file · web viewinstructor: bill d, ian o. class: social studies. grade: 3rd. date:...

Lesson Plan-1Instructor: Bill D, Ian O Class: Social Studies Grade: 3rd Date: 2/14/17

Information about the LessonBloom’s Knowledge

Domain__ Declarative__ Procedural_x_ Conceptual__ Metacognitive

Bloom’s Cognitive Domain

__ Remember_x_ Understand__ Apply__ Analyze__ Evaluate__ Create

Gardner’s Multiple Intelligences__ Verbal/Linguistic__ Logical/Mathematicalx__ Visual/Spatial__ Bodily/Kinesthetic__ Musical/Rhythmic__ Interpersonal/Social__ Intrapersonal/Self-aware__ Naturalist/Environmentally aware

Lesson Type__ Present and Explain__ Direct Instruction_x_ Concept Lesson__ Inquiry-Based Lesson__ Cooperative Learning__ Project /Problem-Based Learning__ Classroom Discussion

Elements to consider when planningPreparation Scaffolding Grouping Options __x_ Adaptation of Content ___ Modeling ___ Whole class ___ Links to Background ___ Guided Practice _x__ Small groups ___ Links to Past Learning ___ Independent Practice ___ Partners ___ Strategies incorporated ___ Comprehensible input __x_ Independent

Integration of Processes Application Assessment ___ Reading __x_ Hands-on __x_ Individual __x_ Writing __x_ Meaningful ___ Group ___ Speaking __x_ Linked to objectives ___ Written _x__ Listening _x__ Promotes engagement ___ Oral

Prerequisites: (Background information, skills and knowledge students ought to have prior to beginning this lesson)

● Students will need to have an idea of what a hero is.● Students will need to have a basic understanding of some heros and why they are significant.● Students will need to understand some of the positive influences of being a hero.● Students will need to refer to periods in history where acts of heroism have a significant impact.

Materials Needed:Introduction SMARTBoard file, PDF, or board● Video on heros- What is a hero

https://www.youtube.com/watch?v=zegboN3w1Dw&feature=youtu.be

● What Makes a Hero? worksheet http://www.educationworld.com/a_lesson/TM/WS_lp218_2282.shtml

● Web enabled devices● Scratch paper● Highlighters● Pencils

Lesson Content and DesignCentral Focus / Big Idea: Students will determine what it takes to become a hero. There have been significant people in the past that have affected our society and way of life as American citizens through their beliefs and actions taken. From watching the video and completing the what makes a hero worksheet, students will start to develop an understanding of common characteristics and values these types of individuals hold.

Objective(s):● Students will determine characteristics of a hero in terms of courage, selflessness, or

caring for others and a particular cause.● Students will research characteristics of heros, and judge for themselves which

characteristics have a greater influence depending on the context.● Students will be able to explain why the heros they have chosen are significant to their

lives, or society today.● Students will determine how others view heros, and what characteristics they believe

hold a stronger influence on people.

Guiding Question(s):● What characteristics does someone hold that is considered and hero?● Who can be a hero?● What are some acts of heroism that you could see in your everyday lives?

Assessment: (formative and summative)Formative:

● Students will be asked who they know that they think is a hero.● Students will be asked to find someone who portrays similar characteristics.

-Students will demonstrate through hero handout-After students complete the handout, they will write a paragraph of three or four sentences describing what they believe any ordinary hero could be.

Summative:● Students will be able to define a hero, give an example, and explain why that person was a hero.● Students will create a piece of art with a symbol that expresses either:

1) the hero’s accomplishments or2) the hero’s characteristics3) Students will include their definition of “hero,” who their hero is, and a sentence detailing

why they are or were a hero.● Students will be shown multiple examples in order to spark creativity without encouraging copying

a specific example.● Students will show they have been engaged throughout the entire activity by commenting on how a

hero that their classmate has chosen resonates with them as well through a short paragraph of four or five sentences in how they believe a hero could be viewed as now.

Standard(s):Substrand 2: Peoples, Cultures and Change Over Time

● Standard 3.4.2.5.1: History is made by individuals acting alone and collectively to address problems in their communities, state, nation and world.

Presentation/SyntaxElements Minutes Detailed DescriptionConsider: Work to prepare students and access prior knowledge and experiences

5 ● For the beginning of the lesson we will watch the video “What is a hero.”

● We will follow this with a whole class discussion in which we will bring to light some concepts in the video that we can relate to our own lives.

