Subject & Grade: Subject- Language Arts and Social Studies
Grade Level- 3rd
Essential Question (s): N/A
NCTE/IRA Standard(s): 4 and 12
SOL (s):
History
3.11 The student will explain the importance of the basic principles that form the foundation of a republican form of government by
a) describing the individual rights to life, liberty, and the pursuit of happiness; and equality under the law;
b) identifying the contributions of George Washington; Thomas Jefferson; Abraham Lincoln; Rosa Parks; Thurgood Marshall; Martin Luther King, Jr.; and Cesar Chavez;
c) recognizing that Veterans Day and Memorial Day honor people who have served to protect the country’s freedoms,
d) describing how people can serve the community, state, and nation.
Language Arts (Writing)
3.1 The student will use effective communication skills in group activities.
a) Listen attentively by making eye contact, facing the speaker, asking questions,
and summarizing what is said.
b) Ask and respond to questions from teachers and other group members.
c) Explain what has been learned.
d) Use language appropriate for context.
e) Increase listening and speaking vocabularies.
3.11 The student will write a short report.
a) Construct questions about the topic.
b) Identify appropriate resources.
c) Collect and organize information about the topic into a short report.
d) Understand the difference between plagiarism and using own words.
Ready-to-Learn3 minutes
- Inform students of the plans for the day’s lesson:
- “Today we will be talking about a few important people in America’s history: George Washington, Thomas Jefferson, Abraham Lincoln, Rosa Parks, Thurgood Marshall, Martin Luther King, Jr., and Cesar Chavez. In a few minutes, I am going to have the groups assigned yesterday come to the front of the room to read their bulleted lists with facts about their assigned historical figure. Then, we’re going to play a new game called, “Heads Up” using the lists of facts each group made and expand on them. After that we’re going to be using our writer’s journal for an informative writing activity about one of these figures you find most influential.”
The teacher will
- Inform students of the lesson’s schedule.
- Ensure that students are prepared and focused for the lesson.
- Listen to the teacher’s explanation of the lesson’s schedule so that they will know what to expect.
- Prepare and focus for the lesson.
Anticipatory Set 5-10 minutes
Background Info: The previous night, students were assigned a short homework assignment to research one of the figures being discussed. They were separated into groups of 3-4 members and assigned one figure to research. This assignment was very short, as students were only required to come up with 2-3 important bullet points each.
Instruction:
- Have students come up to the front of the classroom as a group.
- Tell all groups to read through their bullet points until all groups have gone.
- While each group is presenting, have the teacher and all students who are not presenting record the facts being read.
- Teacher: record facts students present on white board, in view of other students.
- Ensure that all students are in their seats and ready to begin the next part of the lesson.
The teacher will:
- Listen as the students recite their homework and assess whether or not they are familiar with the content.
- Assess students presentation of facts to peers
- Recite the previous night’s homework (short research assignment) with the class.
- Record the facts being read as peers present their short research assignments.
- Practice speaking in front of the class and teacher in their groups
Main Lesson Activities20-25 minutes
Instruction:
- Assign each student a partner and inform him or her to go and sit with that partner.
- Explain the rules of the game Heads Up, along with what knowledge and skills they will be gaining from the instructional game.(Effective communication skills, identifying the contributions of important figures using more details)
- Hand out 10 cards with the famous American figures to each pair in the class.
- One student will hold the card with the figure to his or her head withoutthe knowledge of who it is.
- The other partner will then begin to describe facts and contributions this important figure has done while the opposite partner guesses who the important figure is.
- The partner who is guessing is allowed to ask question as well.
- Once they have guessed the important figure, the opposite partner will pick up the next heads up card, without looking at it (place it on his or her forehead) while their partner begins to describe contributions of this important American figure.
- Students will continue this lesson until completing all 10
- Students who finish early: return to seat without talking and begin to think about which American contributor they found most interesting.
- Once all students complete activity:Have each students take out their writing journals
- Write the prompt (visible for the entire class to see and read it aloud) giving all students a clear understanding of what is expected.
- Inform all students to choose one American contributor who we have discussed in today’s lesson and from their pervious nights facts finding assignment and begin to write an informative short reflection.
- Short Reflection: Example-Questions you are still interested in knowing about the important figure you choose. Write down all the information you know and expand.
- ****Explain to students there will be an assignment where they will be writing a short story on their important figure they chose so this is a good time to start brain storming/ jotting down ideas.
The teacher will
- Assess student’s communication skills. (Eye contact, facing the speaker, asking questions, etc.)
- Practice communication skills
- Practice content knowledge
- Ask and respond to teacher and student questions
- Increase listening and speaking vocabulary skills
Closure5mins
- Begin an open discussion about the day’s lesson, asking students key questions to check for comprehension and understanding.
- End the lesson by discussing the night’s homework assignment.
The teacher will
- Engage the students in a discussion about the content that was covered.
- Review key points of the lesson with students by asking important questions.
- Participate in an open discussion with the teacher and their peers about the material covered during the lesson.
- Answer questions about key points of the lesson.
Assignments:3 minutes
- Homework: When you all are home tonight, think about all the important figures we briefly discussed in today lesson. The important figures that you chose today and felt connected to or most interested in. Come prepared to class tomorrow to discuss and expand more in depth on your informative writing, on your chosen figure.Ask yourself 3 questions. How did he or she contribute to American history? What do you know was going on during this time period? What would you have done differently if you were the American figure you chose, or would you not change anything?
Assessments:
- Evaluation: How well did the students comprehend the writing prompt and retain the information of each American figure they chose to write about in their journals?
- Assessment:History 3.11Were the students engaged in the activity and retaining information about the historical figures?
- Assessment: Language Arts 3.1 and 3.11Were students using effective communication skills when working in pairs and when communicating the content knowledge in their informative writing journals?
Extenders/Back-up Activities:
15-20 minutes
- Hand out paper plate to each student, 5 pieces of string, 1 image of an important figure, 5 half pieces of index card and a glue stick
- Have students glue their important figure to the middle of the paper plate.
- Label the top of the plate with the important figures name.
- Tie each of the 5 strings provided into each hole on the plate.
- Tie each of the index cards to the opposite end of the string.
- Have students write 1 fact on each index card related to their important figure.
Materials
- Images of Important Figures(Heads Up Cards Activity)
- Glue
- Construction Paper
- Scissors
- Writing Notebook
- Pencil
- Handouts
- Paper Plates (with 5 hole punch, holes)
- Extra Images of Important Figures
- Index Cards (with hole punch)
- Hole punch
- String
Sources Used:
Google Images (Important Figures)
NCTE/IRA Standards
Published jointly by NCTE and the International Reading Association (IRA) in 1996,The Standards for the English Language Artsis designed to complement other national, state, and local standards and contributes to ongoing discussion about English language arts classroom activities and curricula.(Reaffirmed 11/12)
- Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
- Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
- Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
- Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
- Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
- Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
- Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
- Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
- Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
- Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum.
- Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
- Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).