POWERFUL SOCIAL STUDIES LESSON PLAN OUTLINE

JMU Elementary Education Program: ELED 434 ALL SECTIONS· Mackenzie Furman, Kacie Mueller, Ashley Hill, Katie Johnson, and Heather Fitzwater· Dr. Bodle and James Madison University· October 24, 2013 at 11 am

A. Read a Good Book!

B. RATIONALE:Our main goal in teaching this lesson is to model a way to use literature to teach Social Studies in an elementary school setting. We will have our classmates engage in a Literature Circle, which is a technique that can be used in any content area. We hope to demonstrate that using literature with Social Studies might be a way to incorporate a variety of viewpoints and perspectives of particular events. Our topic for the Literature Circle, the Civil War, is one that is generally taught in 4th, 5th, and 6th grade. Thus, our lesson will act as a resource for our classmates as it incorporates content, methods, and activities that will be applicable to their future teaching experiences. C. CONTEXT OF LESSONThe preservice teachers are ready for this lesson because they have all had a course in READ 366 and been taught to incorporate literature into lessons. Each preservice teacher has seen literature applied in various subjects in the classroom and enjoys using an intriguing method to capture their audience. Through observation it is known that several of the preservice teachers are visual learners and like models to represent the topic that is being presented. Literature can work as a model to explain content through a combination of pictures and text. This lesson is developmentally appropriate for preservice teachers because it acts as a model for a type of lesson that can be used with elementary students. It is important for our classmates to learn about a variety of methods they can use in their classrooms as teachers, and a literature circle is just one example! The lesson correlates to the topics we have been discussing in class or ones that we will discuss in future classes. It also relates to our other coursework as we are building a list of methods and practices to use as future educators.

D.LEARNING OBJECTIVES

Understand – what are the broad generalizations the students should begin to develop? (These can be difficult to assess in one lesson.)

Know – what are the facts, rules, specific data the students will gain through this lesson? (These “knows” must be assessed in your lesson.)

Do – what are the specific thinking behaviors students will be able to do or practice as a result of this lesson? (These will also be assessed in your lesson.)

There are many methods and practices that educators can use to

Literature Circles are one method/ practice that teachers can use to

D1 The students will design a map to show how they would escape from slavery.

engage students in minds-on activities and learning.

engage students in minds-on learning.

Literature Circles can be used to show different perspectives/ viewpoints of one particular event in history.

D2 The students will read a book about the underground railroad and the escape to freedom.

D3 The students will share their designs with the class.

D4 The students will read Henry’s Freedom Box.

D5 The students will design what their own freedom box would look like, where their box would be sent, and why it would be sent to that location.

D6 The students will read Pink and Say.

D7 The students will read A Picture Book of Robert E. Lee.

D8 The students will create a web depicting the life of Robert E. Lee.

D9 The students will share with the whole class what their books were about.

D10 Read Drummer Boy: Marching to the Civil War and Seeing the Elephant: A Story of the Civil War.

D11 Compare and contrast key themes and ideas from the two books using a graphic organizer/ Venn Diagram.

E. ASSESSING LEARNING:What will your students do or say, specifically, that indicate every student has achieved your objectives? Remember—every objective must be assessed for every student!

Task:What learning tasks have you organized that can be used for assessment?

Diagnostic features:What features will you look for in student responses or products from the task(s)?What criteria will you use for assessment?

Support:What resources can you draw upon (or adaptations can you make) in assessing children with special needs?

Kacie’s group: Read Pink and Say and complete a word splash.Mackenzie’s group: Read Drummer Boy: Marching to the Civil War and Seeing the Elephant: A Story of the Civil War and use a Venn Diagram to compare and contrast key themes and ideas.Heather’s group: Read Henry’s Freedom Box and design their own freedom box.Katie’s group: Read Sweet Clara and the Freedom Quilt and design a map.Ashley’s group: Read A Picture Book of Robert E. Lee and create a web.

