EDT Lesson Plan Format for Teaching in Field Placement-EDT417E

Name: Emily Peters

Grade Level: 3rd

Subject: Social Studies

School: Fairfield North Elementary

Date: 3/16/2015

1.

Title/Source of lesson: Charitable Acts: Honduras

2.

Description of learners (use applicable portions of Praxis III Class Profile): There are 24
students in this elementary class and none of the students are on IEPs but there are 9 students who
have WEPs. It is an enrichment classroom, so many of the students are gifted. There are 12 girls
and 12 boys. There are no ELL students and the ethnic makeup of the classroom is primarily
Caucasian, but there are 3 African American students, and a Vietnamese girl. This school is
located in a rural farming area.

3.

Standard:
1. Theme: Communities: Past, Present, Near and Far
i. Strand: Government Strand
1. Topic: Civil Participation and Skills
a. Content Statement: Individuals make the community a better
place by solving problems and helping in a way that promotes
the common good.
4. Student Performance Objective(s):
1. Students will be able to:
- compare and contrast the differences between the community in Beatrices Goat
and a community in Honduras.
- write down how the Heifer Foundation and SHH charities helped students their age
who live in different communities.
- give examples of how they could help a community better itself.
- give a written definition of what a charitable act is.
- create a care package to give to the students of Honduras
Differentiation(s):
- Having students work on the worksheet as a group
- Printing out information instead of using videos,
5.

Materials/Resources Needed:
- Focus question work sheet
- Compare and contrast worksheet (attached below)
- Resource worksheet about Honduras (attached below)
- Treasures Literary Book: Beatrices Goat
- Computer (in order to play videos)
o http://ceciskids.org/ - website
Maria Suyapa Unitec Graduation Day video
Volunteer Honduras video
- Link to SHH website and videos
- Gift bag
- Pencils
- Eraser Tops
- Stickers
- Small notebooks
- Pencil Sharpener
- Beads
- Yarn

6.
Procedure:TimeEstimate:40minutes
Beginning:
1. Teacherwillbeginlessonbyhandingeachchildthefocusquestionworksheetandgoing
overwhatacharitableactisandhavethemfillitout.
2. Teacherwillthenaskstudentsifanyofthemwanttoshareatimewhentheyhavedonea
charitableact.
3. Studentscanshareatimetheyvedonesomethingcharitableorhelpedout
4. TeacherwillconnectworksheettostoryBeatricesGoat,andtheHeiferFoundation
video,whichwaspreviouslyreadandwatchedinclass.
i. StudentscanhaveTreasuresbookwiththem,iftheyneedtoreferbacktothe
previouslyreadstory
Middle:
5. StudentswillthenfilloutStrugglesBeatriceFacedinOrdertoSchoolsideofthetchart
andanswerthefirstquestionHowdidtheHeiferFoundationhelpBeatriceandother
studentslikeherinAfrica?
i. StudentscanagainreferbacktoTreasuresbookifneeded
6. TeacherwillthenhavestudentsreadResourceWorksheetonHondurasoutloud,ina
roundrobinstyle.
i. Differentiation:Teachercanreadaloud,ifstudentshavedifficultyreadingaloud
7. Teacherwillthenpauseatboldedwordsinthestorytogooverthedefinitionsandcheck
forunderstanding.
8. Studentswillthenindependentlyfillouttherightsideoftchart,referringbacktothetext
fortheiranswers.
9. ThenasagroupthestudentsdiscusstheBrainstormportionoftheworksheet.
10.Teacherwillthengoovertheirideasasawholeclass,givingthemtheopportunityto
sharetheirideasonhowtohelpHonduras.
11.TeacherwillthenplayVolunteerHondurasvideoforthestudentstolearnaboutSHHand
guidediscussionwithstudents.
i. Differentiation:StudentcanbegivenahandoutwithinformationonSHHifthe
videomovestofastforthem.
12.TeacherwillthenplayMariaSupuyavideoandguidediscussionwithstudents.
13.Thenasaclassanswerthelastquestionontheworksheet.
14.Nextforthegroupactivity,theteacherwillexplaintothekidstheyaremakingcare
packagesforthestudentsinHonduraslivinginElProgreso.
15.Teacherwillshowstudentswhattheendresultcarepackagelookslike:
i. 1smallnotebook
ii. 3erasers
iii. 1pencil
iv. 1pencilsharpener
v. Starstickers
16.Studentswillthenputtogethertheircarepackageindependentlyandwhenfinishedshow
andgivetotheteacher.
i. DifferentiationTeachercanassiststudentwhoneedsmorehelpandcantput
togetherbagindependently
17.Iftimeallows,studentscanthenusetheyarnandbeadstomakeabraceletasasmallgift
foroneoftheHonduranstudentstoaddtotheircarepackage.(extension)
Conclusion:
18.Studentswillsitbackdownintheirdeskandteacherwillhandthemtheendingquestion.