Construct: Work to allow students to build new knowledge and skills

10● After the discussion the students will be asked to complete the

“What makes a hero” worksheet to get them thinking deeper about how they would define a hero in their own sense.

Confirm: Work to allow students to contrast new knowledge with prior and close the lesson

10 ● When students complete the worksheet we will review some of the responses to facilitate the whole class understanding of how students should be aligning their thinking. Then students will write a paragraph of three to four sentences describing their thoughts on what a hero could be.

DifferentiationPlanned Support /Extension/ Differentiation for Specific Students:

● Enrichment: Challenge students to use a Venn diagram to locate two similar heroic individuals. Have the students compare and contrast the accomplishments of those two people.

Reflection and AttachmentsWhat worked, didn’t work, needs adjustment for next time and attach materials needs to complete lesson:

Lesson Plan-2Instructor: Bill D, Ian O Class: Grade: Date:


Domain__ Declarative__ Proceduralx__ Conceptual__ Metacognitive


__ Remember__ Understand__ Apply_x_ Analyze__ Evaluate_x_ Create

Gardner’s Multiple Intelligences__ Verbal/Linguistic__ Logical/Mathematical__ Visual/Spatial__ Bodily/Kinesthetic__ Musical/Rhythmic__ Interpersonal/Socialx__ Intrapersonal/Self-aware__ Naturalist/Environmentally aware

Lesson Type__ Present and Explain__ Direct Instructionx__ Concept Lesson__ Inquiry-Based Lesson__ Cooperative Learning__ Project /Problem-Based Learning__ Classroom Discussion

Elements to consider when planningPreparation Scaffolding Grouping Options ___ Adaptation of Content ___ Modeling ___ Whole class ___ Links to Background ___ Guided Practice ___ Small groups ___ Links to Past Learning ___ Independent Practice ___ Partners ___ Strategies incorporated ___ Comprehensible input _x__ Independent

Integration of Processes Application Assessment _x__ Reading ___ Hands-on _x__ Individual _x__ Writing _x__ Meaningful ___ Group ___ Speaking _x__ Linked to objectives _x__ Written ___ Listening ___ Promotes engagement ___ Oral

Prerequisites: (Background information, skills and knowledge students ought to have prior to beginning this lesson)

● Students will need to have an idea of what a hero is.● Students will need to have a basic understanding of some heros and why they are significant.● Understand literary concepts related to describing one another.

Materials Needed:● Paper● Pencil● Computer/ Ipad

Lesson Content and DesignCentral Focus / Big Idea: Building off our previous session on what is a hero, students will now be determining characteristics held by people they know personally or indirectly. They will then engage in research of that person--if known personally, they will note what they have witnessed; if known indirectly, they will do research via the Internet, which they will be able to access in the multi-media center.Students should be able to determine one specific adjective that describes that hero (i.e. kind, brave, genuine, trustworthy, etc.) and how that resonates with them personally and as a member of society.They will use this adjective (a heroic characteristic) and find an online picture which represents that adjective.Objective(s):

● Students will be able to explain why the heros they have chosen are significant to their lives, or society today.

● Students will research characteristics heros, and judge for themselves which characteristics have a greater influence depending on the context.

Guiding Question(s):What are some examples of heros we may encounter in our daily lives?What are some acts of heroism that we as individuals can do with our capabilities as community members?What are some high impact vocabulary words we can use to describe a hero?

Assessment: (formative and summative)Formative:

● Students will be able to define a hero, give an example, and explain why that person was a hero.● Students will create a piece of art with a symbol that expresses either:

1) the hero’s accomplishments or2) the hero’s characteristics

● Will create acrostic poem using the first or last name of hero with the characteristics researched.

Standard(s):Presentation/Syntax

Elements Minutes Detailed DescriptionConsider: Work to prepare students and access prior knowledge and experiences

5 ● At the start of the lesson we will spark student engagement by looking back on the previous lesson we had done on what is a hero.

● Students will be asked to share ideas that resonated with them personally when determining the type of person that hold qualities like a hero.

● We will review some vocabulary pertaining to the lesson in terms of researching qualities and traits significant heros have demonstrated through their acts of integrity.


20 ● After our discussion, as a whole group we will go to the computer lab, or use i-pads at their desks to start our research on heros.

● Students will be asked to take notes on their heros by coming up with strong vocabulary words to describe traits, and actions these heroes have taken to be considered significant.

