Name: Erin Engelhard Date: March 27th, 2012 Grade Level/Subject: Third Grade/ Social Studies Prerequisite Knowledge:

The students must obviously know basic still such as reading and writing, but I do not expect that they will know anything about their area of research. Approximate Time: 45 minutes Student Objectives/Student Outcomes: The students must learn enough about their branch of the government to give a presentation about it at some point in the future. Content Standards: CC.3.R.L.1 Key Ideas and Details: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CC.3.R.I.1 Key Ideas and Details: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CC.3.R.I.3 Key Ideas and Details: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. CC.3.R.I.4 Craft and Structure: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. CC.3.R.F.3 Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills in decoding words. CC.3.R.F.3.c Phonics and Word Recognition: Decode multisyllable words. CC.3.R.F.4 Fluency: Read with sufficient accuracy and fluency to support comprehension. CC.3.R.F.4.c Fluency: Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Materials/Resources/Technology: I will be using computers, the SMARTboard, poster boards, library books on government, and government magazines. Implementations: Time Opening of lesson: (Objectives, hook, behavior expectations) 5 minutes -We transition from math before this, so the students should have a few minutes to put away their supplies, take out their social studies question packets (these have the questions that they are supposed to research), and get into the groups that I assigned yesterday. Procedures: Include critical thinking questions and accommodations

for individual needs. 5 minutes - I will remind the students that I put them into groups yesterday, and I will re-state those groups while passing out their research materials. -We will then break into those small groups. I will also set up the state group and the local group on the computers, and direct the other groups to where they should be working. The rest of the time will be me conversing with students about how everything is going, as well as what kinds of facts they are discovering. When they find something interesting or relevant to one of their questions, I expect that they will write it down. This is very much a time for quiet work and collaboration. Summary/Closing: -At about 1:40 I will ask the students to return to their seats. I will instruct them to hand their research materials in to the pink bucket, and tell them to put everything else away. I will explain that tomorrow they will have a bit more time to research, but that then they will be creating a poster that they will present to the group. After the presentations are over, the posters will then be displayed in the hallway. Student Assessment: -I will be walking around and verbally assessing the students while they are working in their small groups. -Also, I will listen to the answers they provide for each part of this time period, as well as read the work that they turn in to the pig. That way, I will know if they need more time or if they are ready to present on Thursday.

30 minutes

5 minutes