Kacie’s group: Completion of the word slash will help in determining whether or not students have a grasp on the concept that stories alter as they are retold. The word splash will service as an indicator if the students have understood that storied change as they are retold.Mackenzie’s group: Completion of the Venn Diagram and accuracy of the information/ facts included in the graphic organizer will help in determining whether or not students have a grasp on the concept of comparing and contrasting two pieces of literature. In other words, the responses in the graphic organizers will serve as indicators that students do or do not understand how to compare and contrast.Heather’s group:When the students design their own freedom boxes, it will show me that they understand how the

For an elementary school classroom:We could try to find our books in larger print, the audio version, or braille for students whose sight is impaired. We could also acquire page turners for the books.

The variety in resources used in the lesson accommodates for the various reading levels that will be present in the classroom. Therefore, students should be appropriately placed in a group that will be reading a book that aligns with their reading level. The activities used with each group should be ones that the class will have previously used, thus the students should be familiar each activity. However, if a student needs a reminder about how to complete the activity, they will have instructions available to them verbally as well as in written form. They are also allowed to work with a classmate from their group to complete the activity.

freedom boxes work. The discussions in the group and the freedom box designs show what they understand about the book. Going through the process of designing the freedom boxes and later discussing the book, will hopefully give me an idea about how they feel about what Henry had to do and help them understand what he was forced to do in order to become free.Katie’s group:When the students design their own map, it will show that they know what features, such as a compass and a key, exist in maps. The group discussion about the book after reading it will tell me if the group understood the meaning behind the book.Ashley’s group: Completion of the web will show whether the students have learned about Lee and understand his importance to the civil war.

For preservice teachers:Most of the activities we have completed are techniques that the preservice teacher should be familiar with; however, if one student needs a refresher on how to complete the activity they can ask their group leader or a classmate. The reading level of the texts used should be acceptable for each preservice teacher. If any other accommodations are needed, the preservice teacher can consult their group leader.

F. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if required)

For an elementary school class:VS.7 The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War by

a) identifying the events and differences between northern and southern states that divided Virginians and led to secession, war, and the creation of West Virginia;b) describing Virginia’s role in the war, including identifying major battles that took place in Virginia;

c) describing the roles played by whites, enslaved African Americans, free African Americans, and American Indians.

VS.8 The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by

a)identifying the effects of Reconstruction on life in Virginia; b) identifying the effects of segregation and “Jim Crow” on life in Virginia for whites, African Americans, and American Indians; c)describing the importance of railroads, new industries, and the growth of cities to Virginia’s economic development.

VUS.6 The student will demonstrate knowledge of the major events from the last decade of the eighteenth century through the first half of the nineteenth century bye) describing the cultural, economic, and political issues that divided the nation, including tariffs, slavery, the abolitionist and women’s suffrage movements, and the role of the states in the Union.

VUS.7 The student will demonstrate knowledge of the Civil War and Reconstruction Era and their importance as major turning points in American history bye) examining the social impact of the war on African Americans, the common soldier, and the home front, with emphasis on Virginia.

Standard USI.9 The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by(d) describing the roles of Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas “Stonewall” Jackson, and Frederick Douglass in events leading to and during the war.

For preservice teachers:How do we make social studies instruction meaningful to ALL students? What does it mean to KNOW your students?What are powerful methods of knowledge acquisition in elementary Social Studies? How do we make HISTORY meaningful to students? How do we teach history for democratic citizenship?

G. MATERIALS NEEDEDAdler, D. (1994). A picture book of Robert E. Lee. New York, NY: Holiday House (provided by Ashley)Hughes, P. (2007). Seeing the Elephant: A story of the Civil War. USA: FSG. (provided by Mackenzie)Hopkinson, D. (1993). Sweet Clara and the freedom quilt. New York, NY: Alfred A. Knopf, Inc. (provided by Katie)Levine, E. (2007). Henry’s freedom box. New York, NY: Scholastic Press. (provided by Heather)Polacco, P. (1994). Pink and say. Hong Kong: South China Printing Co. (provided by Kacie)

Turner, A. (1998). Drummer Boy: Marching to the Civil War. China : Harper Collins. (provided by Mackenzie)Graphic Organizer: Venn Diagram (provided by Mackenzie)White PaperMarkers (provided by students)Henry’s Freedom Box Activity Sheet (provided by Heather)

H. PROCEDURE

Activity Element& Time (in minutes)

Procedures and managementStep-by step procedures including questions and main points – visualize what you are going to say to the students. It might be helpful to script out what you are going to say, although during the lesson you do not need to use this language verbatim.

