Clinical Practice Teacher Candidate: Jasmine King Subject/Grade: Social Studies/ 1st

Lesson Plan Lesson # 1

Fall 2013

Date and Time of Lesson: Oct. 7th, 2013 1:30 p.m.

Learning Objective: The students will demonstrate an understanding of authority by participating in a class discussion on community helpers with authority. Alignment with Standards: SC State Standard: 1-2.2 Summarize the concept of authority and give examples of people in authority, including school officials, public safety officers, and government officials. EEDA: Teacher candidates will implement learning strategies that promote cooperation. SSCA: 3. Descriptions of appropriate student behavior Developmental Appropriateness: The children have previous knowledge of what community helpers are from discussions in Kindergarten. The learning objective explores the knowledge of authority figures with prior knowledge of community helpers. Assessment(s) of the Objectives: During this lesson I pre-assessed the students by having a brief discussion and questioning about authority figures in the community. During assessment featured a Smart board lesson found on http://exchange.smarttech.com/search.html?q=community+helpers. The post-assessment was a writing assignment that required the children to draw a picture of their favorite helper, and explains what their helper does for the community. Lesson Objective Assessment(s) of the Objective(s) Essential Questions Use of Formative Assessme nt The students will demonstrate an understanding of authority by participating in a class discussion on community helpers Pre-Assessment- Teacher Candidate initiates brief discussion and questioning about authority figures in the community. The students will receive a score of 0-2 based on their knowledge. 0= no knowledge, 1= some understanding, 3= full Who do you think has the right to tell people what to The data collected from the assessmen

Clinical Practice with authority.

Lesson Plan understanding of concept During- a Smart board lesson found on http://exchange.smarttech.com/search. html?q=community+helpers. The activity gives a brief job description of some community helper. The same scale based off their participation rates the students, and how well they can answer the questions at the end of the lesson. Post Assessment- a writing assignment that required the children to draw a picture of their favorite helper, and explains what their helper does for the community. The assignment was used for the students to present their work orally at the end of the lesson. The students were rated on the knowledge of their presentation, and how well they presented their information. do?

Fall 2013 ts will help inform me if I need to reteach this lesson. It also informs me who achieved the learning objective and who did not.

Accommodations: This classroom features children with various learning styles and needs. I will accommodate the early finishers by allowing them to add more details to their assignments. The slower paced learners will receive more guidance to help them reach their highest potential. The visual learners were accommodated by the visual aid that corresponded with the Smart board lessons. Auditory learners were accommodated during the group discussion at the beginning of the lesson and oral presentations at the end. Kinesthetic learners were accommodated by allowing navigating the Smart board lesson. The children who have speech problems were accommodated by practicing their oral presentation with the teacher candidate before presenting it to the class.

Clinical Practice

Lesson Plan

Fall 2013

Materials: Smart board, Smart Exchange lesson on http://exchange.smarttech.com/search.html?q=community+helpers, white construction paper, and crayons/markers. Procedures: 1.) The teacher candidate walks to the carpet and explain to the students that it is now time to do a Social Studies activity. The students will be told that today I want you think about authority figures in our community. 2.) She will also state her expectations during todays activities. The expectations are to: remain seated until you are called upon, no one will talk out of turn, and everyone will use their own brain power. 3.) I started the whole group discussion by asking a few questions such as, who knows what authority means? Which adults have authority over this classroom/school? What other adults have authority in our life outside of school? 4.) After the introductory discussion, I will walk over to the laptop and pull up the Smart board lesson on http://exchange.smarttech.com/search.html?q=community+helpers. 5.) I will click on the first lesson and turn the Smart board on. 6.) The teacher candidate will then walk back to the center of the room and explain that this lesson will teach us how some of our community helpers use their authority. 7.) I will call some of the most active children up one at a time to the front of the room and let them navigate a page on the lesson. 8.) On every slide page I will the whole class if they can guess what the helpers authority was based off the pictures on the slide. 9.) After I allow most of the children the opportunity to answer the question, we will check to make sure the answer is correct. The student helper will be dismissed back their seat and another student will be called to navigate the next slide. 10.) At the end of the lesson the class will complete the matching activity. The students will have to match the description to the picture of the helper. 11.) I will read all the words and sentences on the board and point to what I am reading so the children can match the letter sounds with the words.

Clinical Practice

Lesson Plan

Fall 2013

12.) The teacher candidate will model how the student will roll dice and drag the picture and words from the word bank into the chart in the middle. 13.) After demonstrating the procedures, I will call five students up one at a time to finish the matching activity. 14.) When the activity is finished I will close the lesson out and turn off the Smart board. 15.) I will then inform the student that now everyone will get a piece of construction paper and draw a picture of the community helper they like the most. After their picture is drawn they will write a sentence about what kind of authority that person has. 16.) The construction paper will passed out to each student. As the paper is being given out I will remind the class they need to use their own brain power, and they are allowed to whisper to their neighbor. 17.) The teacher candidate will walk around and monitor the students progress. She will give the children with speech disabilities and slower learners most of my time. 18.) When the time is up I will tell the students to put away their supplies. 19.) I will split the children into groups to present their work to the class. They will be grouped by the helper they choose to write about. 20.) Each group will be called to the center of the room to tell the class about their work. Each student will have a chance to give us brief details about their assignment. 21.) When the presentations are over the students will walk back to their seats and wait to be dismissed to get their book bags.

References: Smart Exchange (user jkuzma). Community Helpers [PowerPoint slides]. http://exchange.smarttech.com/search.html?q=community+helpers Activity Analysis: The activities for this lesson involve the children guessing how the community helper exercises his or her authority in the community, and completing a writing assignment about what their favorite helper does for the community. The children had to draw a picture to correspond with their writing prompt. The Smart board lesson supports the objective because it gives the students a better idea of what authority is, and how people use their

Clinical Practice

Lesson Plan

Fall 2013

authority. The writing assignment is allows the students to use their own creativity to demonstrate their understanding of the learning objective. The activities cater to the needs of the children because a lot of the children cannot write more than two sentences. The majority of them have issues sounding out the letter sounds to spell words, and they learn better by seeing what is trying to be taught. The children can express themselves through drawings better than writing, but asking the children to write sentences will give them more practice. This lesson implemented technology by using a Smart board lesson on http://exchange.smarttech.com/search.html?q=community+helpers. This lesson showed the students different people who have authority in our community by using visual aids. The children used the technology the most because I allowed the children to navigate the slide show presentation.