Meighan Quinn

Social Studies Lesson Reflection

For one of my lessons I decided to instruct a Social Studies lesson on the United States
Constitution specifically the Preamble. Social Studies is a subject area I have the least
experience with so at first I was a little nervous about designing and teaching a lesson. Using the
Social Studies Scope and Sequence I used the topics within the current unit my class was
completing to design this lesson. I feel Social Studies is an important subject but with the
attention focusing on the new Common Core Learning Standards the class focus is mostly on
writing, reading, and math with little focus on Social Studies. When I decided to do a lesson on
the Constitution I realized the lesson may be difficult especially for my lower students to
understand the Preamble as well as some of the laws within the Constitution. In order for this
lesson to be a success I felt the lesson needed differentiation. As a result, I looked for simpler
laws for my lower groups and even simplified the language to foster the best understanding.
In the beginning of my lesson I began by asking my students if they knew what document
governs the United States. Based on the classs responses which I recorded on the board I
introduced the class to the word Constitution. I informed the class, constitution is the act of
setting up or establishing. To relate this word to the United States Constitution I showed the
class a Scholastic News video. Following the movie, I led a class discussion allowing the class
to discuss what they watched in the video while answering any questions they may have had.
Together, I then distributed the Preamble to the Constitution to the class. Once everyone had a
copy I read the Preamble to them. Once I read the excerpt to the class I allowed them to
underline unfamiliar words with a partner. Since many students had several words they didnt
recognize I read the Preamble to them explaining the words they didnt recognize. I informed

the class the Preamble is the introduction to the Constitution which are the laws that govern our
country. Through class discussions the class than discussed the importance of laws, why we
have them and what might happen if we didnt have them. The teacher than asked the students
were in the school building they are required to follow rules. The teacher modeled completing a
worksheet listing a rule and the reason for the rule. The class was then given the opportunity to
work with a partner to come up with other rules. After ten minutes the classs attention was
regained with a class discussion. Once students seemed to have a strong understanding of the
importance of laws and the reasoning for them I introduced the class to three laws from the
Constitution. I broke the class into three different groups, providing the lower group with an
easier law with progressively harder laws as the abilities of the groups increased. After giving
the class time to work, I gathered the class together and allowed the students in each group to
explain the law and why it is necessary.
After I finished the lesson, I sat back for a few minutes, took a deep breath and reflected on
my lesson. During my instruction when students began talking I quieted them down with a few short
words and was able to get them refocused and back on task. During this lesson to ensure the students
were listening when I gave directions, there were moments when I turned to a student and asked
them to repeat the directions and explain the task to me. During several occasions I felt that some
students were still too chatty and missing the assignment so I continued to ask another student to
repeat and explain the directions. I found that this was effective because it helped ensure that
students were paying attention and that class not only knew the directions but understood them.
Another strength I had was both my classroom and time management. Throughout the guided
practice after the modeling and class activity I was also constantly walking around the room. I sat
with several groups of students that were differentiated by their levels and asked them to walk me
through what they were doing. As students would give me answers I would ask them a follow up

question or to explain. I feel that asking questions keeps the students engaged and also requires them
to reach for a higher level of thinking. Throughout my lesson I constantly moved around. I feel that
moving around not only keeps the students on task but also shows them I am interested in their work
and available for help. During this lesson as I walked around the room assisting and assessing
students I also gave them time advisories. As I walked around and monitored the students I was able
to see how they were doing with the assignment. At this point I was able to give them a time
advisory and inform them of what they should have completed by that time. I found this to be
beneficial for the students in keeping them on task. Offering time advisories also assisted with the
pacing of my lesson.

At some point I thought the lesson might be too difficult for them so I feel asking
questions while constantly reviewing parts of the lesson made it easier for them to understand
difficult topics. I feel another great aspect of this lesson was my differentiation. Allowing each
leveled group to complete different worksheets challenged each individuals ability but no
students appeared to be severely overwhelmed. Overall though, I am satisfied with my lesson
and feel it served as an opportunity for me to learn as a teacher.