● While in the lab, students will be searching for symbols they come across pertaining to their vocabulary, or to the hero.

● After students print off their picture, they will then create an acrostic poem using either the first or last name of the hero they have chosen


10 ● After students have done some research on coming up with vocabulary pertaining to their hero, they will then start to create their symbol with their acrostic poem tied into the visual any way the students decide. Students will be encouraged to use the first or last name of the hero they have chosen to use as the base word to create their poem around.


● Students will be asked to help their “elbow buddies” (those who sit next to them) to find a picture that portrays their word of choice, if they accept the help. To offer a more solid relation between the word and the picture, a struggling student could use a picture that has their word on it (these are

found in abundance when searched via Google)● Struggling students may be asked to draw a picture that portrays the word, if they cannot find an

example online.Reflection and Attachments

What worked, didn’t work, needs adjustment for next time and attach materials needs to complete lesson:

Lesson Plan 3Instructor: Bill D. Ian O. Class: Grade: Date:


Domain__ Declarative__ Procedural_x_ Conceptual_x_ Metacognitive


__ Remember__ Understand__ Applyx__ Analyze__ Evaluate__ Create

Gardner’s Multiple Intelligencesx__ Verbal/Linguistic__ Logical/Mathematicalx__ Visual/Spatialx__ Bodily/Kinesthetic__ Musical/Rhythmicx__ Interpersonal/Socialx__ Intrapersonal/Self-aware__ Naturalist/Environmentally aware

Lesson Type__ Present and Explain__ Direct Instructionx__ Concept Lesson__ Inquiry-Based Lessonx__ Cooperative Learning__ Project /Problem-Based Learningx__ Classroom Discussion

Elements to consider when planningPreparation Scaffolding Grouping Options ___ Adaptation of Content ___ Modeling _x__ Whole class ___ Links to Background _x__ Guided Practice _x__ Small groups __x_ Links to Past Learning ___ Independent Practice ___ Partners ___ Strategies incorporated ___ Comprehensible input _x__ Independent

Integration of Processes Application Assessment ___ Reading ___ Hands-on _x__ Individual _x__ Writing _x__ Meaningful ___ Group ___ Speaking ___ Linked to objectives ___ Written _x__ Listening ___ Promotes engagement ___ Oral

Prerequisites: (Background information, skills and knowledge students ought to have prior to beginning this lesson)Materials Needed (per student):

● writing utensil● a piece of notebook paper● printed off picture representing heroic characteristic of choice (these should be hung on wall

or other display area by the start of class)Lesson Content and Design

Central Focus / Big Idea:Objective(s):

● Students will determine how others view heros, and what characteristics they believe hold a stronger influence on people.

Guiding Question(s):● What characteristic does your hero possess and has it changed? If so, how?● What type of actions are representative of that characteristic?● What differences do you see among each other’s choice of heros and heroic characteristics?● What similarities do you see among each other’s choice of heros and heroic characteristics?

Assessment: (formative and summative)Formative:Students will engage in a reflective discussion about their hero’s characteristic and why it has or hasn’t changed through the learning.

Summative:

The aforementioned information will be written on an individual paper by each student and handed in to the teacher, to be graded based upon a rubric and returned to the respective student.Standard(s):

● Standard 3.4.2.5.1:○ History is made by individuals acting alone and collectively to address problems in

their communities, state, nation and world.Presentation/Syntax

Elements Minutes Detailed DescriptionConsider: Work to prepare students and access prior knowledge and experiences

10 Students will participate in an “art walk” around the classroom to see their classmate’s interpretations of what it means to be a hero. Students will collaborate with one another by determining some ways they know their classmates hero is considered significant.


10 Students will have time allowed to pick one of the other heros their classmates had researched, and will give a 3 sentence explanation of what they had learned from their classmate about the hero they have chosen, as well as how they believe this hero has had a significant place in history.


5 Students will reflect, via discussion, upon how they defined a hero at the beginning of the lesson and how they define it now.


Reflection and AttachmentsWhat worked, didn’t work, needs adjustment for next time and attach materials needs to complete lesson:

Lesson 1 Lesson 2 Lesson 3Title: What is a hero? The significance of

heros.The power of influence.

Standards: ● Standard 3.4.2.5.1: History is made by individuals acting alone and collectively to address problems in their communities, state, nation

● Standard 3.4.2.5.1: History is made by individuals acting alone and collectively to address problems in their communities, state, nation

● Standard 3.4.2.5.1: History is made by individuals acting alone and collectively to address problems in their communities, state, nation

and world. and world. and world.Objectives: ● Students will

determine characteristics of a hero in terms of courage, selflessness, or caring for others and a particular cause.

