Name:Heather Hicks-Ottmerdate: Week 1, Monday

Name:Heather Hicks-OttmerDate: Week 1, Monday

Subject Area: Social Studies

Lesson Plans

Objective:

The student will be able to identify the 5 regions of the United States. (West, Southwest, Middle West, Southeast and Northeast)

The student will be able to label the West region states and memorize the capitals of each state as well as where the states are located at.

The student will analyze the meaning behind each quarter in relation with the state (only 2 in this lesson).

The student will create their own acronym of the west states and capitals.

Target Vocabulary for the lesson: (include sign & written vocabulary that students should already have an understanding for in order to comprehend this lesson.) 50 States and their capitals. The option to fingerspell them or create a sign for them will be given to the students so the ball can be in their court. Some of the states already have a sign such as California, Hawaii, Alaska, New York, Florida, etc. Some capitals already have a sign as well such as Austin, etc.

Speech, Audition & Language Elements Targeted for Lesson:Speech will be targeted by teaching them how to say the states as well as the capitals correctly. These will be incorporated only IF these goals are listed as IEP objectives for any students.

Reference:TEKS objectives:

(8)Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:

(A)create thematic maps, graphs, charts, models, and databases representing various aspects of the United States; and

(B)pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases

(24)Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:

(A)locate and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States;

(B)analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

(C)explain and apply different methods that historians use to interpret the past, including the use of primary and secondary sources, points of view, frames of reference, and historical context;

(D)use the process of historical inquiry to research, interpret, and use multiple sources of evidence;

(E)evaluate the validity of a source based on language, corroboration with other sources, and information about the author;

(F)identify bias in written, oral, and visual material;

(G)support a point of view on a social studies issue or event; and

(H)use appropriate mathematical skills to interpret social studies information such as maps and graphs.

(25)Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

(A)use social studies terminology correctly;

(B)use standard grammar, spelling, sentence structure, and punctuation;

(C)transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; and

(D)create written, oral, and visual presentations of social studies information.

(26)Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:

(A)use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and

(B)use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

Introduction:

I will be introducing the 50 states unit bypulling out a huge map out and ask the students what they know about any states. (I.E. vacation to Florida, that state is Florida). Label what the students know about the United States. Have a class discussion about the states. Ask if they know the capital of our state and then proceed onto whether they know any other state’s capitals. Then cover the 5 different regions of the map. Only keep the West region uncovered. Ask the students if they know any of these states, if so. Go ahead and label it.

The lesson will then also be continuedby hooking the students’ attention to a map with a hole in each state. The teacher will pull out a quarter and put it in the correct state and explain what this is. The teacher will be asking the students to try to find a quarter for all 50 states by the end of the 2nd week. I have provided with 2 quarters to start off this lesson. The classroom will already have a map with 50 holes for where the quarters will soon fill in these holes.

Lesson:

The lesson will be going over the 5 different regions and ask the students why they are labeled in that way. (i.e. West because its in the west part of the US, so on).

The following ten states: Washington (Olympia), Alaska, Idaho, Montana (Helena), Nevada (Carson City), Oregon (Salem), Utah (Salt Lake City), Colorado (Denver), California (Sacramento), and Wyoming (Cheyenne) will be introduced as well as their capitals. States first then capitals. The teacher will have papers, with the state’s shape on it. (One state per page for visual to ensure the student understands the idea of a state). Each page will have the state shape on it, the name of the state, as well as the name of the capital with a star next to it. The students will together create signs for each of the state.

Activity:

Then I will pull out two more quarters and take the quarter that is in the map down and ask the students to examine them and tell me everything they can about that state just by looking at these quarters. Also together the students will create an acronym to memorize the states and capitals for the West states.

The song, “Fifty Nifty States” by Ray Charles will be introduced in this lesson. The class will sing the song. The teacher will help the students with the rhythm.

Fifty nifty United States from thirteen original colonies;
Fifty nifty stars in the flag that billows so beautif'ly in the breeze.
Each individual state contributes a quality that is great.
Each individual state deserves a bow, we salute them now.
Fifty nifty United States from thirteen original colonies,
Shout 'em, scout 'em, Tell all about 'em,
One by one till we've given a day to ev'ry state in the U.S.A.
Alabama, Alaska, Arizona, Arkansas, California, Colorado, Connecticut;
Delaware, Florida, Georgia, Hawaii, Idaho, Illinois, Indiana;
Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan;
Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada;
New Hampshire, New Jersey, New Mexico, New York, North Carolina,
North Dakota, Ohio;
Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina, South Dakota, Tennessee, Texas;
Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, Wyoming,
Al -a -o ming.
North, south, east, west, in our calm, objective opinion,
(name of home state) is the best of the
Fifty nifty United States from thirteen original colonies,
Shout 'em, scout 'em, Tell all about 'em,
One by one till we've given a day to ev'ry state in the good old U. S. A.

Let the students do it with rap if they are into rap or hip-hop, let the students add the beats and rhythm to it.

Assessment:

Erase the names and capitals off the map. Have the students tell the teacher what the states are and label it one by one. Then have the students tell the teacher what the capitals are and label it one by one. Worksheets with the ten states highlighted will be passed out. A paper with the United States, divided into 5 regions will be passed out to quiz the students. The students will then label these regions and label as many states they know too.

