Instructional Planning with a Classmate Lesson
(in the form of Action Example Template)
Dedee Haas LIB 5070
Grade: Third Grade Social Studies: Local Government and Communities
Library Context:
() Fixed
() Flexible (x) Combination () Individualized Instruction
() Stand-alone Lesson (x)Lesson in a Unit () Multiple lesson in a unit
Collaboration Continuum:
() None (x) Limited () Moderate () Intensive
Estimated Lesson Time: Library lesson = 2 hours
Standards for the 21st Century Learner Goals:
Skills
1.1.2 Use prior and background knowledge as context for new learning.
1.1.3 Develop and refine a range of questions to frame the search for new understanding.
1.1.4 Find, evaluate, and select appropriate sources to answer questions.
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
1.1.9 Collaborate with others to broaden and deepen understanding.
2.1.2 Organize knowledge so that it is useful.
3.1.1 Conclude inquiry-based research process by sharing new understandings & reflecting on the learning.
3.1.2 Participate and collaborate as members of a social and intellectual network of learners.
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
3.1.4 Use technology & other information tools to organize & display knowledge and understanding in ways
that others can view, use, and assess.
3.1.5 Connect learning to community issues.
1.2 Dispositions in Action
1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the
collection of superficial facts.
1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources
and information.
1.2.3 Demonstrate creativity by using multiple resources and formats.
1.3 Responsibilities
1.3.4 Contribute to the exchange of ideas within the learning community.
1.3.5 Use information technology responsibly.
1.4 Self-Assessment Strategies
1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.
1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.
1.4.4 Seek appropriate help when it is needed.
SCENARIO
School: Elementary
teacher/teaching philosophy: Andrea Micciche, Classroom teacher, constructivism
grade level: 3
students: 22 students
Class Structure :In Media Center, lesson will occur during flexible schedule for 2 hour period
All 3rd Grade CCSS/NCSCS Standards Covered in this Unit (underlined segments are standards covered
in collaborative lessons with Media Coordinator)
Social Studies Standards
3.C&G.1 Understand the development, structure and function of local government.
3.C&G.1.1 Summarize the historical development of local governments.
3.C&G.1.2 Describe the structure of local government and how it functions to serve citizens.
3.C&G.1.3 Understand the three branches of government, with an emphasis on local government.
3.C&G.2 Understand how citizens participate in their communities.
3.C&G.2.1 Exemplify how citizens contribute politically, socially and economically to their community.
3.C&G.2.2 Exemplify how citizens contribute to the well-being of the community’s natural environment.
3.C&G.2.3 Apply skills in civic engagement and public discourse (school, community
Technology Standards
3.TT.1.1 Use a variety of technology tools to gather data and information (e.g., Web-based resources, ebooks, online communication tools, etc.).
3.TT.1.2 Use a variety of technology tools to organize data and information (e.g., word processor, graphic
organizer, audio and visual recording, online collaboration tools, etc.).
3.TT.1 Use technology tools and skills to reinforce classroom concepts and activities.
3.TT.1.3 Use technology tools to present data and information (multimedia, audio and visual recording,
online collaboration tools, etc.).
ELA Standards
CCSS.ELA-LITERACY.RI.3.3 Describe the relationship between a series of historical events, scientific
ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence,
and cause/effect.
CCSS.ELA-LITERACY.RI.3.4 Determine the meaning of general academic and domain-specific words and
phrases in a text relevant to a grade 3 topic or subject area.
CCSS.ELA-LITERACY.SL.3.4 Report on a topic or text, tell a story, or recount an experience with
appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
Unit Overview (underlined segments are collaborative lessons with Media Coordinator)
In this unit students explore many important civics concepts using the context of local government. Media
coordinator has selected and stocked the classroom with age-appropriate fiction and non-fiction texts on
government and community for students to read prior to and during the unit. Students keep a Social Studies
folder with notes, lessons and handouts. The unit begins with both teachers in the classroom. Teachers fill in
a large KWL Chart on Local Government as students tell what they know already about the topic and what
they want to know --this will assess prior knowledge and should focus strongly on questions students have
and what they want to know. (KWL Chart should be kept up so questions can be added throughout unit.) The
next several lessons will be classroom teacher-led and will explore diversity in communities and review why
people live in communities. Students explore the reasons people form governments including the need for
laws, safety, and order. In a lesson on core democratic values and how they create a foundation for
government students are introduced to the values of the common good, individual rights, and patriotism.
