Guidelines for Social Studies Lesson Plans, ELE3340 J. Barford Curriculum Designers: Lesson plans will be evaluated according to the following elements for a total of 40 points. Check your plans against this list before submitting. |
1.
Title your plan – a good title can be a question
which
you will explore during the lesson.
2.
Broad
goals: at least one for
the cognitive domain and
at
least one for the affective domain. The cognitive goal will state what
the
students will understand and the affective goal will state what the
students
will begin to value and care about.
3.
Standards: Give source (NCSS or ISBE) and number
ex: 16.D.2.b.) and specific wording for
at least
one standard from the National Council for the Social Studies and one
standard
for Illinois State Board of Education which the lesson plan addresses.
4.
Lesson
objective. This will tell
what you
will have the students do to show you that they have understood what
you have
taught. The objective tells specifically what the
product of the plan will be. The objective is fulfilled in the
response activity
(#10 below) and usually will result in a product such as creative
writing, a
labeled illustration, a completed facts page, a timeline, an element of
an ABC
chart, map work, etc., etc.,
5.
List
materials needed to
teach, such as colored paper,
Xeroxed copies, pipe-cleaners, bucket of ice, etc.
6.
List
resources from which you,
the teacher, have developed
the materials. Include full bibliographic data for adult and children’s
literature in APA format. Include full
URLs for
websites plus the title of the website.
Show BOTH books and URL’s for each lesson. If you are using a
specific book for the whole semester, be sure to include that book in
each plan with page numbers pertaining to the plan. The resources
are
copyrighted
publications written by experts. URLs
should be from authoritative sources. Note: Sample pages from these
resources
will be attached at the end of the lesson plan. (#12 below)
7.
Script
a focusing activity (a ‘hook’) to
set the stage, and raise students’
interest in the days activities. For the first lesson, include what the
children recall from the team skit. For subsequent lessons, review what
was
learned during the previous team meeting. Find
out what the children know and want to
know. In writing your plan, use no
generalities such as “we
will discuss….” “we will list…” “I will explain…” Give
the details. Script the actual words you will use in
your discussion, give the elements of the list you will generate with
the
students, write out the specifics of your explanation, etc.
8.
State
(and enable the
students to state) the purpose and
importance of the lesson you are about to undertake. This
element tells why what you are going to teach is valuable
and worthwhile.
9.
***Provide
substantial instruction in new and interesting
ideas which
you have carefully researched. This is the heart of the lesson,
a
treasure chest of new and interesting ideas.
You, the teacher offer rich knowledge and
understanding based on your extensive research which you have adapted
for your
team. The students see their teacher as
a model learner. Teach with excitement
and enthusiasm, to the challenge level of the children so that they
know they
are “getting smarter!” Design your presentation for high interest,
student
thoughtfulness and involvement. Your
writing can be scripted with the questions you’re going to put out to
the
children followed by (in parentheses) the answers you anticipate they
will give
to you. Weave in higher order/ problem
posing questions to be sure the students are with you and are thinking
toward
the concepts you wish them to grasp. As
above (#6.) use no generalities. Write
out all specifics. Provide highlights in
the resource xeroxes which you will attach to the lesson to show what
facts and
ideas you have incorporated into your instruction (#12.)
Whenever you are working from children’s
literature,
be sure to draw students’ attention to passages and the pictures on the
pages
which convey the main ideas.
Do not
include
procedures and directions in your
instructional input that overwhelm the new and interesting content
knowledge.
10.
Response
Activity. For this social studies plan, this is what
the children will do to further bring home their new learnings and give
evidence to you that they have learned what you have taught. This section
is where you write directions for what you want the
children to do. Explain the response
activity. Provide a model of the
response activity which you have made or written yourself. You can show this to the children and tell
them how you did it, how you followed the directions, rubric, etc. The response activity which the children will
do is a chief component of guided practice.
By undertaking the guided practice, the children can demonstrate
that
they have learned what you have taught in the instructional input.
Create a teacher model of the
response activity. Model ‘A’ level,
high quality student work.
11.
Conclude
the lesson by enabling
students to
share their work or otherwise state the major concepts so that they can
indicate to you and to each other that they have learned and have
fulfilled the
purpose of the lesson. Restate the
purpose of the lesson and its value base.
12.
Attach
xeroxes of pertinent resources (encyclopedia articles, web
print-outs), highlighted to show how/what you learned and how you used
the
sources
for the lesson, especially for the instructional input.
13.
If
you want to resubmit your plan to earn more points, be
sure to include the first draft and the evaluation page filled out by
the instructor. If the first submission of your plan
earns 25
or more points, you may resubmit for full credit. If
your first submission earns less that 25
points, the resubmission can add ½ the difference between original
points
earned and full credit (40 points) for section 1.
14.
Please
do not use plastic sheet covers except
to hold objects (such as your teacher model of a origami paper crane or
a set
of cards to sequence).