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Nine students used at least 5 out of the 7 terms correctly in their Citizen
Book. These nine students got the 10 out 10 points. Five students used 4
out of the 7 possible terms. These four students got 8 out of the 10
8. Assessment
possible points. Therefore, 14 students passed the objective of getting at
Results of
least 8 out 10 points. Nine students did not meet the objective because
all
they used less than 5 of the 7 terms. Therefore, these nine students did
objectives/skills:
not meet the objective because 1 student used 3 terms, 3 students used
2 terms, and 5 students used 1 term; therefore, they got less than 8 out
of the 10 possible points.
Targeted Students Student/Small Group
Modifcations/Accommodations: Modifcations/Accommodations: If students cant
Students with visual impairments or hearing work in the large group setting. The teacher could
impairments can sit close to the teacher to split the class into smaller groups and work with
hear and see the teacher better. each group separately. Students could work with a
partner on their book if it is too complicated for
ELL students can work with a student who them to do on their own.
speaks the same language.
Materials/Technology:
(Include any instructional materials (e.g., worksheets, assessments PowerPoint/SmartBoard slides, etc.) needed to implement the lesson at the
end of the lesson plan.)
Paper booklets for each student
Pencil
Markers/crayons
Computer- video
References:
Citizenship in the Community by SchoolMedia
The Center on Congress At Indian University- http://tpscongress.org/citizens-unite/
Reflection on lesson:
I learned a lot from teaching this lesson. First, I learned that when the students are
engaged from the beginning of the lesson it is easier to keep their attention when you are asking
them to complete an assignment. I also learned that the students need a visual of how much
time they have to complete an assignment. Some of the pairs worked quickly to match the word
with the correct defnition during the sort. However, other pairs took their sweet time. So I think
having a timer which allows the student to see how long they have to fnish the sort would have
been very benefcial. I also learned that having the students repeat the instructions back to me
helped most of the follow them. I had asked them to use at least 5 out of the 7 terms in their
books. For most of the students used several terms in their books.
One strength of the lesson was that the students were engaged during the entire video. I
was worried that the video would be to long for them and that they wouldnt pay attention to all
of it. However, they paid attention to the entire video. Another strength of the lesson was that
they really enjoyed creating their books. Some of the students got really into writing the story
and using the terms.
One of the weakness of the lesson was that I didnt let the students know how much time
they had for the word sort. So some of the students completed it quickly while others took their
time. This allowed for the ones that were done to distract the other students who were still
fnishing. So having a timer on the board could have allowed everyone to see how much time
until we went over the sort. Another weakness of this lesson was that the students I was
teaching were not the students that my cooperating teach had all day long. I didnt know most of
the students names which made it harder when I was calling on students to answer questions.
I learned that is it important to get the students attention when they are all talking without
having to yell. I need to have different ways to get the students attention by either having them
clap when they hear me or a saying that they know. I also saw that it takes students different
amount of time to complete the same activity. Some students were able to fnish their books in
30 minutes while other students barley wrote anything.
One change I would make if I taught this lesson again is to give the students more time to
make their books. Some of the students fnished in the 30 minutes while others did not and
needed more time. If I was the actual teacher I would have let them work on it another day or
given it as homework to fnish. The students seemed to really enjoy writing their stories and
some of the stories are really good. I would also set a timer so that the students would know how
long they have for each of the activities to keep us on track so everything could get completed.
Overall, I think the lesson went really well and I really enjoyed teaching it.
To give approval or
disapproval of a
Citizen
proposition or candidate
for office
A process of choosing
Citizenship people to hold a public
office
Places where people live
Community
and work (city or town)
A resident of a
Donate
community
The quality of a
persons response to
Election
membership in a
community
To give to a charitable
Volunteer
cause
One who gives his/her
Vote time and ability to help
others