Edel453 Spring2013 Amybranstetter Unit 3 Civics Day 3

Title of Unit: Stars and Stripes Forever Title of Lesson: Local Government Submitted By: Amy Branstetter
A. Summary of the Lesson Plan: This social studies lesson is designed for 3rd grade students to learn about the local government and identify the citys mayor. This lesson uses the 3rd Grade Houghton Mifflin Social Studies textbook Communities(p. 224-229). B. Target Population: Grade Level: 3rd grade Skill Level: students at all learning levels Grouping: whole group& partner for reading & discussion, partnered for activity, independent for assessment C. Materials: 3rd Grade Houghton Mifflin Social Studies book Local Government (p. 224-229) Artifacts: pictures of the Capital Building, old Capital Building,& Legislature Building One per student Reading Skill & Strategy (Unit Resources p. 62) see last page of lesson plan for sample Vocabulary & Study Guide (Unit Resources p. 63) see last page of lesson for sample Student Journals Community Handbook: Government (Education Place)- see last page for example Paper (Ticket Out) pencils D. Objectives: o NV State Social Studies Standards o C13. 3.2 Discuss that democracy involves voting, majority rule, and setting rules. C14.3.2 Name the current mayor of the town.
Student-Friendly Standards I can name some different kinds of local government and tell how government leaders were chosen. I can name the mayor of Carson City, Nevada.
E. Procedure: 1. Read the objectives on the board to students and have them repeat them again with you. 2. Refer to notes on TE 224 Get Set to Read. Pass out & explain the Study Guide students will complete as we read.
Nevada State College
EDEL 453 - Spring 2013
Karen Powell- Instructor
page 1
Call students attention to p. 222-223 and do a chapter vocabulary preview. Read words and definitions (mayor, governor, legislature, ambassador) with students. Explain that the word local refers to the place where students live. Introduce vocabulary words (local, election, tax, mayor, Robert Crowell, council, country) and review the definition on the board.
3. As a class read p. 224. Stop and read the background information on the bottom of TE p. 224, Background- Types of Government. 4. As a class read p. 225. Stop and ask the questions in the margins of the TE (p. 225). 5. Ask questions from margins of TE (p. 225) to check comprehension: (TE 225) What is a democracy? A: It is a type of government in which citizens decide what the government will do. (TE 225) What is an election? A: It is the process by which citizens vote for people to represent them in the government.
6. Read More About It on the bottom of TE p. 225. 7. Students should take notes and record information on their Study Guide while we are reading. 8. Continue reading p. 226-227, ask questions from margins of TE (p. 226&227) What Local Government Does? to check on comprehension: (TE 226) How do laws set up the way local government works? A: Laws say what job leaders will have. Some laws set up special groups, such as the department of public health and department of public safety. (TE 227) How do citizens help make decisions about taxes? A: They may vote on whether to raise or lower the taxes and how to use them.
9. Read the More About it on the bottom of page 226 & 227. 10. Ask if any student can identify or citys mayor. Write the mayors name on the board: Mr. Robert Crowell is the mayor of Carson City, Nevada. We will learn more about him in the days ahead. Please have students copy this into their journals with vocabulary words. 11. Break-up students into partnered pairs. Have them finish reading pages 228-229 and discuss Lesson Review: Questions 1-4 together. Students will write response in their journals.
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 2
12. Students will finish the Vocabulary/Study Guide and complete the Reading Skill/Strategy: Draw Conclusions worksheet together. 13. Discuss and explain the Lesson Review answers (TE p. 229), the Draw Conclusions (Reading Skills) and review student Study Guides. Call on random students (draw name sticks) during summary. 14. Review and read directions to the homework assignment Community Handbook: Government, which will be homework for the rest of the week. It will go home today and be brought back by Monday (or 4-5 days from now). 15. CLOSURE: Have students reread the objectives on the board. Objectives: I can name some different kinds of local government and tell how government leaders were chosen. I can name the mayor of Carson City, Nevada.
Ask students if they believe they met the objective. Can you name local government and the mayor of Carson City? Have them show you with okay sign, a thumbs-up or down sign up near their hearts. Erase the Mr. Robert Crowells name of the board. Ask for a complete sentence on a piece of scrap paper identifying who the mayor of Carson City is? This will be students ticket out the door.
F. Assessment: What will you use to measure student understanding? There are many opportunities to check comprehension during this lesson. I will use the students Vocabulary & Study Guide, the discussion responses, and the Reading Strategies: Draw Conclusions as informal assessments. Explain how you will know students understand the concepts from the lesson. I will use the students Journal entries, the Ticket Out the door, and the homework assignment as a formal assessment. I will check key vocabulary comprehension with struggling readers/students. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I always feel like reading and vocabulary worksheet will be the easiest part of the lesson.
2. Which part will be most challenging for you to teach? I think the students might struggle with the Drawing Conclusions assignment. The class may have less experience with this reading skill than with others. 3. How will you follow up or extend this lesson? I would extend this lesson with a support lesson on more about our Local Government and the homework assignment will create a more in depth comprehension of Carson Citys local government. Id love to read the book, Vote! by Eileen Christelow Clarion, 2003 to my students. This book illustrates a fictional town's mayoral election as a model, this lively introduction to voting covers every step in the process. 4. What will you do for students who dont grasp the concepts? I want to reteach the minilesson on the bottom of p. 229 What Local Government Does to students who are not grasping the concepts and/or vocabulary. 5. Which part of the lesson, if any, do you think might need to change? I like this lesson a lot and would love to further expand on the concepts. If I were to change anything about this lesson, it would be to adjust the Reading Skill: Drawing Conclusions worksheet into a more student friendly graphic organizer or chosen strategy. 6. When you were writing this lesson plan, what was the most difficult part? The hardest part of this lesson was making sure it was complete and fell within the timeframe. Also, finding exactly how I wanted students to be assessed was the most difficult. I am starting to realize there are many tools that I could use for checking student understanding.
Artifacts:
Student Journal:
page 4
Reading Skills & Strategy:
page 5
Vocabulary & Study Guide

Answer sheets:
Community Handbook: Government:
page 8
page 9

Edel453 Spring2013 Amybranstetter Unit 3 Civics Day 3

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Title of Unit: Stars and Stripes Forever Title of Lesson: Local Government Submitted By: Amy Branstetter

Nevada State College