Social Studies Lesson Reflection For one of my lessons I decided to instruct a Social Studies lesson on the United States

Constitution specifically the Preamble. Social Studies is a subject area I have the least experience with so at first I was a little nervous about designing and teaching a lesson. Using the Social Studies Scope and Sequence I used the topics within the current unit my class was completing to design this lesson. I feel Social Studies is an important subject but with the attention focusing on the new Common Core Learning Standards the class focus is mostly on writing, reading, and math with little focus on Social Studies. When I decided to do a lesson on the Constitution I realized the lesson may be difficult especially for my lower students to understand the Preamble as well as some of the laws within the Constitution. In order for this lesson to be a success I felt the lesson needed differentiation. As a result, I looked for simpler laws for my lower groups and even simplified the language to foster the best understanding. In the beginning of my lesson I began by asking my students if they knew what document governs the United States. Based on the classs responses which I recorded on the board I introduced the class to the word Constitution. I informed the class, constitution is the act of setting up or establishing. To relate this word to the United States Constitution I showed the class a Scholastic News video. Following the movie, I led a class discussion allowing the class to discuss what they watched in the video while answering any questions they may have had. Together, I then distributed the Preamble to the Constitution to the class. Once everyone had a copy I read the Preamble to them. Once I read the excerpt to the class I allowed them to underline unfamiliar words with a partner. Since many students had several words they didnt recognize I read the Preamble to them explaining the words they didnt recognize. I informed the class the Preamble is the introduction to the Constitution which are the laws that govern our

country. Through class discussions the class than discussed the importance of laws, why we have them and what might happen if we didnt have them. The teacher than asked the students were in the school building they are required to follow rules. The teacher modeled completing a worksheet listing a rule and the reason for the rule. The class was then given the opportunity to work with a partner to come up with other rules. After ten minutes the classs attention was regained with a class discussion. Once students seemed to have a strong understanding of the importance of laws and the reasoning for them I introduced the class to three laws from the Constitution. I broke the class into three different groups, providing the lower group with an easier law with progressively harder laws as the abilities of the groups increased. After giving the class time to work, I gathered the class together and allowed the students in each group to explain the law and why it is necessary.
After I finished the lesson, I sat back for a few minutes, took a deep breath and reflected on my lesson. During my instruction when students began talking I quieted them down with a few short words and was able to get them refocused and back on task. During this lesson to ensure the students were listening when I gave directions, there were moments when I turned to a student and asked them to repeat the directions and explain the task to me. During several occasions I felt that some students were still too chatty and missing the assignment so I continued to ask another student to repeat and explain the directions. I found that this was effective because it helped ensure that students were paying attention and that class not only knew the directions but understood them. Another strength I had was both my classroom and time management. Throughout the guided practice after the modeling and class activity I was also constantly walking around the room. I sat with several groups of students that were differentiated by their levels and asked them to walk me through what they were doing. As students would give me answers I would ask them a follow up question or to explain. I feel that asking questions keeps the students engaged and also requires them

to reach for a higher level of thinking. Throughout my lesson I constantly moved around. I feel that moving around not only keeps the students on task but also shows them I am interested in their work and available for help. During this lesson as I walked around the room assisting and assessing students I also gave them time advisories. As I walked around and monitored the students I was able to see how they were doing with the assignment. At this point I was able to give them a time advisory and inform them of what they should have completed by that time. I found this to be beneficial for the students in keeping them on task. Offering time advisories also assisted with the pacing of my lesson.

At some point I thought the lesson might be too difficult for them so I feel asking questions while constantly reviewing parts of the lesson made it easier for them to understand difficult topics. I feel another great aspect of this lesson was my differentiation. Allowing each leveled group to complete different worksheets challenged each individuals ability but no students appeared to be severely overwhelmed. Overall though, I am satisfied with my lesson and feel it served as an opportunity for me to learn as a teacher.