UWB TPA Lesson Plan for Social Studies

UWB TPA Lesson Plan for Social Studies

Context

This is a fourth grade gifted and talented program. The population contains 31 students consisting of 18 boys and 13 girls. Seven of the students are new to the school and School District.

The students MSP scores at the completion of the 2010-2011 school year (third grade) found the majority of the students to have exceeded their level for both Reading and Mathematics.

A survey of the students collected data regarding subjects they enjoy, those that the worry most about and those they find the most challenging.

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  Ways of Learning
  
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  We have not evaluated any of the students to determine their preferred learning style in our classroom. My CT and I have discussed the intelligences but this is a low priority for my CT while she tries to build community. Looking at the data collected for each of the students, as well as my personal observations, I can make some assumptions. The majority of the class seem to prefer the Logical/Mathematical and interpersonal ways of learning. They are a very social group. A very small percentage prefers Verbal/Linguistic and Intrapersonal.
  
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  It will be most helpful to find out each students preferred method so accommodations and considerations can be made when designing curriculum.
  
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  Equity Pedagogy
  
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  As a teacher, “Self-understanding and knowledge of the histories, modal characteristics, and intragroup differences of ethnic groups are important competencies required for teachers to implement equity pedagogy. They provide a foundation for teachers to identify, create, and implement teaching strategies that enhance the academic achievement of students from both gender groups and from diverse racial, ethnic, and cultural groups. Equity pedagogy is not embodied in specific strategies. It is a process that locates the student at the center of schooling. When effectively implemented, equity pedagogy enriches the lives of both teachers and students and enables them to envision and to help create a more humane and caring society.”
  
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  We do not currently have the actual ethnic diversity of our classroom though we have a diverse population of students. We do know the English language is not the primary language for all our students. We are just beginning to assess some of these students literacy, especially those who were just at or below standard. We are currently working with the school resource educator to have these children appropriately assessed so we can begin to help them improve their literacy skills for fluency and comprehension.
  
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  Areas Where Students May Struggle
  

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   When analyzing information, students with little experience or practice with this higher-order skill may find the process challenging.
   
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      Pre-teach skill lessons on strategizes used for analyzing data
      

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   Unless students have experience or practice in analyzing primary documents, they may find this process challenging, as answers are not always evident. Students must gather evidence, make assumptions, and reach conclusions.
   
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      Pre-teach skill lesson on strategies used for an inquiry process: analyzing data, collecting evidence, synthesizing data, and reaching conclusions
      

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   Students are required to read and summarize information. Struggling readers and ELL students may be challenged by this requirement.
   
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      Minimize reading material, locate and present the same information at a lower reading level, assign helpful student partners, explain information and scaffold students with oral directions, provide tape-recorded information, and/or allow students to study the reading material at home before the lesson.
      

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  Differentiating Instruction
  

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  Reading: Consider accommodating special need students when creating the reading list. Try to create a subset of the main reading list that will still provide these students with an understanding of the time period.
  

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  Grouping: Grouping could provide a venue for accommodation by pairing stronger students with special needs students for reading, analyzing documents, discussion assumptions, and drawing conclusions.
  

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  Comprehension: Might try orally explaining the background information and instructions to special needs students, or students could take the information home to read/study a day or two before the lesson is taught.
  

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• Content Big Idea and Learning Targets

  Subject: Social Studies, Grade 4 (Gifted) This lesson will be taught to 4th grade challenge students as part of the thematic, interdisciplinary unit using Phantom Tollbooth.
  Washington State Standards: Science: 4th and 5th Grade The student understands and applies knowledge of government, law, politics, and the nation’s fundamental documents to make decisions about local, national, and international issues and to demonstrate thoughtful, participatory citizenship. EALR 1.0: Civics Big Idea: 1.4 Understand civic involvement Core Content: 1.4.1 Understands that civic participation involves being informed about public issues and voting in elections
  Description of Standard for Grade 4-5 In fourth grade, students use their understanding of social studies concepts and skills to explore Washington State in the past and present. Students learn about the state’s unique geography and key eras in early Washington State history, particularly the treaty-making period. They use this historical perspective to help them make sense of the state’s geography, economy, and government today. The cognitive demand of many GLEs begins to include analysis and asks students to look at issues and events from multiple perspectives.
  Essential Understandings: (Content/ Big Idea) Democratic governments must balance the rights of individuals with the common good.	Essential Questions: (Objectives/Learning Targets) How does the United States balance the rights of individuals with the common good? Who should decide?
  Students will know Understand what the Electoral College is Understand importance of swing states Understand importance of battleground states Why it is important to participate in government Understand what campaign issues are Understand different perspectives of citizens	Content Standards (What student’ will be able to do & demonstrate) Forecast the electoral vote count for the presidential election. Describe campaign issues, the Electoral College, the role of swing states, and the importance of political participation. Label a US map with all of the electoral votes. Color each state the appropriate color for their party affiliation. Label swing states with their prediction. Tally the electoral votes for each state.
  Materials Computers with Internet access or printouts of chart listing electoral votes per state (optional) U.S. outline map Online Resources USA Outline Maps (Houghton Mifflin) Xpeditions Atlas (National Geographic) Outline Maps of the United States (NationalAtlas.gov) Electoral College Data Historical Election Results 2008 Presidential Election Interactive Electoral Map Electoral College Calculator Lesson Plan – Electing a President Instructional Elections Guide for Elementary3 Off-line resources Paper maps of United States

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  Academic Language
  

  Vote Election Map Electoral College color key citizenship Battleground state Swing State Primary Caucus Convention Popular vote Political Party Republican Democrat

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  Differentiating Instruction
  

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  Reading: Consider accommodating special need students when creating the reading and vocabulary list. Try to create a subset of the main reading list that will still provide these students with an understanding of the lesson.
  

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  Grouping: Grouping could provide a venue for accommodation by pairing stronger students with special needs students for reading, analyzing documents, discussion assumptions, and drawing conclusions.
  

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  Comprehension: Might try orally explaining the background information and instructions to special needs students, or students could take the information home to read/study a day or two before the lesson is taught.