Craven 1 Holly Craven ELED 3223-001 Clinical Report Observation During the initial meeting with my cooperating teacher

I asked her how much time was spent on social studies. She explained to me that social studies or science was taught everyday. She told me that her students had been learning about Raleigh and had just taken a trip there the previous week. The next couple of weeks would be spent working on their project showcasing the things they had learned about Raleigh and their trip to Raleigh. As I looked around the room that first day I noticed many different projects showing the way local, state, and federal government could be displayed. I asked Ms. L what they were about and she told me that they had just finished a lesson on the structures of government. She allowed the students to find their own way of showing this. There were so many wonderful examples. One student made a large umbrella for federal, a smaller one for state, and a smaller one for local to show the structure. Another students used the same concept of larger, then a bit smaller, and smaller by using shoeboxes. Ms.L was excited because this showed how much her students thought about the project before they made them. She said that it captured their understanding of the topic perfectly. The social studies lesson I was able to observe was the students going over things they had learned about Raleigh. On the board each day Ms. L will have the objective for each subject wrote so that the students can see what they are to be working on. She has them write the objective in their notebook before beginning each lesson.

Craven 2 Each student was working on a brochure on a computer. Ms. L was walking around to conference with each student on what they were writing. I took this time to walk around also and conference with the students to see what they had learned. The students were excited to create their individual brochure that would be placed outside the room on the wall. Each had at least three topics from their visit to Raleigh. One of the most common topics I saw was about a red carpet. I asked each about that carpet. They each explained how no one was allowed to walk on it and that it was very neat to see. I could tell that the information from the trip had really stuck with them. The students worked on these brochures for the rest of the week. I was not able to see any other social studies lesson being taught during the rest of my time. Ms. L did have the students working on historical fiction books during reading. The students had just finished their novels and now they were beginning to work on projects about that time period their novel took place in. They were exploring the Internet and their novels for more information about that time. I was impressed at how well they were able to research and find things. They were each discussing silly things like no televisions, or cars, and even the type of popular food for that time and culture. Each of them would discuss with their partner about how it may have been to not have television or computers. It was pretty neat because I remember being young thinking about those things, but now technology is even more present in childrens daily lives. Ms. L talked to me about how integration is an important thing, especially when it comes to making sure you have had plenty of instructional time for science and social studies. I was able to observe this with the historical fiction novels and the trip to Raliegh brochure. The students were reading, writing, and learning social studies during the

Craven 3 historical fiction project. The students were writing and learning social studies during the Raleigh trip and project. I can tell that Ms. L has integration down. She is able to integrate reading and writing into any subject. I observed her doing this with most of her lessons, especially the social studies ones. She said the best way to allow time is to work both subject together. This was a great piece of advice.

Craven 4 Direct Instruction Lesson Plan

Grade Level/Subject: 4th Grade/ Social Studies Central Focus: Determine the main idea and providing supporting Topic: NCs Role in the American details relating to the main idea. Revolution Author: Holly Craven Essential Standard/Common Core Objective: Social Studies: 4.H.1.4 Analyze North Carolinas role in major conflicts and wars Date submitted: from the Pre-Colonial period through Reconstruction. Date taught: Literacy: CCSS.ELA-LITERACY.RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. Daily Lesson Objective: After reading, learning, and writing a timeline containing main ideas and key details on NCs role during the American Revolution, students will fill in the L of their KWHL charts to demonstrate what they have learned to gain a total of 20 available points as defined by the rubric. 21st Century Skills: Academic Language Demand (Language Function and Vocabulary): Function: Explain the main idea using key details from the reading. Vocabulary: Militia- volunteer army Revolution- a sudden, complete change of government Declaration- official statement Patriot- one supporting the movement Loyalist- one staying loyal Constitution- a written plan for government Ratify- approve Bill of rights- lists the freedoms and rights that people should have Prior Knowledge: Students should know what the American Revolution is and that it happened because colonists grew angry over new laws imposed by England. Activity Description of Activities and Setting Ask students: What is the American Revolution? Why was it an important part of Americas history? (Expect: the students to answer easily since they just learned about the American Revolution) A brief discussion of the American Revolution will take place. Show the following video: https://www.youtube.com/watch?v=p8BwWBc571k Say: Today we will be learning about North Carolinas role in the American Revolution and the main ideas and key details about this. By the end of the lesson, you will be able to fill in the last part of your KWHL charts explaining what you have learned today. Written on the board: I will be able to write the main ideas and key details of NCs role in the American Revolution by creating a timeline foldable with this information. Students will be given a KWHL chart to begin filling out. Say: Everyone fill in the K on your chart with what you know about the American Revolution. Once you have filled in that section, fill in the W with what you want to know about NCs role in the American Revolution. The H Time

