Lesson Plan #3: Integrating Language Arts & Social Studies Grade: 5th grade Social Studies Strand:

United States History

Submitted By: Shelbie Rodgers
EDEL 453: Teaching Elementary School Social Science Nevada State College Spring 2014 Instructor: Karen Powell

Lesson Plan #3 US History

submitted by: Shelbie Rodgers

B. Summary of the Lesson Plan: Students will read about strengths and weaknesses of the Articles of Confederation. Students will complete the workbook assignment and create a strengths and weakness chart. C. Basic Information: Grade Level: 5th grade Time to Complete this Lesson: 50 minutes Groupings: Whole group when reading the text small groups to complete the workbook assignment Independent work when making a strength and weakness chart. Whole group of writing a letter about the Articles of confederation to the Government.

Materials: Houghton Mifflin social studies book pages 296--299 Work book page 50 Vocab on page 296 Strengths and weakness chart Postcard Pencil D. Objectives: Students will analyze the strengths and weaknesses of the Articles of Confederation o NV State Social Studies Standards C13.5.1 Explain that the Declaration of Independence, the U.S. Constitution, and the Bill of Rights, are written documents that are the foundation of the United States government. We will explain the U.S. Constitution and how it is one of the main foundation of the US government.

Student-Friendly Standards

E. Vocabulary Constitution: A written plan of how a countrys government will work. Citizen: an official member of a city, state, or nation. Territory: An area of land that is ruled by a government; a frontier region before it became a U.S. state. Ordinance: Law.
EDEL 453 - Spring 2014 Karen Powell- Instructor page 2

Nevada State College

Lesson Plan #3 US History

F. Procedure:

submitted by: Shelbie Rodgers

1. Popcorn Read page 296-299 with the student text book as a whole group 2. Whole group discussion what is going on throughout the reading 3. Small group working on the student workbook page 50. 4. Go over the workbook page together. 5. Students will get create a chart of strengths and weakness of the Articles of Confederation. 6. The class will come together as a whole and create a postcard to the Government about the Articles of Confederation and what they think should change. G. Assessment: What will you use to measure student understanding? Students will analyze strengths and weaknesses of the Articles of the confederation Explain how you will know students understand the concepts from the lesson. Students will turn in the chart they created to be used as an assessment. H. Closure: We will use think pair share. Students will pair with a partner and share what they learned.

I.

Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think the easiest part of the lesson to teach will be reading over the text book and discuss about the Articles of confederation. 2. Which part will be most challenging for you to teach? I think the most challenging part of the lesson to teach will be integrating strategy 17 from the text book and working with creating a postcard. 3. How will you follow up or extend this lesson? I will have students look up the Articles of Confederation and discuss with their family and present to the class. 4. What can you do for students who dont grasp the concepts? I can work with my students who dont grasp the concepts by using pictures and small group with mini lessons. 5. Which part of the lesson, if any, do you think might need to change? I might have to change my social studies strategy.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 3

Lesson Plan #3 US History

submitted by: Shelbie Rodgers

6. When you were writing this lesson plan, what was the most difficult part? When writing this lesson plan the most difficult part was putting in the strategy from the text book. 7. Explain the strategy from Integrating Language Arts & Social Studies that you included in this lesson plan. I used Strategy 17. Personal Correspondence as a Primary Source. It is a written correspondence such as a letter and postcards. This can support students in learning about the past in a person relevant manner. This will help the students to get an insight from the past and understand the historical events.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 4