Claflin University School of Education

EDUC 450: Professional Clinical Practice Reflective Lesson Plan Model Name: Joyce Hughes PART I: PLANNING Date: October 16, 2013

The 3 Branches of Government

Title of Lesso
Is this lesson original idea? If not, from what source did I borrow this lesson?

!ource !ub"ect #rea $s%

Yes this is an original idea. Social Studies 4th

&ra'e Le(el 4.C&G.1.1 Summarize the ke !rinci!les and revisions of the "orth Carolina Constitution. )urriculum !ta 'ar's
Describe the lesso .s acti(ities a ' co te t to *ro(i'e a clear o(er(ie/ of the lesso 0

Descri*tio a ' +ac,grou ' #n the $eginning of the lesson the students %ill !artici!ate in a $rief t%o - formatio minute %arm u! and e&ercise. Students %ill listen to music %hile stretching and e&ercising. 'nce e&ercise is com!lete students %ill sit and discuss %h %e e&ercise and ho% it is hel!ful and health to our lives. (e %ill discuss not onl ho% e&ercise is good for ou $ut health eating as %ell. Students %ill name different t !es of kno%n e&ercises that the could successfull e&ecute at home. #n the official start of the lesson # %ill remind the students of the !revious da s %hen %e discussed the three $ranches of government. (e %ill revie% $ reading over our !osted notes on the smart $oard and the te&t. "e&t) # %ill introduce the assignment and activities for toda . # %ill e&!lain to the students that first %e %ill research one of the three $ranches of government on *'+s. The $ranch the research %ill $e determined $ the grou! the %ere in during the !revious lesson. ,fter the allotted research time the students %ill $e asked to choose one different fact a !iece %ithin their grou! to %rite neatl on our tree leaves. The leaves %ill $e attached to a $ranch on the tree la$eled %ith the name of their s!ecific $ranch. (e %ill then start reading on !age 1-1 and end on !age 1-3 of the Social Studies te&t. (e %ill take turns reading alone) %ith a !artner and

as a %hole class. ,fter reading it com!letel # %ill give the students the o!!ortunit to $riefl talk to a !artner a$out one of the three $ranches. The students %ill $e given the o!!ortunit to read a$out their $ranch again silentl . 'nce silent reading is com!lete # %ill instruct the students to go and get their *' la!to!s to continue research. *' la!to! research time %ill $e limited to 1. minutes. 'nce research time has ended the students %ill choose their s!ecific and individual fact to $e checked $ me. 'nce the have $een checked the %ill $e allo%ed to move on to the !rint ste!. The %ill $e given a leaf and the %ill co! their fact onto the leaf neatl . #f the com!lete the leaf $efore time is u! the %ill $e allo%ed to %rite a fact on more than one tree leaf. ,fter all students have turned in leaves during the allotted time) %e %ill all !aste the leaves on the tree that %ill $e !osted in the classroom. 'nce all leaves have $een added %e %ill hang the tree /along %ith the standard !osted0 in the hall%a . Lesso Ob"ecti(es
1hat /ill stu'e ts be able to 'o at the co clusio of this lesso 2 3a,e sure that your ob"ecti(e$s% are measurable0

The students %ill $e a$le to read and take notes on the three $ranches of government and $e a$le to discuss and dis!la facts a$out each %ith 123 accurac .
Ho/ /ill - (ary these ob"ecti(es for stu'e ts /ho 'o ot u 'ersta ' the material2 Ho/ /ill - (ary these ob"ecti(es for stu'e ts /ho ha(e alrea'y mastere' the co ce*t2 Ho/ /ill - (ary these ob"ecti(es for stu'e ts /ho are *rese tly lear i g 5 glish2

4aryi g Ob"ecti(es for - 'i(i'uals Nee's

4or students that do not understand this material # %ill have $rief one on one time %ith them during the lesson. Several times during the lesson %e %ork %ith !artners) these students %ill $e grou!ed %ith the students that thoroughl understand the conce!t. These students %ill $e rotated %ith the understanding students and me. This %ill continue until each non understanding student has met %ith me and %orked one on one at least once during the lesson. # %ill also rotate $et%een them during research time to assist them in finding facts a$out their $ranch. 4or students that have mastered the conce!t # %ill allo% them to shar!en their skills $ $eing !artnered %ith a student %ho doesn+t full understand. This grou!ing %ill hel! the 5mastered6 student as %ell $ecause teaching a conce!t is also !ractice and %ill allo% them to develo! a dee!er understanding of the conce!t. The mastered students %ill also %ork %ith !artners on their o%n learning level and for them # %ill have !re!ared more difficult 7uestions a$out the three $ranches that include dee!er conce!ts) things %e haven+t covered and conce!ts from the ne&t lesson. These students %ill also $e asked to lead discussions in the grou!. There are no students in this class currentl learning 8nglish.
1hy is it im*orta t for the stu'e ts to lear this co te t2