● Students will be able to determine why the heros they have chosen are significant to their lives, or society today.

● Students will research characteristics heros, and judge for themselves which characteristics have a greater influence depending on the context.

● Students will determine how others view heros, and what characteristics they believe hold a stronger influence on people.

Summary ofLesson:

Students will determine what it takes to become a hero. There have been significant people in the past that have affected our society and way of life as American citizens through their beliefs and actions taken. From watching the video and completing the “What Is A Hero” worksheet, students will start to develop an understanding of common characteristics and values these types of individuals hold. When students complete the worksheet we will review some of the responses in a grand

Building off our previous session on what is a hero, students will now be determining characteristics held by a person they know personally or indirectly. They will then engage in research of that person--if known personally, they will note what they have witnessed; if known indirectly, they will do research via the Internet, which they will be able to access in the multi-media center.Students should be able to determine one specific adjective that describes that hero (i.e. kind, brave, genuine,

On the final day of the unit students will take what they have learned from the previous sessions and reflect on it in group discussions. In these discussions, students will take turns mentioning what characteristic they thought a hero had at the beginning of the unit, and how that changed--if at all.After the discussion, they will participate in an art walk (around the classroom) to view the pictures they each of them printed off. This will help them view different examples of

discussion to facilitate the whole class understanding of how students should be aligning their thinking. Then students will write a paragraph of three to four sentences describing their thoughts on what a hero could be.

trustworthy, etc.) and how that resonates with them personally and as a member of society.They will use this adjective (a heroic characteristic) and find an online picture or symbol which represents that adjective. Students will digitally enlarge this picture and place print it off so that the teacher may display it for the art walk that will take place the following day. After students print off their symbol, they will be then asked to create an acrostic poem using their hero’s first or last name to break down. On the printout of the students symbol or picture, the students will then write their acrostic poem so that it can be easily read within the picture. Each student should write the title or name of their hero on that same paper and write their name below it.

heros and a characteristic they possess. To wrap up, the teacher will engage everyone in a short class discussion--calling on a few of the students to hear how their thoughts of heroism have changed throughout the lesson. Immediately after this, the teacher will ask the class to write this same thing in their notebooks. These papers will then be torn out and turned in to the teacher for grading based upon the rubric--both of which will be returned to the respective students for feedback.

Assessment Type/ Brief explanation:

Formative: What makes a hero worksheet- Students will formulate ideas through the guiding questions on the sheet.

Formative:Students will be scored on the notes they have taken on their vocabulary words, and their completion of their acrostic poem.

Formative:Students will engage in a reflective discussion about their hero’s characteristic and why it has or hasn’t changed through the learning.

Summative:The aforementioned information will be written on an individual

paper by each student and handed in to the teacher, to be graded based upon a rubric and returned to the respective student.

Length of Lesson: 25 minutes 35 minutes 25 minutes

Content Integration: Social Studies with Language Arts

Social Studies with Language Arts

Social Studies with Language Arts and visual arts

Name of Unit: What is a Hero?Unit Creators: Ian Owens and William DesrocherSocial Studies Discipline: HistoryType of Lesson: Inquiry-based

Assessment check

Lesson Plan 1

Formative:● Students will be asked who they know that they think is a hero.● Students will be asked to find someone who portrays similar characteristics.● Students will demonstrate knowledge through the completion of the hero handout● After students complete the handout, they will write a paragraph of three or four

sentences describing what they believe any ordinary hero could be.

Summative:

● Students will be able to define a hero, give an example, and explain why that person was a hero.

● Students will create a piece of art with a symbol that expresses either:1) the hero’s accomplishments or2) the hero’s characteristics3) Students will include their definition of “hero,” who their hero is, and a sentence

detailing why they are or were a hero.● Students will be shown multiple examples in order to spark creativity without

encouraging copying a specific example.● Students will show they have been engaged throughout the entire activity by commenting

on how a hero that their classmate has chosen resonates with them as well through a short paragraph of four or five sentences in how they believe a hero could be viewed as now

Students will determine what it takes to become a hero. There have been significant people in the past that have affected our society and way of life as American citizens through their beliefs and actions taken. From watching the video and completing the “What Is A Hero” worksheet, students will start to develop an understanding of common characteristics and values these types of individuals hold. When students complete the worksheet we will review some of the responses in a grand discussion to facilitate the whole class understanding of how students should be aligning their thinking. Then students will write a paragraph of three to four sentences describing their thoughts on what a hero could be. Students will be assessed on their participation during the grand discussion, as well as their alignment of responses to their “What is a Hero” worksheet. This will serve as a measurment for the Standard 3.4.2.5.1 by having the children focus on the big idea that idividuals act alone and collectively to better our local and world communities. Our core objective will be for students to determine characteristics, which will then serve as a foundation for students to access background knowledge and draw inferences from one characteristic to the next.

