MIDTERM – ELA/SS – LIPSKI 1

Midterm EDEL 481 – Born to Run? – ELA/SS 3rd Grade

UNLV PSMT
Courtney Lipski Lisa Cook
Student Name
Lesson Plan Lesson Plan
Born to Run? Natural-Born Citizen clause
Title Topic
Estimated
Date February 20, 2019 1 hour
Time
School Site
Grade Level 3rd Grade Lucile Bruner Elementary

I. State Standards
Nevada Academic Content Standards for ELA
RI.3.6 – Distinguish their own point of view from that of the author of a text.
W.3.1 – Write opinion pieces on topics or texts, supporting a point of view with
reasons.

Nevada Academic Content Standards for Social Studies

SS.3.19. - Identify and discuss examples of rules, laws, and authorities that keep
people safe and property secure in societies throughout the world.

II. Teaching Models

Concept and Inquiry-Based Teaching – Whole-group exploration of concepts and
arguments through text
Classroom Discourse – Teacher and student question and answers
Student Collaboration – Students work in groups to express opinions

III. Objective(s)
RI.3.6/W.3.1/SS.3.19 – Students will use be able to express their own point of view
about the Natural-Born Citizen clause in the United States Constitution and write an
opinion paragraph expressing their perspective on this law based on information in
the text.

Kid Friendly Objective: I can develop and express my opinion about the Natural-
Born Citizen law by writing a paragraph supporting my opinion with evidence.

Big Question: How can laws impact our opportunities?

IV. Materials/Resources
Student Chromebooks
Projector/Computer
Readworks passage Born to Run?
Pros/Cons Chart Worksheet
Google Classroom Quiz
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V. Instructional Procedures / Methods:

Introduction Open lesson by asking students to raise their hands if they would like to
10 minutes be president of the United States. Select students to give reasons why they
would like to be president. Ask students to raise their hands again if they
would like to be president and then ask them to put their hands down if
they were not born in the United States. For students who put their hands
down, ask them to think about how they would feel if they could never
run for president. Have a discussion about the Natural-Born Citizen clause
in the United States Constitution.

Discuss the objective and introduce the article Born to Run? Students will
sign-in to Google Classroom and find the article in their assignments.

Activities and Closed Read: Students will silently read the article by themselves.
Learning
Experiences Whole Group Read: Read the article as a whole class selecting students
45 minutes who would like to read aloud. Discuss vocabulary and different concepts
within the article.

Student Activity: Students will work in their groups to complete a

Pros/Cons outline of the Natural-Born Citizen Clause based on the
arguments in the article. After students have had time to fill-in their
charts, discuss as a class, completing an example chart on the board or on
chart paper.

Class Discussion: Students will put their heads on their desk covering
their eyes. Students who disagree with the clause will be asked to raise
their hands. Tally up the number of students. Students who agree with the
clause will then raise their hands. Tally up the number of those students.
Have students lift their head to see the class results. Ask students to
volunteer to share why they voted the way they did to begin a class
discussion.

Independent Activity: Students will use Google Classroom to complete

their quiz/written opinion paragraph citing evidence from the article to
support their argument for or against the clause.

Closure Whole-group: Close the lesson by having a short discussion about how
5 minutes laws intending to keep citizens safe potentially could limit opportunities.

Extension In the case of remaining time within the lesson, if a student has completed
the activity, allow them to begin the Readworks passage about George
Washington.
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Contingency In the case of unforeseen circumstances resulting in loss of lesson time,

Plan the teacher may limit the discussions to shorter amount of time. Also, if
the internet is not functioning, students can be asked to handwrite their
writing assignment and the article can be printed for students.

VI. Accommodations/Modifications/Differentiated Instruction

Accommodations and modifications may be necessary if the teacher decides to spend
more time on the initial whole group discussion. Students who have difficulty reading
may also be provided assistance with word pronunciation and rereading of parts of
the passage.

VII. Assessment/Evaluation of Learning

Formative Assessment
The use of informal assessment will be integrated through observation of students
during the group activity and class discussions.

Summative Assessment
The online quiz/writing assignment will serve the purpose of the summative
assessment by determining student understanding of the objective based on their
responses and writing.

VIII. Post-Lesson Reflection