1. Focus and Review

2-3 Min

2. Statement of Objective for Student

1 Min

3. Teacher Input

20 Min

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section if for how can we learn what NCs role in the American Revolution was. We will finish the chart by the end of the lesson with what we learned. The students will fill in the KWH sections of the chart before we move on. Students will use their Unit 2 packet from their social studies book to create the timeline foldable. I will pass out a foldable to each student. I will walk them through the first item on the timeline to help them understand what is expected of them. Open your packet to page 76. When we explore the next couple pages to page 79 what do you notice? (Expect the students to say pictures, paragraphs, bold texts, a timeline) The bold text on these four pages must be telling us something, right? (Expect someone to say that it is the main idea of the paragraph.) Once the students understand that this is the main idea of the paragraphs I will ask: How could we use the main ideas for our timeline? (Expect the students to say that they can use these as the titles to each section of their foldable/timeline) How could we use the information in the paragraph to help us with our timelines? (Expect the students to say that the paragraph explains the main idea.) I will explain that each section should contain a date and key details about the main idea. So in our first section of the foldable we could use the first section on page 76. Would that be a good idea? I will model on my version of the foldable that I would write my main idea on the first flap with the date that goes with that main idea. (The Revolution Begins/ 1775) I will then ask the students to read the section The Revolution Begins in their packet and to write 3 key details in their notebooks from the section. When they finish reading I will ask a couple to share what they found, I will write some of these on the board. After we have a good selection of key details wrote, I will ask the students what they think the three best ones are. What details do we have here that would be great for our foldable? The students will help me decide on three and I will model how they should write these in their foldable. After I complete the first section with their help, I will ask them to write these key details in their own foldable. Now that you all have seen how I did the first section of my foldable, I want you to work with a partner to fill in the three remaining sections of your foldable. The student will transition to the floor or other parts of the room with their partner to begin working on their foldable. The students will be working with their partner to read pages 76-79 of the packet. As they read they will be finishing their foldable/timeline. They should be writing the heading of each section as the front of their flap with the date that it happened. Inside the foldable they are expected 20 Min to write 3 key details supporting the main idea. I will be present during this time, walking to each group. I will ask How is it coming? What have you been writing? I will offer help to those who may be having trouble. The students will all return to their seats and pull out their KWHL charts. They will finish the chart at this time by writing in the L section about 10 Min what they learned of NCs role during the American Revolution. Formative: Teacher questioning throughout the lesson. - Completed Foldable with accurate information. Grade by following rubric: Four Flaps Labeled Correctly- 4 Points Front Flaps have Correct Date- 4 points Each inside flap should have at least 3 key details from that passage- 3 points

4. Guided Practice

5. Independent Practice 6. Assessment Methods of all objectives/skills:

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per flap Total Points Available= 20 Points (100 %) (Checklist Attached at the End of the Document) Summative: I will collect each students foldable and KWHL chart. I will determine their mastery by the following criteria. - Completed KWHL chart with accurate information. I will ask the students to share some of their findings with the class. I will ask What are some things we learned today about NCs role during the 5 Min American Revolution?

7. Closure 8. Assessment Results of all objectives/skills:

Targeted Students Modifications/Accommodations: ELL Students: They will work with another ELL to help them with translation needs. Materials/Technology: Social Studies Book (copies of the chapters) Foldable (For Timeline) KWHL Charts Pencils Colored Pencils (early finishers) Notebooks References: Mrs. Lewiss social studies book Mrs. Lewis Reflection on lesson:

Student/Small Group Modifications/Accommodations: Early Finishers: They will have the opportunity to return to their foldable and decorate it.

(Include any instructional materials (e.g., worksheets, assessments PowerPoint/SmartBoard slides, etc.) needed to implement the lesson at the end of the lesson plan.)

K What do I know?

W What do I want to know?

H How can I find out?

L What did I learn?

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NCs Role during the American Revolution Foldable: Name:

Craven 8 Rubric Each front flap should contain title (up to 4 pts) & date (up to 4 pts): Titles and dates should be: 1. The Revolution Begins (1775) 2. Declaration of Independence (1776) 3. Battles in North Carolina (1778) 4. The Constitution (1787) Inside each flap there should be at least 3 key details supporting the main idea of the front flap. There will be 1 point per key detail given. (Answers may vary.)