Lesson 2

Formative● Students will be able to define a hero, give an example, and explain why that person was a hero to demonstrate their understanding of what a hero would embody.● Students will create a piece of art with a symbol that expresses either:1) the hero’s accomplishments or2) the hero’s characteristics● Will create acrostic poem using the first or last name of hero with the characteristics researched.

Building off our previous session on what is a hero, students will now be determining

characteristics held by a person they know personally or indirectly. They will then engage in research of that person--if known personally, they will note what they have witnessed; if known indirectly, they will do research via the Internet, which they will be able to access in the multi-media center.

Students should be able to determine one specific adjective that describes that hero (i.e. kind, brave, genuine, trustworthy, etc.) and how that resonates with them personally and as a member of society.They will use this adjective (a heroic characteristic) and find an online picture or symbol which represents that adjective. Students will digitally enlarge this picture and place print it off so that the teacher may display it for the art walk that will take place the following day. After students print off their symbol, they will be then asked to create an acrostic poem using their hero’s first or last name to break down. On the printout of the students symbol or picture, the students will then write their acrostic poem so that it can be easily read within the picture. Each student should write the title or name of their hero on that same paper and write their name below it.This will fit into Standard 3.4.2.5.1 by having students address characterstics that ordinary, every-day, heroes maintain through their random acts of kindness and/or their daily duties. The guiding questions will facilitate student understanding of the objectives by giving them context and rationale to evaluate why their heroes, which they have chosen, are significant to our lives and to society as a whole.

Lesson 3

Formative:Students will engage in a reflective discussion about their hero’s characteristic and why it has or hasn’t changed through the learning. Summative:The aforementioned information will be written on an individual paper by each student and handed in to the teacher, to be graded based upon a rubric and returned to the respective student.

On the final day of the unit students will take what they have learned from the previous sessions

and reflect on it in group discussions. In these discussions, students will take turns mentioning what characteristic they thought a hero had at the beginning of the unit, and how that changed--if at all.After the discussion, they will participate in an art walk (around the classroom) to view the pictures they each of them printed off. This will help them view different examples of heroes and a characteristic they possess. To wrap up, the teacher will engage everyone in a short class discussion--calling on a few of the students to hear how their thoughts of heroism have changed throughout the lesson. Immediately after this, the teacher will ask the class to write this same thing in their notebooks. These papers will then be torn out and turned in to the teacher for grading based upon the rubric--both of which will be returned to the respective students for feedback.This will fit into Standard 3.4.2.5.1 by giving the students a change to evaluate their work along with that of their peers’ and to reflect on what they have learned about heroes and why they are significant to us and our society. It will also provide them with a chance to gain different perspectives about who their classmates regard as heroes. It will align with our objectives in the same way--allowing them to reflect on and mold their ideas of what a hero embodies--and verbalize that in a class discussion.

What is a Hero?

DIRECTIONS: Directions: Read the statements below. Circle the word agree next to each statement that matches your opinion of what makes a hero. Circle the word disagree if the statement does not fit your opinion of what makes a hero. 1. A hero is brave and strong. Agree Disagree

2. A hero is caring and thoughtful. Agree Disagree

3. A hero is selfish. Agree Disagree

4. A hero is never frightened. Agree Disagree

5. A hero wants to be rewarded for his or her actions. Agree Disagree

6. A hero makes mistakes. Agree Disagree

7. A hero is never silly. Agree Disagree

8. A hero is dishonest. Agree Disagree

9. A hero puts others before himself or herself. Agree Disagree

10. A hero stands up for himself or herself. Agree Disagree

11. A hero never gets angry. Agree Disagree

12. A hero is always a popular person. Agree Disagree

Use your own words to finish the sentence below.In my opinion, a hero is someone who:

file · web viewinstructor: bill d, ian o. class: social studies. grade: 3rd. date:...

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