19.Studentswillwritedowntheiranswersindependentlyandusetheirpriorknowledgeof
Beatricesgoat/HeiferfoundationandtheirnewlearnedknowledgeonHonduras/SHHto
answerthequestion.
20.Teachercanreadendingquestionstoseeifstudentsgoalsweremet.

9. Authenticassessmentoflearnersachievementrelatedtogoals/objectives(includingany
performancetasks,rubrics,tests,etc.)/evaluation/postassessment:
Pre-assessment:

Name ___________________
Charitable Act - generous actions or donations to aid the poor, ill, or helpless
1. What Charity was mentioned in Beatrices Goat?

2. Explain a time that you did a charitable act or helped out with a charity.

3. How do you think your act made that person or group of people feel?

ResourceSheet:

Honduras School System

The government of Honduras has a public school system that provides free schooling
through the sixth grade. Many of the remote villages we serve will, at best, have a one or
two-room schoolhouse and one-two teachers for all six grades. These schools, however, are
insufficient in every way; books, supplies, curriculum. Often the teachers go unpaid for
months at a time.
When a child graduates from the sixth grade, education stops for most students.
Boys usually go to work in the fields with their fathers, or they gravitate to the cities for low
paying jobs. Girls typically go home and help raise the children until they marry early and
start families of their own. Marriages of girls at age 12-14 are not uncommon.
Education beyond the sixth grade (is considered private education as the
government does not require or provide education past primary school and these expenses
must be paid by the parents. Families from these rural areas cannot afford the costs of this
education.

Getting to a Rural School

Most of the 7.8 million people in Honduras live in the many remote, mountainous
villages throughout the country. If a child goes to school it typically involves a long walk down
the mountain to the nearest road, hitching a ride with other students to the closest highway,
then catching a public bus to the nearest city where the school is located, such as Danli,
Yuscaran, Zamorano and San Pedro Sula. When class is over, the student repeats this route.
It is common for the trip to require 3-5 hours a day just to go to school! The trip to school
involves hours each way walking, hitchhiking, and catching a bus on a main highway.
Because of the difficulty of getting students to and from school from these remote
villages, transportation costs consume most of the $250 a year needed for each student.
Many families are unable to pay for this because they are too poor. So often families must
make hard choices about which child will continue school, if any, and who stays home.

Honduras is the second poorest country in the

world, where 66.2% of its people
live in poverty.

Worksheet:

Name_________________________

StrugglesBeatriceFacedinOrdertogoto
School

StrugglesStudentsinHondurasFacedin
OrdertogotoSchool

HowdidtheHeiferfoundationhelpBeatriceandotherstudentslikeherinAfrica?

Brainstorm:thinkofafewsolutionstothestrugglesthechildreninHondurasface.

HowdoesSSHhelpHonduras?HowdidithelpMaria?