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Craven 14 Holly Craven ELED 3223 Clinical Report Reflection The students in my class had already covered the American Revolution. They were familiar with details about it. When I sat down with my cooperating teacher we decided it would be good for them to learn more about it and North Carolinas role in the American Revolution. Ms. L had given the students social studies packets the included the American Revolution and a section on North Carolinas role. I was trying to teach North Carolinas role in the American Revolution by using these packets. I wanted to integrate the lesson with another subject so I chose to use the reading standard I taught in the reading lesson earlier that day. I wanted the students to understand the main ideas of the American Revolution and find key details of North Carolinas role. This was covering the reading standard of main idea and key details along with the social studies standard of NCs role in the American Revolution. I structured the lesson so that we would fill out a couple of KWHL charts to find out what they know, what they want to know, and how they can find out what they want to know before reading and then complete what they learned after reading. Before I started the lesson I showed them a quick video to refresh their memory and capture their interest. They really enjoyed the video. During the reading the students had a foldable timeline chart that they were to use to find the main idea of each section, the date of that idea, and at least three key details supporting the main idea on the inside

Craven 15 of the flap. I wanted the lesson to be more of a discovery time for the students instead of me just lecturing them the entire lesson. The students were actively engaged and interested I feel. I know this because as I began the lesson the video captured their interest. Once the video had ended I asked the students to share some things they know about the American Revolution. The students were eager to share what they knew. They all seemed to be paying attention and participating. During the time they were reading the students were all working. I had a couple students that were getting off task but for the most part all of the students were engaged in the assignment they were to be completing. Another way I know that most of the students were engaged was because at the end of the lesson after the students had filled in their L of the KWHL chart, I asked the students to share what they learned and the students were once again ready to share. I feel like most of the students understood what I was teaching. I know that they knew what they were supposed to be doing which would also help them with learning more about the topic. I have copies of students work that show that the objectives were met as expected. Not all students were able to complete their work because we ran out of time but I know what they have is accurate and correct which leads me to believe they were understanding. As I read back through some of the work I did find that some students were struggling and they did not have correct information wrote down. It was not that the information was wrong all together it just had some incomplete facts within. Nine students met all criteria and received 100%. Seven were missing only the dates and received 96%. Three did not finish the last flap but the information they did have was

Craven 16 correct. Two students had multiple things missing. I do not think these two students were on task. I asked different questions throughout the lesson. Most of my questions were open ended. I expected the students to elaborate in the answers. Some questions asked were: What do you remember about the American Revolution? When was the constitution written? What are some battles that took place in North Carolina? When did the American Revolution Begin? The students asked questions about how to the assignment. They wanted to make sure they were doing it correctly. I modeled how I expected them to create their timeline foldable so that they had an understanding of how it should look. I think I had pretty good classroom management. The students are very respectful of Ms. Ls rules so I think they knew what was expected of them during my lesson. I did have one student, who often acts out in class, speak out a couple of times. I tried to do as Ms. L would do; I tapped on his desk to gather his attention back in the lesson. He did pretty good the rest of the time. When I let the students work in groups I had a few groups that were getting of task. I walked around to each group while they were all working to see who was working and who was not. If I had an issue with students not being on task I would conference with them quickly about what they should be doing and that they need to focus on what we are working on. I think the lesson went ok. I do not think it went horrible but it was not great either. I planned for too much in the small amount of time I had. I envisioned the lesson starting with the video, moving to the chart, then the students working on the reading and filling in their foldable, and then us coming back together and having time to share and

Craven 17 fill in the L on the chart. The passages they were to read were short and the reading lesson went smoothly that morning so I thought I had plenty of time. The students were working hard so I assumed we were doing well on time. As I was walking around I noticed that the students were not as far along as I thought they should be. Ms. L noticed this also and suggested that we work on the passages and foldable together as a class. I brought the students back together and started by having a student read a paragraph of each passage and then we would discuss as a class what some good key details would be for the main idea of that flap. The students were trying hard and I was trying to help them pick up the pace but noticed that it started to feel a bit rushed. I was running out of time and I started to move at a pace that the students could not keep up with. I wanted to help them finish but I feel like since the lesson began to be rushed towards the end that I may have started to lose their attention and focus. If I were to teach this lesson again I would model the entire first flap (not just the front) with the students so that they could see what I was expecting and the pace they should be working at. I would also allow for two days to complete this lesson, so that the students had time to really take in each section and so the lesson would not be so rushed. If I was teaching this to older students I do not feel like I would need to make adjustments because this lesson is appropriate for fifth grade as well. I am not sure how I would teach this lesson to younger children. I think the American Revolution would be the better topic to cover instead of North Carolinas role. I would like to improve on all aspects of my teaching. I feel like there is so much room for improvement. Classroom management is a big thing for me. I am not sure if I would have walked into a less behaved class I could have taken control. Ms. Ls class is

Craven 18 so well behaved and respectful that most of my work was done. I will work on my classroom management over time. I think that classroom management is easier when you start with the class in the beginning of the year and they know what you expect of them. I will start the year by letting the students know exactly what I expect. If they slip up there will be no warning, I will tell them what they did and give them an appropriate punishment for it. As the year progresses I will begin to be less strict, not losing control but loosening the reigns a little bit. Ms. L suggested this method to me one day when she was giving me pointers on classroom management. Overall I really enjoyed my time with Ms. Ls class. I was able to learn so much. I figured out that lesson planning can change quickly and the plan may not always go the way you expected. I also learned to be flexible. Time is something all teachers wish they had more of but if you can be flexible and fit things in as needed you will do just fine.

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