!tateme t of 6ur*ose

The founders of the 9nited States Constitution kne% it %as im!ortant to form a government that did not allo% one !erson to have too much

control. #t is im!ortant for the students to kno% this $ecause this is the foundation of our countr and ho% it functions. #t is im!ortant for them to kno% a$out each $ranch and %hat it is res!onsi$le for and %ho it is made u! of. 3aterials a ' 7esources
1hat materials a ' su**lies are ee'e' to hel* your stu'e ts achie(e the state' ob"ecti(es2 1hat /ill the teacher ee'2 1hat /ill the stu'e ts ee'2 1hat other resources are ee'e'2 1ill you use resource s*ea,ers2

The materials that # %ill use for this lesson are the smart $oard) the Social Studies te&t$ook) and a !recut tree. The students %ill use $ooks) %riting :ournals) !encils) *' la!to!s and %orksheets. There %ill $e no other resources needed for this lesson. # tici*atory !et
1hat /ill you 'o to moti(ate the stu'e ts a ' get their atte tio 2 1hat is the 8hoo,9 that /ill ser(e as a focus for the lesso .s acti(ities2

4or this class the students are reall motivated $ receiving tickets. #f the are all follo%ing the dail discussed classroom e&!ectations the students+ grou! %ill receive tickets. #f the do not the grou! gets tickets taken a%a . The more !ositive things the do) the more tickets the receive. Therefore each grou!+s goal is to receive as man tickets as !ossi$le. ;uring the lesson if the students are doing a great :o$ follo%ing the rules # %ill sim!l add a ticket or several. The same thing goes for the negative. ,t the end of the lesson /%hich is also the time of dismissal0 the students %ill count their tickets for the da and the grou! %ith the most tickets %ill receive a !rize from the cand $o&. 6art --: -36L535NT#T-ON
Ho/ /ill - fi ' out /hat stu'e ts alrea'y , o/ about this to*ic2

6re:assessme t

#n order to find out %hat the students alread kno% a$out this to!ic # %ill use the data from the e&it tickets of the !revious lesson on the three $ranches of government. # %ill also revie% the !acing guide for the !revious ear to familiarize m self %ith %hat the should have learned %hile in 3rd grade.
1hat /ill - 'o to sho/ stu'e ts /hat is e;*ecte'2

Teacher 3o'eli g or Demo stratio

#n order to sho% the students %hat # e&!ect from them # %ill model each conce!t. # %ill first read some of the te&t) then # %e %ill have a discussion a$out ho% %e should take notes and %here our e es should $e %hen our !artner is reading. # %ill model ho% to research on the *' la!to!s) ho% to transfer that information neatl to the tree leaves.
1hat /ill /e 'o together as they lear ho/ to succee' at the e/ tas,2

&ui'e' 6ractice

Together %e %ill read the te&t a$out the three $ranches. (e %ill start %ith !age 1-1 and end on 1-3. Together %e %ill take our first set of notes and research on the *' <s. "e&t %e %ill move on to the la$eling of the leaves and $ranches of the tree. (e %ill do this together as %ell. # %ill assist the students in ensuring that their facts are correct and neatl %ritten.
1hat =uestio s /ill you as, to 'etermi e if stu'e ts u 'ersta ' so far2 1hat tech i=ues or strategies /ill be use' to 'etermi e if stu'e ts u 'ersta ' so far2

)hec,i g for < 'ersta 'i g

To ensure that the students understand # %ill !ose a 7uestion after reading each section a$out each of the $ranches. # %ill ask things such as= 5(hat is the dut of this $ranch>6 5?o% does this $ranch %ork to !rotect us>6 # %ill also ask 7uestions %hile students are taking initial notes and research. # %ill ask things such as= 5?o% is this $ranch alike or different from another>6 5(ho makes u! this $ranch>6 # %ill also call on students randoml that have not volunteered much during the lesson to assess if the understand.
1hat /ill stu'e ts 'o by themsel(es to sho/ that they ha(e i ter ali>e' the , o/le'ge2