Post- Assessment Question:

Do you think that one persons charitable act, no

matter how small, can make a big difference in
someone elses life? Use examples from Beatrices
Goat and the activity you just completed to defend
your answer.

10. Reflection: (for field, check to see if there are specific requirements for content area Professors)

Mylessonwasveryclosetomyheart,duetothefactthatIvolunteerwithSHH
andwasgoingthereformyspringbreak.Sopreviouslyinclassmystudentshadjust
finisheduppenniesforpatients,andtheweekbeforetheyreadBeatricesGoatfrom
theirTreasuresbooks,whichtalkedabouthowtheHeiferFoundationhelpedagirlnamed
Beatriceattendschool.Sotheyhadbeenlearningalotabouthelpingthegreatergood.So
formylesson,IcontinuedthatthemeandhadthemlearnaboutStudentsHelping
Honduras,whichhelpedchildreninHondurasattendschool,justliketheHeifer
FoundationdidforBeatrice.Iaccomplishedmyobjectivebynotonlyteachingthe
studentsaboutaprojectthatsolvesproblemstohelpthegreatergood,butIhadthem
compareandcontrastittotheirpriorlearningandtheinformationtheylearnedabout
Beatrice.Thentookitastepfurtherbyhavingthembecomeapartofthesolution,by
creatingschoolsuppliescarepackagesfortheHonduranchildren.Ithink
Ithinkthemosteffectivepartofmylessonwasthevideothatshowedthe
studentsfacesofthekidstheywouldbehelping,andshowedthestudentswhatother,
poorer,communitiesschoolslookedlike.Inoticedmanyofthestudentswereimpacted
bythevideo.Butthenthehandsonactivity,ofcreatingacarepackagereallymadethe
kidsexcitedtogetinvolvedandworktowardsagreatergood.Manyofthestudentswere
sayingthingslikeImsoproudofmyselfandthoughtitwasverycoolthattheygotto
dosomethingthatwouldhelpothers.Oneofmystudentsinparticular,Shannon,did
verywellthroughoutthewholelesson.Shewasengagedtheentiretime,andquickto
volunteer.Shewentasfartosayitwasthebestdayever,duetothefactshegottohelp
out.ShethencontinuedtotalkthroughoutthedayaboutthelessontoMrs.Gregory,and
askedmanyinquisitivequestionsthroughoutthedayaboutHondurasandthekidsshe
helped.Ididnthaveanystudentswhoperformedpoorlyduringthislesson,Iamina
veryhighfunctioningenrichmentclassroom,andsothe12studentsIdidtheactivitywith
wereallengagedandhelpfulthroughout.ButifIdidhaveastudentwhodidntdowell
withthelesson,IthinkIwouldmaybesimplifythelessonandnotincludethecreatingof
thecarepackage,butinsteadfocusonfillingouttheworksheetandhavingthestudent
justlearnaboutcommunitiesotherthentheirownandaboutthecharitiesthathelpthem.
AnunexpectedpositiveoutcomeIhadfromthelessonwasseeinghowproudthe
studentswereofthemselvesandthenhavingthemcomeinfordaysaftersayingthey
wentonthewebsite,orevenjustcontinuingtalkingaboutthelessonwithme.Ifeltthat
thismeantthelessonreallystuckwiththestudents,andtheylearnedthattheycanmakea
differenceinothercommunitymemberslives.Itwasamazingtoseehowgenuinely
interestedthestudentswereinmakingadifference.
IthinkifIweretodothislessonagain,Iwouldmakeitalittlelesselaborate,
becauseifIhaddoneitasawholeclassinstructionitcouldofgottenexpensive,oroutof
handwiththemakingofthecarepackages.SomaybeIwouldhavedonejustonecare
package,anddoneitasadonationsthingfromthewholeclass.Overall,itwasagreat
experience,andafterreadingthestudentspostassessmentsandseeingtheirreactions,I
feelthatIdidmyjobingettingthelearningobjectivesacross.