Closing:

Recite the acronym that the class is until everyone knows it and can recite to the teacher alone. When you leave the class, look for quarters that have the states on it for the West region and bring them back to class tomorrow. The song will be then again signed and sung before the bell rings. In addition to this, ask the students to think and look for things that relate to the states they have just learned. It can be through internet, television, family vacations, sports (football, basketball, etc) actors or actresses and so on. These things may live in the states, may be from these states, and may play in these states and so on. Have them bring their ideas to class the next day.

Name: Heather Hicks-OttmerDate: Week 1, Tuesday

Subject Area:Social Studies

Lesson Plans

Objective:

The student will be able to label the Middle West region states and memorize the capitals of each state as well as where the states are located at.

The student will analyze the meaning behind each quarter in relation with the state.

The student will create an acronym for the Middle West states and capitals.

Target Vocabulary for the lesson: (include sign & written vocabulary that students should already have an understanding for in order to comprehend this lesson.)50 States and their capitals. The option to fingerspell them or create a sign for them will be given to the students so the ball can be in their court. Some of the states already have a sign such as California, Hawaii, Alaska, New York, Florida, etc. Some capitals already have a sign as well such as Austin, etc.

Reference:TEKS objective: Same as Monday

Introduction:

First, make sure the teacher has a huge white paper that is about 6 foot long to post over the chalkboard as well as another huge map of the United States without words. Have the students begin a discussion about the things they have discovered about the West States such as football teams and list them on the white paper under west states and put a specified state the idea is related to as well as find pictures of these ideas and paste them in the United States map.

Lesson:

First, ask about the regions of the United States. Have the students guess which region they will be learning about by throwing out a few of the states. (This enables for the teacher to see if the students have any prior knowledge and start from there. I.E. the students know where Indiana is at because of the Cleveland Indians and start with that state then work around that state.)On the main map, uncover the Middle West region of the United States and ask the students if they know any of these states. If they do, label it and ask how they knew it. The following states will be taught: North Dakota (Bismarck), South Dakota (Pierre), Kansas (Topeka), Nebraska (Lincoln), Minnesota (St. Paul), Michigan (Lansing), Missouri (Jefferson City), Ohio (Columbus), Illinois (Springfield), Iowa (Des Moines), Indiana (Indianapolis) and Wisconsin (Madison). The teacher will have papers, with the state’s shape on it. (One state per page for visual to ensure the student understands the idea of a state). Each page will have the state shape on it, the name of the state, as well as the name of the capital with a star next to it. The students will together create signs for each of the states and capitals.

Activity:

Pull the students into an open discussion about the quarters they have brought in. Have the students raise their hands if they have the quarters from the following states that were learned in the previous day (West States). Have the students examine each state and make inferences on what these symbols are and how they are associated with the state. When the inferences are written down on the huge paper posted next to the map, have the students who brought the specific quarters for the WestState go and put them in the correct holes (this will show the teacher that the student knows where the state is located at on the map). Then the acronym for these West states will be recited. (Quarters that were brought in from the states not discussed will not be used or anything. They will be put up until these states are introduced.)

Moving onto the Middle West states, have the students create an acronym for these Middle West states that they just recently learned about. Then ask about quarters for the Middle West states and have the students put them in the correct location after making inferences about the symbols associated with the state and putting the ideas on a list on the board. Again this will show the teacher that the students know where the location of the states are by putting them in the correct place.

The song will then be sung and signed again two or three times. See if the children can point to the correct state every time they sign a state that they just learned about. This can be done with or without music. (Without music will enable for the students to show where the states are at as it goes on.) Let the students do it with rap if they are into rap or hip-hop, let the students add the beats and rhythm to it.

Assessment:

Erase the names and capitals off the map. Have the students tell the teacher what the states are and label it one by one. Then have the students tell the teacher what the capitals are and label it one by one. Worksheets with the Middle West states as well as the West states highlighted will be passed out and have the students label as many as they know in 15 minutes.

Closing:

Recite the acronym for both regions with the class is until everyone knows it and can recite to the teacher alone. Tell the students when they leave the class; look for quarters with different states for whatever West and Middle WestStates that has an empty hole on the wall AND any other quarters they think will belong in the Northeast region. In addition to this, ask the students to think and look for things that relate to the Middle Weststates they have just learned. It can be through internet, television, family vacations, sports (football, basketball, etc) actors or actresses and so on. These things may live in the states, may be from these states, and may play in these states and so on. Have them bring their ideas to class the next day.

Name: Heather Hicks-OttmerDate: Week 1, Wednesday

Subject Area:Social Studies

Lesson Plans

Objective:

The student will be able to label the Northeast region states and memorize the capitals of each state as well as where the states are located at.

The student will analyze the meaning behind each quarter in relation with the state.

The student will create an acronym for the northeast states and capitals.

Reference:TEKS objective(s): Same as Monday

Introduction:

Have the students begin a discussion about the things they have discovered about the West States such as football teams and list them on the white paper under Middle West states and put a specified state the idea is related to as well as find pictures of these ideas and paste them in the United states map. On the main map, uncover the northeast region of the United States and ask the students if they know any of these states. If they do, label it and ask how they knew it.