- 'e*e 'e t 6ractice

4or inde!endent !ractice the students %ill read and research their s!ecific $ranch. The %ill :ournal a$out their findings. The %ill e&!lain details in the te&t that su!!ort %here the got their facts.
Ho/ /ill - co clu'e the lesso a ' relate it to future e;*erie ces2 Ho/ /ill you /ra* u* the lesso to rei force co ce*ts taught 'uri g the lesso 2

)losure

# %ill conclude the lesson $ revie%ing the three $ranches and their duties. (e %ill also ans%er 7uestions as a class and discuss 7uestions that the students ma have.
1hat /ill stu'e ts 'o to 'emo strate /hat they ha(e lear e'2

#ssessme t $attach to lesso *la %

To demonstrate %hat the have learned the students %ill ans%er . 7uestions on the e&it ticket. 5"ame the three $ranches of government and each of their duties.6 5@ist one fact a$out our s!ecific $ranch of government.6

5;te sio #cti(ities

1hat ca stu'e ts 'o at home or i the classroom to a**ly the , o/le'ge or s,ills2 Ho/ coul' you use your colleagues or commu ity age cies to im*ro(e stu'e t *erforma ce2

,t home the students %ill $e instructed to %rite a !aragra!h a$out the $ranch of government that the %ould $e a !art of if children %ere allo%edA and %h . #n order to im!rove student !erformance # could consult %ith colleagues and the rest of the 4th grade team to hear their strategies and %hat %orked for their students on this to!ic.
How will you use technology to assist students with learning the concepts? What technology will you use to enhance the delivery and co prehension o! your content?

Tech ology

4or this lesson technolog %ill $e used %hen the smart $oard is used and on the students+ *' la!to!s.
How will you connect this lesson with other content areas across the curriculu ? The Arts: Health: Physical "ducation:

)o

ectio #cross the )urriculum

The arts) health and !h sical education %ill $e incor!orated during the %arm u! time.

PART III: R"#L"$TI%N

'escri(e the strengths o! your instructional techni)ues* strategies and classroo 'escri(e the strengths o! student engage ent+ anage ent+

&trengths

The strengths of instructional techni7ues and strategies included m a$ilit to kee! the students engaged. # asked for volunteers and called on students that %ere not other%ise as engaged as others. 4or classroom management # %ent over the student e&!ectations at the $eginning of the lesson. # moved students a%a from other students and distractions that %ould discourage them from !a ing attention. The strengths in student engagement included ho% # ke!t students engaged and called on students that %ere other%ise distractions. # also asked for !ersonal stories from the students a$out their e&!eriences %ith different $ranches of government. ,nother strength during this lesson %as checking the students+ %ork for accurac for allo%ing them to move for%ard.
'escri(e the wea,nesses o! your instructional techni)ues* strategies and classroo 'escri(e the wea,nesses o! student engage ent+ anage ent+

Wea,nesses

The %eaknesses of instructional techni7ues and strategies included m small mistake of going over time. # allo%ed the students a little too much research time. # did this $ecause # %as a little more focused on the grou! that needed more hel!. # s!ent a great deal of time assisting a fe% students that %ere not here earlier in the %eek and therefore missed the !revious lessons on this to!ic. # do not $elieve that there %ere an classroom management %eaknesses during this lesson. The student engagement %eakness %as %hen # focused so much on the grou! of students that had $een a$sent earlier. ,lthough # still circulated the room and assisted all students this caused me to not $e a$le to give as much time to the other students.
What would you change when teaching this lesson again?

&uggestions !or I prove ent

#f teaching this lesson again # %ould alter the assignment a little for the students that had $een a$sent. This %ould have given them more of an o!!ortunit to com!lete this assignment %ithout as much assistance from me.

Revised -./012
THE CLAFLIN IMPERATIVE PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY

Social Studies

October 16, 2013

Exit Tic et

1! "ist the three branches of #overn$ent and their duties! %ranch &uty

a! b! c!

2!'ive one fact about the branch you studied!