StudentsDescribe what the students will be doing as a result of your instructions

Academic, physical, social & linguistic differentiation, resources, and supportHow will you support ALL students?

Introduction5-10 mins

·Whole class: Hello friends! Today we will be learning modeling a Literature Circle to demonstrate how to use it in a Social Studies class. There are many different methods for teaching social studies, and this is just one of them. For our lesson today we will be splitting you all up based on your table group and each group will have different children’s literature and activities to

·Students will be sitting at their typical tables and will be assigned children’s literature and activities to complete. Once they are instructed to, each member of our teaching team will match up with a table group and will lead them through the literature and the activities. The members of our teaching team will help facilitate the class as a whole and will bring everyone back together for a

Each table group will be working with different children’s literature and will have a unique activity to complete. Teaching team members will need to differentiate based on the needs of the students at their table groups. They will do this as they see fit.

complete. Towards the end of our lesson, we will regroup as a class to discuss our experiences and our findings.

class discussion towards the end of our lesson.

Transition2 minutes

·Katie’s group -Hey everyone! You will be reading this interesting book about slavery and the underground railroad. This would be a great book to share with students while teaching the Civil War and slavery. You may begin reading. One person can read it or it can be read as a group.

-Heather’s group-You guys will be reading Henry’s Freedom Box. It is a true story about the Underground Railroad. This would be a good book to teach from the point of view of the slaves and the way they were treated.-Kacie’s group- You guys will be reading Pink and Say. This is a children’s book about a white boy and black boy who became friends while fighting in the Civil War. This is a great book to use to teach

·Katie’s group-The students will start reading the assigned book.

-Heather’s group-The students will start reading Henry’s Freedom Box.-Kacie’s group- The students will start reading Pink and Say.-Ashley’s group: the students will start reading A Picture Book of Robert E. Lee.-Mackenzie’s group: The students will have the opportunity to preview the two books and to decide how they want to organize their time. They can choose to either read with a partner or as a group.

- Students will be able to choose how the book is read.

students about how stories from the past can be carried on through generations of storytelling.-Ashley’s group: This group will be reading a book about Robert E. Lee. This picture book tells the story of his life and all about him fighting during the civil war. This book is a good way to teach students about Lee because he was an important person during the war. Now does anybody want to volunteer to read it aloud to everyone?-Mackenzie’s group: Hi guys! You will be reading two books that feature young children during the Civil War. After you finish reading them, you will be filling out a Venn Diagram to compare and contrast the books and to find key themes related to the Civil War.

Event 110-15 minutes

· Katie’s group- Nothing will be said to the students during the reading, unless questions arise.-Heather’s group-I will be there to assist if necessary, but they will just finish reading

·Katie’s group-The students will be reading the assigned book.

-Heather’s group-They will continue reading their book until finished.-Kacie’s group- The students will read the

- Students will be listening while one student reads. This allows those students who are not comfortable reading aloud to just listen.

the assigned book.-Kacie’s group- The students will read, as a group, the book Pink and Say. I will assist the group if they have any questions while reading the story.-Ashley’s group: the students will read together and I will observe in case they have questions.-Mackenzie’s group: I will be sitting at the table with my students to facilitate the reading of the two books. I will give the students the option to read as a group or silently with a partner before working on the graphic organizer.

assigned book.-Ashley’s group: the students will read the book aloud together.-Mackenzie’s group: The students will be reading either with a partner or as a whole group. I will facilitate these readings and assist the students as necessary. While the students read, I will prepare any additional materials.