Using the example of school rules as a springboard, students next examine the reasons communities need
laws. Then, they learn how local governments make, enforce, and interpret laws. With fiction and nonfiction texts pulled by the Media Coordinator, Students compare narrative text and informational text as they
learn about the role mayors play in local government. This serves as an introduction to for the next lesson on
different functions of local government. In a final lesson on citizenship students learn about the roles and
responsibilities of citizens in local government.
Final Product: As a culminating activity, students will use Shadow Puppet Application on IPads to create a
short presentation answering some of the questions that were written throughout the unit on the KWL Chart.
Both teachers will be present during this lesson. The classroom teacher will create a rubric for this project.
Key Concepts: branches of government, citizen, city council, civic responsibility, common good,
community, core democratic values, court, diversity, government, individual rights, laws, mayor, patriotism
Lesson Sequence (underlined segments represent collaborative lessons with Media Coordinator)
Lesson 1: Introduce unit, create KWL Chart: Local Government and Community
Lesson 2: Why Do People Form Governments?
Lesson 3: Why do Communities Need Laws?
Lesson 4: How is Our Local Government Organized?
Lesson 5: What Does our Government Do?
Lesson 6: What do Core Democratic Values have to do with Government?
Lesson 7: What are some of the Roles and Responsibilities of Citizens in our Local Community?
Student Resource Texts (Media Coordinator locates for Classroom teacher)
Blos. J. (1990). Old Henry. New York: HarperCollins.
Dooley, N. (2005). Everybody Brings Noodles. New York: Carolrhoda Books.
Giesecke, E. (2009). Local Government: Kids’ Guide to Government. New York: Heinemann.
Goodman, S. E. (2008). See How They Run: Campaign Dreams, Election Schemes, and the Race to the
White House. New York: Bloomsbury Children's Books.
Harris, N. (2007). What’s a City Council? New York: Heinemann.
Harris, N. (2007). What’s a Mayor? New York: Heinemann.
Kalman, B. (1997). Community Helpers from A to Z. New York: Crabtree Publishing.
Pellegrino, M. W. (1999). My Grandma’s the Mayor. New York: Imagination Press.
Ben’s Guide to Government. Your Neighborhood. (2010, February11). Retrieved from
http://bensguide.gpo.gov/3-5/neighborhood/home.html
Library Lesson (culmination of the unit):
1. Showing the “W” section of ongoing questions from the KWL chart, teachers ask the students to pick
a topic/question they would like to research further and present. Students write it on a piece of paper
and turn it in. Teachers then go through all student questions and group them based on what they
wrote. While many of the questions are not the same, they are related. 2-3 students with similar
questions are put into a group together.
2.
“Big 6” Research Steps 1-6 will follow. Each group is asked to develop a work plan for their
research of the topic/question they have chosen. (See Appendix A:Work Plan). Both teachers assist
students in developing a few more specific questions on the topic.
3. When their work plan is complete, students begin the research process. With Social Studies folders
and pencils in hand, the class goes to the library to read relevant texts, and to search internet sites for
information related to their questions. Students take notes and organize their information based on the
questions they came up with.
4. Everyone will work on the same type of presentation, how they decide to organize it and what they
decide to include will be up to the group (although students have a general, teacher-created rubric to refer
to in their social studies folder). Media Coordinator will give a brief lesson and demonstration of the
Shadow Puppet Application.
5. In the shadow puppet app, students make a presentation to share their research. The app works this
way: students search for images on the internet or take their own photos, sequence the images and
then record their voice over each image.
6. Final productions can be saved and shared electronically, then presented on the smart board for entire
class to watch.
7. Assessment: conducted by the individual (based on project objectives listed on a rubric), classroom
teacher (rubric), and peers (comments and questions made after presentation).
ASSESSMENT:
Product: Assessed by student and teacher using the rubric as a guide.
Process: There is an option in the Shadow Puppet App to edit images and recordings throughout the process.
Students can try it again and again until it sounds and looks complete.
Student self questioning: Did I answer the question I set out to answer?
MEDIA COORDINATOR INSTRUCTIONAL PLAN
RESOURCES STUDENTS WILL USE:
(x) Web sites
(x)Reference
(x) Books
() Periodicals/newspapers
CRITERIA USED FOR SELECTION OF RESOURCES:
1. Books available on this narrow topic were chosen based on their availability in Media Center,
recommendations in lesson plans from other teachers in the state and in the school, best sellers and top
reviewed books that were age appropriate and relevant to topic. Media Coordinator purchased texts that were
recommended and reviewed by professional educators who have used these texts successfully within the
context of the NCSCS for 3rd grade Social Studies.
2. Websites chosen by teacher based on recommendation from other teachers, professionals and prior success
of use. Educational websites recommended by SLJ and ASLA reviews.
