Content Knowledge in Interdisciplinary Curriculum

Hannah St. Clair

Regent University
 Content Knowledge in Interdisciplinary

Introduction
Comprehensive learning is a large portion of the learning process, and can often

be seen in cross-curricular aspects. In education time is of the essence, so if as an

educator one can reinforce skills from one subject to the other it is the most beneficial

way to teach a concept. While students are learning comprehension in ELA it can often

best be seen used in another subject. I chose to use this social studies lesson plan to

show how I am incorporating content knowledge in interdisciplinary subjects because it

is a fantastic example of how to connect multiple different subjects in one block of

learning.

Chosen Artifacts

For this standard the Artifact I chose is a Social Studies lesson on Veterans day

and Memorial day. This unit is focused on American holidays, and how, why, and when

they are observed (VAS 2.5). This unit is perfect for practicing Interdisciplinary

comprehension. Due to the nature of social studies it is easy to incorporate cross

curricular learning. In this week-long lesson students are asked to read multiple

nonfiction passages and answer comprehension questions, sort information in a T-Chart

and a Venn diagram comparing and contrasting information, and summarize

information (VAS 2.1). This lesson is intertwined with English language arts concepts

such as the understanding of nonfiction text including answering and creating

comprehensive questions(ELA 2.3). This lesson also had students practice their oral

communication skills by working collaboratively in groups of two to complete a Venn

diagram, sorts, and “Turn and Talk” (Oral 2.3) So this lesson covers Virginia social

studies, Reading, Writing, and communication standards from the VDOE.

 Reflection on Theory and Practice

As an educator my main goal is to provide quality education to all students.

Throughout my time at Regent University I have learned various different forms of

instruction and methods to help students thrive. One of the most effective strategies I

have found is using content knowledge in an interdisciplinary curriculum. This is not

only effective in ensuring student comprehension but also effective in reinforcing ideas

within the time constraints of the classroom. In this lesson I chose to focus on reading

comprehension and organization of text details to reinforce these ideas before moving

into our research unit. In this lesson I modeled reading comprehension tools and had

students work in partners and individually. I feel this lesson was very effective and

based on the Venn Digram assessment at the end of the week. Students have a strong

understanding of the concepts. Overall, I feel this lesson is a great example of using

content knowledge in interdisciplinary concepts.

Teacher (Candidate): Hannah St. Grade-Level: Lesson Date: 11/13-
Clair 2nd 11/17
Title of Lesson: Week 11 Social Cooperating Teacher: Chloe North
Studies

Core Components
Subject, Content Area, or Topic
Social Studies
ELA
Holidays
Student Population
22 Kids
7 Girls
15 Boys
Learning Objectives
I can tell why we celebrate Memorial Day.
I can tell why we celebrate Veterans Day

Virginia Standard(s) of Learning (SOL)

Social Studies
2.5
The student will describe why United States citizens celebrate major holidays,
including
c) Memorial Day
g) Veterans Day
2.1
The student will demonstrate skills for historical thinking, geographical
analysis, economic decision making, and responsible citizenship by
e) comparing and contrasting people, places, or events in American history;
g) making connections between past and present;
i) practicing good citizenship skills and respect for rules and laws while
collaborating, compromising, and participating in classroom activities

Reading
2.9 The student will read and demonstrate comprehension of nonfiction
texts.
a) Preview the selection using text features..
c) Use prior and background knowledge as context for new learning.
e) Ask and answer questions about what is read.
f) Locate information to answer questions.
Oral Language
2.3 The student will use oral communication skills.
a) Use oral language for different purposes: to inform, to persuade, to
entertain, to clarify, and to respond.
b) Share stories or information orally with an audience.
c) Participate as a contributor and leader in a group.
d) Retell information shared by others.

VDOE Technology Standards

English Language Proficiency Standards (WIDA Standards)

Materials/Resources
-Smart Bored
-Document Camera
-Slides
-worksheets
-Students supplies
-Students Chromebooks

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Strategy Return
Used
* Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic 27%
Representations
* Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
* Questions, Cues, & Advanced Organizers 22%
Does your instructional input & modeling yield the positive returns you want for your
students?
Check if Strategy Return
Used
Teach Others/Immediate Use of Learning 95%
* Practice by Doing 75%
* Discussion 50%
* Demonstration 30%
* Audio Visual 20%
 * Reading 10%
* Lecture 05%
Safety Considerations
Students will follow all school and classroom rules. When using scissors students will
be reminded to use them appropriately.

Time
Process Components
(min.)
MONDAY
*Anticipatory Set
After students have come back from lunch TTW tell students we are moving
into social studies. TTW instruct students to come sit on the rug and then
have students drag and drop what holiday belongs to what month and which
icons belong to the month. This is a review.
*State the Objectives (grade-level terms)
We will describe why, how, and when we celebrate Veterans Day.

*Instructional Input, Modeling, or Procedures

TTW then connects students' background knowledge to discuss Veterans
Day asking if students did anything last week to celebrate Veterans Day.
After TTW have students go back to their desks and have them log in to
Canvas. TTW then models how to get on Discovery Education through the
link on Canvas. TTW introduces some facts of Veterans Day through this and
gives students 10 minutes to explore the page. After TTW read Veterans
Heroes in our Neighborhood by Valerie Pfundunstein.
*Check for Understanding
TTW will call 2 students using “lucky ducks” to pass around Veterans Day
fill in the blanks. TTW use the document camera to model having students
come and fill in answers.
*Independent Practice/Closing
After filling out the sheets TTW have students create a card to thank and
Veteran. Students will write two sentences and draw a picture.
TUESDAY
*Anticipatory Set
TTW have students come to the rug and turn and talk for one minute about
one thing they know about Memorial Day.
*State the Objectives (grade-level terms)
I can tell why we celebrate Memorial Day.