Transition2 minutes

· Katie’s group-After you are done reading, you will start a map project. I want you to imagine what your map would look like if you were escaping from slavery. What would it be made of? What secret signs would you use? Once you have an idea of what your map would look like, I want you to make a map to help you escape to freedom. You can work as a group to create one map or make individual

·Katie’s group-The students will be brainstorming what their maps will look like and what materials they would like to use to create it.

-Heather’s group-The students at the table will discuss what location they would pick to be sent to and tell one another why they are thinking that location they pick.-Kacie’s group- The students will discuss stories that have been retold to them by

- Each group will have a different product that the students will create.

maps.-Heather’s group-Now that they are done reading, they will think about what Henry decided to do and where he sent his freedom box. They will be responsible for thinking where they would want to send their box to in order to escape slavery and their masters and why they would pick their specific locations.-Kacie’s group- Now that you are done reading, I would like you all to think about how true the story Pink and Say is after several generations of being retold. When stories from the past are retold over and over can they become skewed? I would like you all to discuss a time that a story was retold to you by a family or friend that changed because of being passed through several people. After each person shares their personal experiences of the retelling of stories I would like you as a group to create a word splash of the reasons stories change over time. You may use as many colors as you

family or friends over the years. The group will talk about why stories change when they are retold from person to person. The students will brainstorm words that describe what is happening to alter stories over time to begin working on their word splash.-Ashley’s group: the students discuss what they would have done and share with a partner.-Mackenzie’s group: The Venn Diagram worksheet will be distributed and explained to students.

would like to create your word splash.-Ashley’s group: Now that you are done reading, what do you think you would have done if you were in Lee’s shoes? Would you have chosen the side that you believe in or the side of your family? Think about this and share with the person next to you. -Mackenzie’s group: Okay ladies, now that you’ve read/ heard about each book, what did you notice about them? Were there any themes that were the same? different?Your next task is to complete the Venn Diagram to compare and contrast these two stories.

Event 215-20 minutes

· Katie’s group- I will tell them that they have 15-20 minutes to draw. Nothing will be said to the students while they are creating their maps, unless questions arise. I will keep track of time and tell them when to wrap up their drawings.

-Heather’s group-The students will work on a sheet to

·Katie’s group- The students will start designing their maps and interacting with their group members.

-Heather’s group-They will create their own design for a freedom box. They will decide where they would be sent in their freedom box and write a note as to why they would pick the specific location for their box to be sent to for

-Ashley’s group: My students will be drawing or writing on their web. If a student is having trouble remembering what to draw or write, then I will show them the book again and give them some one-on-one guidance.Kacie’s group- The students are able to arrange their word splash in any way that makes sense to them. The students may also

represent their own freedom box. They will also write a note on the box as to why they are selecting that particular place as a freedom spot.-Kacie’s group- I will tell the students that they have 15 to 20 minutes to discuss stories that have been retold to them and create a word slash of reasons stories become skewed over time.-Ashley’s group: I will tell my students that they have 15-20 minutes to create a web about Robert E. Lee. They can draw pictures, write facts or a combination of the two. They must include facts about Lee’s life before the war AND during the war.-Mackenzie’s group: You each will be completing the Venn Diagram to compare and contrast the two stories. You can work together with your elbow partner or as a group at your table. The goal is to find things that are similar and different between the two books. Ideally, y’all will also connect these two examples of

freedom.-Kacie’s group- The students will use the words they brainstormed on why stories change through retelling to create a colorful word splash.-Ashley’s group: The students will use the given paper and supplies to create a mind map of Robert E. Lee’s life. They will need to include specifically things about him from before the war and things about him during the war.-Mackenzie’s group: The student will work to fill out the Venn Diagram and to find similarities and differences between the two books. The conversation should be centered on key themes that the books share and those that they do not.

choose whatever words or phrases help them understand the big idea.-Heather’s group:The students should be able to figure out how to make their own freedom box from reading about Henry’s, but if an individual needs extra help, I will be there to guide them along and provide any additional information that needs to be given.Katie’s group:The students can choose whether they want to make individual maps or one map made by the group. They will be able to design their map in any way that makes sense to them. They will also choose the materials that they want to design their map. I will be able there to answer questions or give any additional help.

children’s literature with the varied perspectives that we can use to teach social studies, specifically history. We will have about 15-20 minutes for this activity.