3. Text reference materials chosen by age appropriateness, reading levels, subject relevance, currency and
availability in library.
INSTRUCTIONAL/ACTIVITIES
Direct Instruction: Media Coordinator
Modeling and guided practice: Media Coordinator will give a brief lesson and demonstration of
the Shadow Puppet Application. She will also provide books and reference materials, suggested
websites, and instruction on how to use them. She will conference with small groups while they work on the
project and /or research, guiding students toward the goal of answering the questions they have chosen.
Independent practice: Students must write their own questions (define Task), decide which strategy they
will use to find information, locate answers, and use the information in their presentation.
Sharing and reflecting: Students will use the rubric as a guide to ensure all necessary information is
included in presentations, they will present to the class, who will be allowed to give feedback in the form of
comments or questions.
RESPONSIBILITIES
Media Coordinator Responsibilities:
Prior to unit: The Media Coordinator locates texts the Classroom teacher needs for her lessons and other
fiction/non-fiction texts that are age-appropriate and relevant to the unit and takes them to 3rd grade
classroom.
During the first classroom lesson, the Media Coordinator joins the classroom teacher as the class creates the
KWL chart on Local Government and Communities.
At the end of the unit, the library lesson occurs: Students will use Shadow Puppet Application on IPads to
create a short presentation answering some of the questions that were written throughout the unit on
the KWL Chart.
Teacher’s responsibilities:
Keep KWL Chart in classroom, adding to “W” column as questions arise throughout unit. Teach all other
lessons in unit, preparing students for final project. Create a rubric for final presentation.
Evaluation of unit
What worked well in the unit? Collaboration between teacher and Media Coordinator was inspiring.
We will be doing this again
What needs improvement? Next time we will be co-teaching more during more of the lessons.
Were media Center resources adequate? No, resources were not adequate. Media Center Coordinator
purchased several materials specifically for this unit.
Appendix A:Work Plan Form
Names of group members
1.
2.
3.
4.
5.
What is the general topic, question, or problem you are going to investigate? (from the KWL chart)
What specific questions will you be pursuing? (Write two or three specific questions pertaining to the topic)
1.
2.
3.
Where could you look for information on these?
Who’s doing what? How will you divide the work?
Who
What
Deadline
Resources
Berkowitz, B. Eisenberg, M (2014). Big6 Skills Overview. Retrieved from http://big6.com/.
Common Core State Standards Initiative. (2014) English Language Arts grade 3. Retrieved form
http://www.corestandards.org/ELA-Literacy/SL/3/
Michigan Citizenship Collaborative Curriculum (MC3). How do citizens live together in a community?.
Retreived from http://members.scope.oakland.k12.mi.us/
Public Schools of North Carolina. (2014) North Carolina Essential Standards Draft 3.0 Grade 3,
Information and Technology Essential Standards. Retrieved from
http://www.ncpublicschools.org/acre/standards/new-standards/
Public Schools of North Carolina. (2014). North Carolina Essential Standards Third grade Social Studies.
Retrieved from http://www.ncpublicschools.org/acre/standards/new-standards.
Rivera, K. (2013). Integrating Common Core Standards through Social Studies Inquiry Circles. Retrieved
from http://www.onestopteachershop.com/2013/07/integrating-common-core-standards.html.
COLLABORATIVE PLANNING SHEET
TEACHER: Andrea Micciche
MEDIA COORDINATOR: Dedee Haas
CONTENT AREA/SUBJECT: 3rd Grade Social Studies
UNIT OF STUDY: Local Government and Communities
STANDARDS FOR THE 21ST CENTURY LEARNER:
Skills
1.1.2 Use prior and background knowledge as context for new learning.
1.1.3 Develop and refine a range of questions to frame the search for new understanding.
1.1.4 Find, evaluate, and select appropriate sources to answer questions.
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
1.1.9 Collaborate with others to broaden and deepen understanding.
2.1.2 Organize knowledge so that it is useful.
3.1.1 Conclude inquiry-based research process by sharing new understandings & reflecting on the learning.
3.1.2 Participate and collaborate as members of a social and intellectual network of learners.
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
3.1.4 Use technology & other information tools to organize & display knowledge and understanding in ways
that others can view, use, and assess.
3.1.5 Connect learning to community issues.
Dispositions in Action
1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the
collection of superficial facts.
1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources
and information.
1.2.3 Demonstrate creativity by using multiple resources and formats.
Responsibilities
1.3.4 Contribute to the exchange of ideas within the learning community.
1.3.5 Use information technology responsibly.
Self-Assessment Strategies
1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.
