Beruflich Dokumente
Kultur Dokumente
Goal:
Your task is to create two lesson plans that will be learning experiences in the
instructional unit you have been designing. These lessons should demonstrate your knowledge of
state-adopted content area curriculum in History/Social Science and the Visual and Performing
Arts.
Role:
You are a valued member of an elementary school faculty and the lead teacher for your
grade level.
Audience:
Your target audience is your colleagues that teach at this grade level.
Situation:
You have been asked to develop and demonstrate a model unit for social studies content
integrating the arts. These two lessons will be representative of the type of learning experiences
you have planned for students in this unit of study.
Product:
You will create a lesson that addresses History/Social Science and a second lesson that
addresses Visual and Performing Arts Content Standards of the California Department of
Education for your selected grade level. The lessons must include all elements of the Mount St.
Mary’s College Lesson Plan format.
Grade/Class/Subject: (For what class is this lesson designed?) Teacher: Natalie Garcia
2nd grade/ Social Studies
Time/Duration of the lesson: (i.e. 9:15-10:00 or 45 minutes)
45 minutes
English Language Proficiency of Students: (Before classroom instruction, teachers must understand their
students’ English language proficiency, and the language demands of the lesson’s instructional materials.)
- SL.2.1, 6; L.2.1, 3, 6
- SL.2.1–3; L.2.3
- RL.2.1–7, 9–10; RI.2.1–7, 9–10; SL.2.2–3; L.2.3, 4, 6
- SL.2.4–6; L.2.1, 3, 6
- W.2.1–3, 5; SL.2.4, 6; L.2.1, 3, 6
- W.2.1, 4, 10; SL.2.4, 6; L.2.1–3, 6
Standards:
(Which standards do you plan to focus on for this lesson?)
- HSS 2.5 Students understand the importance of individual action and character and
explain how heroes from long ago and the recent past have made a difference in others’
lives (e.g., from biographies of Abraham Lincoln, Louis Pasteur, Sitting
Bull, George Washington Carver, Marie Curie, Albert Einstein, Golda Meir,
Jackie Robinson, Sally Ride).
Unit/Theme:
(Place this lesson in context: What is the broad topic students have been studying? Where does this lesson fit in
sequentially?)
- Important Mexican women from the past and present
Lesson Topic:
(What big idea/concept do you want to teach in this lesson? Or What is a focusing question for this lesson?)
- Heroes can make a difference
-
Objectives: You must include content objectives and language objectives as indicated below.
(What will students be able to do at the end of the lesson?)
Content:
- Students will learn about the life of Dolores Huerta
- Students will learn that we need change to make a difference
- Students will learn that we need to stand up for our rights
Language:
Assessment:
(How will you know if all students learned both the content and the language objectives? What informal and/or
formal methods will you use to gather evidence?)
- I will assess the students throughout the entirety of the lesson. I will listen to the student's
responses when asking them both at the beginning and at the end of the class. I will also
be collecting the students' work samples such as the bubble map and their journals and
evaluate whether the students understand the concepts that we learned based on the
content of the assignment. I will also be walking around to see how the groups/pairs work
together and what they discuss while working on the assignment. Essentially, I would
mainly assess the student’s understandings of what an activist is and how heroes can
make a difference. I would like to hear the student’s ideas and see their own personal
beliefs as well as what they learned through today’s lesson about Dolores Huerta.
Key Vocabulary:
- Change
- Activist
- Rights
- Dolores Huerta (Who is she? What about her life?)
Supplementary Materials:
(What resources, “realia”, visuals, documents, or manipulatives will you use?)
- Books about Dolores Huerta (I would use the book Dolores Huerta: A Hero to Migrant Workers by Sarah
E. Warren)
- Printed out Mind maps
- Printed out story/journal outlines with prompts
- Video: https://www.youtube.com/watch?v=bBt5au1caD0 (2:56 min, Dolores Huerta) *
- Markers
- Pencils
- Paper
- Crayons
- Butcher paper
- Glue
- Glitter
- Stickers
Anticipated Misunderstandings/Difficulties:
(What areas of confusion or difficulty do you anticipate students might encounter with this material? How will you
address them?)