*Instructional Input, Modeling, or Procedures

TTW use Discovery Education again to show students facts about Memorial
Day. Having students answer the interactive comprehension questions on
the page. Then students will watch a short video on the importance of
Memorial Day. Students will have 10 minutes to explore these pages.

*Independent Practice
 Students will cut out and complete a Memorial day sort with a shoulder
partner. TTW checks students' work and have them glue the sort in their
notebooks. Students will be given 5 minutes to complete this
*Assessment/Closing
TSW complete an exit ticket where they select images the correlate to memorial
day. Once students finish they can turn it in and read independently.

Wednesday
*Anticipatory Set
TTW have students come to the rug and TTW stand at the board and assist students
in a holiday drag and drop to review. Students will sort the holiday with the correct
month and image that correlates with the holiday.

*State the Objectives (grade-level terms)

We will describe why, how, and when we celebrate Veterans Day and Memorial Day.

*Instructional Input, Modeling, or Procedures

TTW will then tell students “For the past few days we have been learning about
Veterans Day and Memorial Day. Let’s watch these two videos and see if we can
start to notice some similarities of the holidays but also the differences between the
two.” TTW play the two videos stopping to ask questions between and after the
video asking questions like “Did you learn anything new from this video?” and
“What are some similarities between the two videos? Differences?” This is to
introduce students to the idea that we can compare and contrast these two holidays.
After this TTW model, a Veterans Day fill-in-the-blank with students having the
students underline where we find the answers.
*Independent Practice/Assessment
Using the “lucky ducks” students will be put in pairs to complete a Memorial Day
and Veterans Day sort. TSW cut out pieces of the sort and sort them in the right
column. TTW walks around to check the answers and then have students glue them
down.

*Closure
After students finish their sort and get it checked by TT. SW tun their sort into the tray and
read independently until the class is finished. After everyone finishes there will be a quick
brain break before math.

.
Thursday
*Anticipatory Set
TTW have students come to the rug and turn and talk about one thing they have
learned about Memorial Day and Veterans Day Students will have a minute to talk
and a minute to share TTW write what students share on the bored
*State the Objectives (grade-level terms)
We will describe why, how, and when we celebrate Veterans Day and Memorial Day.

*Instructional Input, Modeling, or Procedures

TTW call on two students using the “lucky ducks” to pass out the reading
comprehension sheet while TT gets the document camera set. Once all students
have the sheet TTW have TS use their finger to follow along with the reading. TTW
read the nonfiction passage about Memorial Day. After reading TTW read the first
question asking TS to raise their hands to answer. For each question TTW model
underlined where the answer was found and writing the answer. This is having
students practice their reading comprehension skills with nonfiction texts (ELA 2.9)
After TT has finished modeling the answers with students TTW give students a
minute to fully have everything down. SW put their sheet in the turn in tray and
TTW then prepares the students for the independent practice.
*Independent Practice
TTW instructs students to work with their shoulder partners to complete a
Memorial Day foldable. Students Will fold cut and paste information about
Memorial Day. Students will be given 7 minutes to complete this.
*Assessment/Closure
After TS have finished their foldable TTW check their work and have students glue
their foldable into their social studies notebooks. After all students have completed
this the teacher will have them clean up their area and have a quick brain break
before math.

Friday
*Anticipatory Set
TTW have students come to the rug and turn and talk about one thing they have
learned about Memorial Day and Veterans Day Students will have a minute to talk
and a minute to share

*State the Objectives (grade-level terms)

We will describe why, how, and when we celebrate and compare and contrast
Veterans Day and Memorial Day.

*Instructional Input, Modeling, or Procedures

TTW have students think about facts they know of Veterans Day and Memorial Day.
TTW then have the student call out facts and organize them into a T chart on the
board.
*Independent Practice
Using the “lucky ducks” TTW sort students into pairs by calling their numbers
randomly. Students will be given the choice to sit in flexible seating around the
classroom to complete a cut-and-paste Venn Diagram. Students will be given 15
minutes to do this. After the time is up students will turn in the Venn Diagram into
the tray and TTW go over the answers with TS.
 *Assessment/Closure
TSW be given an assessment where they will match the description to the holiday.
This is an informal assessment to gauge students’ understanding of the unit and
what will need to be reviewed next week. After this is completed students will be
given the option to read or go on DreamBox. Once all students have finished TTW
have students take a short brain break and transition to math.

Differentiation Strategies (e.g. enrichment, accommodations, remediation,

learning style, multi-cultural).

In our classroom we have students from many different cultures. So it is important

to remember that as students may not have background knowledge on holidays
most would be familiar with. So it is important not to assume students can use
background knowledge.

For the assessment at the end one student will receive read aloud per his IEP.

There is a mixture of activities to try to hit all different learning styles.

Classroom Management Strategies (To ensure a positive learning

environment).

The teacher will use call and response to gain students attention, “Hornet Bucks” to
reward positive behavior, and walk around monitoring the classroom to ensure the
best learning environment.

Lesson Reflection. To be completed following the lesson. Did your

students meet the objective(s)? What parts of the lesson would you
change? Why? (Professor will determine if reflection goes here or in written
report).

*Denotes Madeline Hunter lesson plan elements.

Candidate Signature Cooperating Teacher Signature Date

Signatures indicate the candidate presented the lesson for cooperating teacher review
and input.