LESSON PLAN NUMBER 1 .

Teacher Education Candidate Supervising Teacher UWG Supervisor

Amber Rogers Katrina Skidmore Sarah Jones .

School Temple Elementary School Date of Implemented Lesson Plan February 9, 2011 .

Block No. 2 Subject: Social Studies Grade Level: 2nd .

Teaching Skills Focus for This Lesson: Providing Feedback and Reinforcement
Stage 1 The Desired Results
Standards / SS2H1 The student will read about and describe the lives of historical figures in Georgia history.
a. Identify the contributions made by these historic figures: James Oglethorpe, Tomochichi, and Mary Musgrove (founding of Georgia); Sequoyah (development of a Cherokee alphabet); Jackie Robinson (sports); Martin Luther King, Jr. (civil rights); Jimmy Carter (leadership and human rights).
Specific Learning Objective(s) / The students will be able to know how Jackie Robinson changed American history.
Stage 2 Assessment Evidence
Assessment Instrument
(Ex. Test, Poster, Presentation, Picture, etc.) / Newspaper article
Evaluation (Grading) Instrument
(Ex. Point System, Rubric, Checklist, etc.) / Checklist for: 1. Title 2. Author 3. Five or more complete sentences 4. Key concepts
Stage 3 Learning Plans
Materials / Artifact bag: picture of Georgia, baseball, picture of Brooklyn Dodgers, cut out of #1, newspaper
Picture of Jackie Robinson
Sequence of Teacher Actions
*Attention-Getter/Motivator
*Tie to Previous Learning
*Significant Actions to Introduce and Guide Lesson / 1. The teacher will show the students an artifact bag. The teacher will explain to the students that there are clues inside the bag about a person who is important in history. The students will not blurt out, they are to sit and think about what the clues mean. The teacher will go through each artifact and just say the title of each item. After the artifact, ask the students to give guesses to who it was or what the person is representing.
2. Next, the teacher will explain who Jackie Robinson is. Explain that they will listen to a biography overview of Jackie Robinson and see how the artifacts relate to Jackie. http://blog.learningtoday.com/blog/bid/19235/Stories-for-Kids-Reading-Comprehension-Second-Grade-Fact-and-Opinion
3. The teacher will talk about who Jackie Robinson was based from the reading and how he has changed African American history and why he is celebrated. Then, the teacher will talk about Black History Month and why it is celebrated nation-wide.
4. The teacher will then show a picture of Jackie Robinson and have the kids write a news article including title and author that would go along with the picture. Have the students use key concepts: Jackie Robinson, major leagues, baseball, 1st African American, changing history. There will need to be 5 or more complete sentences.
Sequence of Student Actions
*Explain How Students Are Engaged During Lesson
* Explain How Students Discuss or Present Results of What They Did During the Lesson / 1. The students will view the artifact bag and think about who the clues could be about. After the teacher is done with showing the artifacts, the students will guess who it was or what the person is representing.
2. Next, the students will listen about Jackie Robinson and who he was while reading along on the board.
3. The students will learn about Black History Month and how Jackie Robinson changed history.
4. The students will write a news article including a title and author that would go along with the Jackie Robinson picture presented. They will use key concepts: Jackie Robinson, major leagues, baseball, 1st African American, changing history. They will write 5 or more complete sentences for their news article.
Teacher’s Lesson Closure/Wrap-Up/Transition / Have a few students volunteer to read their news article to the class. The teacher will wrap-up the lesson by talking about how Jackie Robinson was brave and lived up to his dreams. Explain that in a couple of weeks, we will be talking about someone else in history who lived up to his dreams.
Adaptations for Exceptional Students (Anyone who requires modifications for their needs) / Students who are not able to write 5 sentences can write 3 or more with only using Jackie Robinson and changing history as key concepts to include in their article.
Related Activities/Extensions
(What can students do who need more than is in the lesson? Should be related to lesson.) / Students can write more than 5 sentences using Jackie Robinson, 1st African American, changing history, Georgia, Brooklyn Dodgers, and major leagues as key concept words.
Connections to Other Disciplines / Writing

EQ: How did Jackie Robinson change American history?

Agenda:

1.  Artifact Bag

2.  Reading

3.  Who is…?

4.  Newspaper Article

Jackie Robinson was the first Black man to play on a major league baseball team. He showed us that the color of your skin is not what matters. What matters is how good you are at something and that you don't give up.

Jackie Robinson was born in Georgia in 1919. His family did not have a lot of money. He had four brothers and sisters. Jackie's father left when he was just a baby. Then his family moved to California.

Growing up, people thought Jackie Robinson was very good at sports. He played football, baseball and basketball in high school. He was also a very fast runner. Jackie began playing for a league with only Black players when he was 25.

After the owner of the Brooklyn Dodgers watched Jackie play, he asked him to join his team. At first, the other Brooklyn Dodger players would not talk to him because he was black. But Jackie didn't give up. He just worked harder to become the best player he could be. At the end of his first season, he was voted Most Valuable Player and Rookie of the Year. I think Jackie Robinson is the greatest baseball player that ever lived.

The Jackie Robinson lesson was unexpectedly successful. The students in my second grade classroom were able to effectively explain how history was changed by Jackie Robinson’s heroic acts and wrote great newspaper articles based on their knowledge of him. Throughout the lesson, I focused on giving positive reinforcement to my student’s responses and writing verbally and written on their articles. I tried to make sure each student felt unique about their work. Those who struggled, I made sure to find a glow and grow point for them to they knew their work was appreciated. It turned out better than I expected though.

After talking with my supervising teacher, we both noticed the same things about the lesson that could be improved. Throughout the last part of the lesson, I noticed the students were writing great articles, but were not in a newspaper style. They were giving basic information about Robinson, when I wanted them to be more creative and write in a journalistic style. My teacher and I agreed to review some key points about how newspapers were written before having them write their own. Also, throughout the lesson, the students did not understand what the Brooklyn Dodgers or major league baseball league meant. As I found the students confused, I connected the Atlanta Braves to Brooklyn Dodgers and they gained a better connection. I will be sure to add these the next time I teach this lesson.