- Students may have trouble understanding the concept behind this lesson
- Students may not remember some of the facts that they learned about Dolores Huerta and her life
- Students may have trouble writing their journals or working on the bubble maps
- I will address the misunderstanding about the concept by trying to interject the purpose of the lesson
throughout the lessons’ entirety
- I will try to encourage student participation by asking the disinterested student what they need or why they
may not want to work on the activity
- For a good chunk of the activities students will be working together in groups/pairs for their assignments
which will be helpful because, in most cases, two heads are better than one.
Element Rationale
Describe what will happen. Why did you choose to do it this way?
Introduce the Lesson: - I would start off the lesson like
(Clearly identify the objectives for the lesson. Also, this because I would like to gauge
how will you ensure students are engaged and can the student’s pre-existing
access the content? -How will you link information knowledge on the content and try
to student’s lives? What will you do to teach to expand on it and/ or inform the
unknown vocabulary?) students about the content.
- I would start off the lesson by first asking - Reading is always a good tool for
the students what is change and how they all grade levels and it would be
would define it. I would go around the nice to show the students who
room and listen to their responses. I would Dolores Huerta is through story
then ask the students what changes they telling. This book is an interesting
would like to see in the classroom or in resource to use since it will
their homes and/or their communities. I present students with facts about
would then write the responses up on the the important figure that they are
board and explain to the students that if we learning about, but in a different
want to see change in our world we have to way instead of just learning
speak up and fight for our rights and the through a typical autobiography;
rights of others. the students will be able to learn
- I would then tell the students that we will about Dolores through pictures
be learning about Dolores Huerta. I would and hearing her life story in a
then read aloud the book Dolores Huerta: condensed, but still powerful
A Hero to Migrant Workers by Sarah E. storybook. The bubble map is a
Warren. beneficial resource in the sense
- I would pass out bubble maps to the that it will help students
students and have them work in pairs to fill remember the important facts that
them out. Each bubble map would have a they learned when actively
prompt that says something along the lines listening to the book, it would
of," Dolores Huerta helped change also work a tool for later
farmworkers’ lives. In each bubble write discussion.
something that she did that helped improve
their lives. "
-
Develop Understandings (Instruction): - I would also show the video to
(How will you make input comprehensible – scaffold the help cement the information that
content-, convey information to be learned, and integrate the they learned about Dolores
concept and language objectives?)
Huerta and to give them more
- After learning about Dolores Huerta and
ideas/ information for later
her life as an activist, I would show a short
activities.
video about Dolores Huerta.
https://www.youtube.com/watch?v=bBt5au1caD0
- I would ask the students different
(2:56 min, Dolores Huerta) questions about the video and
- I would then begin to ask the students what even about the book since it is
they learned from watching the video. I still fresh in their mind. I would
would have the students talk to their want them to discuss with their
partner and then we will later regroup as a partners first because it is less
class and I will ask the entire class to share intimidating than talking with the
their answers. I would also write the whole class. I would then have
student's answers on the board. volunteers to talk about what they
liked about the video and more
specifically what they learned
from watching the video or
reading the book. I would write
the student's responses on the
board so that they will remember
what they said and what their
classmates said for the later
activities that they will be doing.
Practice/Application: - I would have students work
(What activities will help students grasp and practice together to collaborate on the
concepts/skills? How will students be grouped?) poster and discuss what should go
- I would have the students get into their on the poster based on everything
table groups and work together to make a that they learned about Dolores
poster about Dolores Huerta and what she Huerta and why changing the
did as an activist to change her community world is important. Making the
and the world. I would also have them posters will help encourage the
write about what they can do to change the student's creativities in different
world. retrospect such as writing wise,
- I would also have the students present their speaking wise and art wise.
posters to the class once they are done with - It would be beneficial to the
them. students to listen to what their
peers have to say and see how
their interpretation of the
material/lesson came to be. It
would also be useful to the
teacher to assess.