Transition5 minutes

·Katie’s group-I would like you to share either a group map or a couple of your maps to the rest of the class and explain the map’s details.

-Heather’s group-Now, every group is going to share. You can share your book and what it is all about and why you think it would be important to use it in a classroom. You can also share a couple or all of your own freedom boxes and the way you would have handled being in Henry’s situation.-Kacie’s group- I would now like your group to share with the class a summary of the children’s book Pink and Say. Explain to your classmates how storytelling can be altered through the process of retelling. Share with the class your word splash.-Ashley’s Group:

·Katie’s group-If they made individual maps, the group members will choose who will share their maps. The students will be sharing their maps with the rest of the class.-Heather’s group-The table can pick someone to be their spokesperson to tell the other groups about the book they read and others can jump in if they have something to add. They will also get to share some or all of their own freedom boxes they made.-Kacie’s group- The students will share with the class a summary of the book Pink and Say. The group will explain how storytelling is altered through retelling to several people and share their word splash.-Ashley’s group: the group will pick a representative to

The groups may choose who and how to present their work to the class.

Now you need to pick a spokesperson to share with the class about Robert E. Lee and his life and the decisions he had to make regarding the Civil War.-Mackenzie’s group: We will now be sharing our books and activity with the rest of the class. Quickly select a reporter from your table group who will share our work with the rest of our class!

share what they learned about Lee and his life before and during the Civil War.-Mackenzie’s group: The students will choose a member of the group to be the reporter to the class and which points they want highlighted.

Event 310 minutes

· As a whole class we will be hearing from each table group about their literature and activity. The goal is to determine how each piece of literature can be integrated into a social studies course as a means of giving information and teaching concepts.

·The class will be listening to a brief recap of what each group accomplished. Ideally the students will make connections between their experiences and how they can use this method (literature circles) in their classrooms as future educators.

- All groups will be sharing with the class. If there are students who are uncomfortable speaking to the whole class, then they can tell their group spokesperson what to say.

Conclusion:5-10 mins

Last minute comments and clean up will occur here!

Students will put away any materials that they no longer need.

I. DIFFERENTIATION: Our lesson already differentiates for student needs in the products and level of

books. Each book has a different activity to go along with it. Some groups will be making a chart, drawing pictures, or creating a map. Other groups will be sharing stories and ideas with one another. This allows elementary school students to be creative in a variety of ways. Some of the activities even allow students to write or draw if they choose to. For students that need enrichment we could ask them more detailed questions about the characters in the book such as “how do you think they felt during this?” or “why do you think that they did this?” Enrichment questions could also be made

more specific based on which book you were reading. For children who are in need of help, you could show them the book again and read some sections to them individually so make sure that they understood something. Sometimes during whole group reading students who do not understand may not want to speak up.For the purpose of this lesson, differentiation for preservice teachers will be slightly different. They still get to do different activities and be creative which is much more engaging than filling out a question and answer worksheet. Enrichment for these students is more difficult because they should know about all these topics. We could ask more in depth questions but since it is not a lesson that they need to know specifically for a test or assignment then enrichment is much harder to come by. Students who struggle with this will get the same help an elementary school student would. They can take the book personally and look through it for ideas and concepts.

J. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?During this lesson, there are many things that could go wrong; however, a few of the most probable situations that could occur are as follows. The students may not be interested in the topic that we are covering in class. The students might not want to participate in the overall lesson as well as the group activities. Due to busy schedules and workloads, students may be exhausted and might fall asleep or become distracted during the lesson. The activities could take much longer than anticipated, which could throw off the whole lesson.