1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.
1.4.4 Seek appropriate help when it is needed.
COMMON CORE AND ESSENTIAL STANDARDS:
3.C&G.1 Understand the development, structure and function of local government.
3.C&G.1.1 Summarize the historical development of local governments.
3.C&G.1.2 Describe the structure of local government and how it functions to serve citizens.
3.C&G.1.3 Understand the three branches of government, with an emphasis on local government.
3.C&G.2 Understand how citizens participate in their communities.
3.C&G.2.1 Exemplify how citizens contribute politically, socially and economically to their community.
3.C&G.2.2 Exemplify how citizens contribute to the well-being of the community’s natural
environment.
3.C&G.2.3 Apply skills in civic engagement and public discourse (school, community
Technology Standards
3.TT.1.1 Use a variety of technology tools to gather data and information (e.g., Web-based resources, ebooks, online communication tools, etc.).
3.TT.1.2 Use a variety of technology tools to organize data and information (e.g., word processor, graphic
organizer, audio and visual recording, online collaboration tools, etc.).
3.TT.1 Use technology tools and skills to reinforce classroom concepts and activities.
3.TT.1.3 Use technology tools to present data and information (multimedia, audio and visual recording,
online collaboration tools, etc.).
ELA Standards
CCSS.ELA-LITERACY.RI.3.3 Describe the relationship between a series of historical events, scientific
ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence,
and cause/effect.
CCSS.ELA-LITERACY.RI.3.4 Determine the meaning of general academic and domain-specific words and
phrases in a text relevant to a grade 3 topic or subject area.
CCSS.ELA-LITERACY.SL.3.4 Report on a topic or text, tell a story, or recount an experience with
appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
PROPOSED LEARNING ACTIVITIES AND PROJECTS: Students come up with questions they want to
know, research and create a simple presentation of their findings to the class.
POTENTIAL ASSESSMENTS OF STUDENT LEARNING: Presentation rubric students must follow, peer
evaluation.
RESOURCES NEEDED: Books on the topic, appropriate websites and reference materials. IPad, app
called “Shadow Puppet”, social studies folder, large chart paper for KWL chart.
RESPONSIBILITIES:
Media Coordinator Locate texts, resources. Teach technology skills (navigating internet, how to use
shadow puppet app)
Teacher: Keep KWL Chart in classroom, adding to “W” column as questions arise throughout unit. Teach
all other lessons in unit, preparing students for final project. Create a rubric for final presentation.
Other(s) Computer lab teacher: teach skills on searching a topic on the internet
Reflection on Collaborative Instructional Planning with Classmate
Dedee Haas LIB5070
I was paired with Andre Micciche who served as the classroom teacher. Andrea has had no experience
teaching or writing lesson plans. At the end of our first meeting, she thanked me for teaching her so much.
We worked together to create a lesson plan for her and even borrowed from a lesson we found online. We
ended up copying this online lesson as hers, and adding revisions to it: cutting away what we didn’t want and
typing in the changes we made.
Once Andrea’s Lesson was “created”, we set to work changing it around to make it into an Inquiry-based
lesson and final project. I selected “The Big 6” as the research model the students would use. Since 3rd
graders would most-likely be transitioning from “The Super 3” into “The Big 6”, I thought about how 3rd
graders do not always need to be told every “step” along the way, but they do need to accomplish it. I wanted
to incorporate all 6 steps, but use the evaluation time after the project to explain The Big 6 steps. The 3rd
graders should realize that this 6-step method isn’t as hard as they might think, because they had already
done it. That would give them prior knowledge to pull from as the BIG 6 steps were explained.
The main way this project became inquiry-based was by adding a KWL chart at the beginning. The “W”
column (an inquiry column) developed into quite a long list of questions the students wanted to know
throughout the unit. Once the questions were listed, it became easy for students to see how their inquiries
progressed through the unit. Students then had to select one question or topic from the “W” column to
research further and present.
Choosing print and electronic resources is something that is difficult. I had to try them out or research them
prior to selecting. This became difficult when I couldn’t get my hands on the actual text that I was exploring;
I had to trust only a review or a recommendation of it. I did not really purchase any texts, but if this had been
a real lesson, then I would have purchased some texts sight-unseen. It is a scary thought to spend precious
funds on a text that may not live up to the standards I have for new materials in my library.
Overall, I think this assignment was extremely challenging and time-consuming. I still don’t feel I completed
it as thoroughly as I could have. Was it rewarding? Yes. Did I learn something? Yes. Do I want to do this
with all 26 classroom teachers I work with? No, but I can start with one.