Integrated Social Studies and Literacy Lesson Plan

Big Picture
This activity is a joint activity that will be used as an assessment in both the social studies methods and literacy methods
courses. Both instructors will jointly grade the project. In this activity students will create a lesson plan that effectively
integrates social studies and literacy. The students will select a standard from the Tennessee State Social Studies
Standards and the Tennessee Core Literacy standards to use a focus of the lesson. The lesson the students create must
be different from the standards selected for the Literacy Social Studies Integration Practicum Project. This activity
provides the students an opportunity to practice creating an integrated lesson so that they will have experience with
planning integrated lessons for the larger practicum project.

Procedure
This activity will include a lesson plan and a reflection. The lesson plan you create cannot be one that you teach in your
practicum. Think of this as a practice for creating the integrated lesson for the larger practicum project.

Part 1 – Lesson Plan

Select Standards
You will select a social studies standard from the state standards for the grade level that you have chosen as your focus
for other projects in social studies methods. Students only in literacy may select a social studies standard from the grade
level of their choice. You will also select a standard from the literacy standards from the same grade level as the one you
selected for your focus in other social studies projects. It is important that you select two standards that will work
together that create a lesson where each subject holds equal weight in the lesson activities and assessment. You will
create your lesson objectives based on the standards you select. The objectives created for the lesson must be
observable, measurable, and attainable in one lesson.

The lesson plan you create will use the Content Area Methods Lesson Plan Format. The lesson plan should be written in
enough detail that any one would be able to use the lesson plan to teach. All materials used in the lesson plan should be
included with the lesson plan. These need to be specific, e.g. don’t just say use the Internet for research but list the
specific sites that the students will use to conduct the research, or don’t just say students will use books to find
information about the topic, but list the specific books or print materials the students will use. In addition include any
handouts, worksheets, or PowerPoint presentations that are used in the lesson. The lesson plan should be written in
block paragraph or a bulleted list format.

The activities in your lesson plan should effectively teach the objectives from both content areas. They should be
worthwhile and cost effective in both time and money. The focus of the activities in the lesson should be on the content
and skills of the lesson more than any product that is created by the student. As with all lesson plans, there should be
strong alignment between the objectives, activities, and assessments used in the lesson. Also, there should be
opportunities for real differentiation in the lesson. As you have learned in previous classes, differentiation is not the
same thing as modifications. The Content Area Lesson Plan format does not ask for modifications but real differentiation
of the content and process of lesson activities.

Part 2 – Reflection
After completing the lesson plan reflect on what you have done using these questions to guide your reflection:
1. Why do the social studies standards and literacy standards selected for this lesson plan make a good fit?
2. How did you ensure that both the social studies and literacy objectives had equal weight in the lesson?
3. What did you learn about integration from creating this lesson?
Scoring
Points Points
Item
Possible Earned
The student selected a social studies standard and a literacy standard to use as a basis
for an integrated lesson. The standards selected were from the grade level selected by
the student as the focus for his or her social studies projects. They were different 4
standards and objectives than the ones selected for the Literacy and Social Studies
Practicum Project.
The lesson plan included two objectives: one for social studies and one for literacy. The
objectives were observable, measurable, and attainable in one lesson. The social
studies objective was related directly to a state standard, and the corresponding
number from the state standards was stated as well as the complete wording of the 10
statement. The literacy objective came from the state standards, and the strand and
standard titles were stated as well as the complete wording of the standard. The
objectives made sense for the standards chosen.
The lesson plan was detailed enough for someone else to teach the lesson. Any
directions and questions that were used were written out word for word. A copy of all
accompanying materials was included (worksheets, PowerPoint slides, assessments, 4
books, media, etc.). The lesson plan was written in a block paragraph or a bulleted list
format.
The student indicated in the procedures section when formative assessment was used.
The formative assessment used would help the student monitor the lesson based on 4
student understanding.
The student included a lesson assessment. The lesson assessment was logical for the
objectives and provided a means of assessing both the social studies and literacy 4
objective.
The lesson included effective techniques for differentiating the lesson with regard to
content and process. Each technique was noted following the directions in the Content 4
Area Methods Lesson Plan Format.
The objectives, procedures, and assessment were aligned. The lesson plan provided an
5
effective way to reach the objectives.
The activities in the lesson effectively integrated social studies and literacy. Both
content areas held equal weight in the activities and the assessment. The activities
10
were worthwhile and cost effective for both time and money. Further, the activities
chosen were logical for advancing students toward achieving the objectives.
The student completed the reflection that explained the choice of standards and why
they were a good fit for an integrated lesson. The explanation was thorough and made
sense. It demonstrated that each objective held equal weight and importance in the
5
lesson. The student’s explanation of what s/he learned about integration
demonstrated critical thought and insight into what it takes to effectively integrate
social studies and literacy.
Total 50