbeforethetimergoesoff.Somestudentsmightreallylike
artsomightgothroughtheactivitybeforeothers.Thisisnttosaythatthestudentswhoarentfinishingtheactivitiesatthesameratearent
comprehendingthesameamount,butjusthavedifferentinterestlevels.Ifastudentfinishesearly,theycankeepwritingwordsinsymbols
andpracticewritingdifferentthings.
 LessonImplementationReflection

Assoonaspossibleafterteachingyourlesson,thinkabouttheexperience.Usethequestions/promptsbelowtoguideyourthinking.Bethoroughinyour
reflectionandusespecificexamplestosupportyourinsights.

I. Howdidyouractualteachingofthelessondifferfromyourplans?Describethechangesandexplainwhyyoumadethem.

MylessonwentverysimilartohowIlaidoutmylessonplan.Ifeltextremelypreparedandexcitedtoimplementthisplan.Thethingthatdiffered
themostwastheorderofinformationthatwaspresentedtomystudents.Thestudentscarrythedirectionofthelessonplanandwhencertain
topicswerebeingdiscussedsincethiswasverydiscussionbased.Ihadtochangethewayspecificquestionswereaskedsostudentswereguidedto
theanswerIwaslookingfortomaketransitionsassmoothaspossible.Ichangedtheorderofthesequestionstomakethelessonfeelmorelikea
conversation,ratherthanmetalkingatthemdirectly.Ireallywantedthemtofeelvaluedandimportantandliketheywerebeingheard.

II. Basedontheassessmentyoucreated,whatcanyouconcludeaboutyourimpactonstudentlearning?Didtheylearn?Wholearned?Whatdidthey
learn?Whatevidencecanyouofferthatyourconclusionsarevalid?

StudentswereabletolearnnewfactsaboutthesecharacteristicsofChinesecharacters,butwerealsoabletoconnectthedotswithprevious
informationtheyadoptedthepreviousweek.Theywereabletocompareevenmoredifferencesbetweenthecultureweliveinnow,withthe
Chineseculture,aswellasthehistoryofhowtheculturesbecamehewaythattheydid.Theywereabletodescribevariousjobsandfoodsthey
learnedaboutlastweek,aswellasdemonstratetheprocessofcharacterwriting.Ihavealsocollectedthewritingsamplesthatthesestudentshave
madeduringtheselessonssothattheirthoughtsweredocumented.Theanswersvarieddependingontheorderofthestationthattheyhadfirst.
Forexample,thestudentswhowereatMrs.Brakesstationfirstdidnotlearnaboutthecharacterwritinguntilaftertheysubmittedtheirwriting.
Asmentionedabove,theevaluationforthespecificcharacterlessonsweremorediscussionbased,butwasdocumentedthroughmynotesaswellas
myevaluationbyDr.Thackerofhowtheinformationwasperceived.

III. Describeatleastonewayyoucouldincorporatedevelopmentallyappropriatepracticeinabetterormorethoroughwayifyouweretoteachthis
lessonagain.

IfIweretoteachthislessonagain,Iwouldhavehadthelastfewminutesofmystationbeanotherwritingsectiontohavesomeofthisinformation
documentedtohavestudentshavetheabilitytoreferbacktoit.Iwouldhaveincorporatedsomemultiplechoicequestionsthatwecompleted
together.Iwouldhavestillgiventhestudentsthecharactersheettopracticeonhisorherown,butwouldhaveusedthelast4minuteinstructional
timedocumentingthesummaryweexpressedverbally.Thiswouldbeadevelopmentallyappropriatepracticesincethisistheirfirstyeartakingthe
SOLssoweneedtoincorporatetesttakingwhereverpossible.Itisalsoimportanttohaveourguidedconversationrecordedsinceinformationis
beingthrownatthemallday.

IV. Basedontheassessmentdatayoucollected,whatwouldyoudo/teachnextifyouweretheclassroomteacher?

Thenextdayinclass,IwouldfollowupwiththeemploymentopportunitiesandjobsthattheAncientChinahad.Iwoulddothissincealotofthe
commentsIreceivedoftencollidedwiththethoughtsthat,Chinesecultureisweird,Whycouldntlittleboysandgirlslearnhowtowritelike
 this?Iwouldtakethisopportunitytochangemylessonsaroundtoemphasizethevariousemploymentoptions,andhowthereweremainlythree
specialtiesandhowthosespecialtiesdidntneedtohaveanyformofwritingconnectedintothisprocessandhowtheskillsweremoreimportant.
Thiscouldbeapositivewaytoalsodiscusshowtimesoftenchangeprioritiesandthecultureovertheyears.

V. Asaresultofplanningandteachingthislesson,whathaveyoulearnedorhadreinforcedaboutyoungchildrenaslearners?

Ihavelearnedthat9yearoldsdefinitelylovetoshareinformationaboutthemselves,andalthoughmakingpersonalconnectionsisimportantin
lessons,Ialsobelieveitisextremelyimportanttoknowtherighttimeandplace,especiallyifyouarelimitedoninstructionaltime.Iaskedafew
personalquestionsthroughoutthelessontomakeconnectionsintheircurrentdayAmericanculture,andthistookusoffonatangentsince
everyoneabsolutelyneededtoshare.Iwasabouttousevariousclassroommanagementskillstobringeveryonebackin,ittookthelessonina
differentway.IwasabletoadaptthisthesecondtimeIranthroughmylessoninthesecondstationandwasabletobealittlebitmoretime
efficientthanthefirstround.

VI. Asaresultofplanningandteachingthislesson,whathaveyoulearnedorhadreinforcedaboutteaching?

Ihavelearnedthatitisreallyimportanttonothavetunnelvisionwhileteachinglessons.Thisisappliedtothefactthatlessonscanchangeatany
time,andthatwehavetobeopentothischangeandadaptbasedonourownstudentspersonalneeds.Thegoalofourlessonsaretohavestudents
understandthelessonandfullycomprehendwhatisbeingsaidortaughtitsnottoseehowwellwecanfollowalessonplanwedon'tknowwill
besuccessfulornot.Ialsolearnedthisappliestoclassroommanagement.Forexample,Iwasinteractingwithstudentsononesideofthetable
whilethelittleboynexttomewasgoingaheadoftheworksheetwithoutinstruction.Iverballytoldhimwhatwaswrong,andwaitedforhimto
makehisownchanges.Afterhedidnotchangeanything,Ihadtocontinuetotakehispencilawayuntilhelearnedhewasnotallowedtomove
aheadwithoutteacherinstruction,allwhilestillinteractingwiththestudentattheendofthetableoraddinganymoredistraction.Havingaclear
visionandstayingonyourtoesisoneofthemostimportantskillsthatshouldbeadaptedinaclassroom.

VII. Asaresultofplanningandteachingthislesson,whathaveyoulearnedorhadreinforcedaboutyourself?

IhavereinforcedthatIreallyneedtotrustmyinstinctsandfollowthroughwithmyclassroommanagementskills.Ihandledthesituationwiththe
studentmovingaheadwithoutpermissionwell,andalsowasattentivetowardsalittlegirlwhowasfeelingupsetanddidnotwanttoparticipatein
thefunpartofthelessons.BeingawareofthismademeconfidentthatImadethestudentsfeelcomfortableandencouragedtosucceed.
Regardlessofifalessonissuccessfulornot,adaptingyourplanstoyourstudentsneedsisjustasimportantsometimesasgettingtheobjectives
across.