Social Interactive Model (Cooperative Learning) Lesson Plan

Teacher: Andrea Johnson

Grade Level: 6th

Lesson Duration: 60 minutes, weekly

Curriculum Area: Social Studies

Topic: Ancient Egypt

Overview:

The topic of this lesson plan is Ancient Egypt culture for a sixth grade Social Studies class. The lesson will be taught using the cooperative learning teaching strategy - Student Teams—Achievement Division to develop social interaction. This lesson is taught to review students’ knowledge of Ancient Egyptian culture and will be completed at the end of each week. It will be used to teach students how to communicate and work with each other cooperatively to achieve a common goal.

Academic Goals:

Sixth grade students will work cooperatively in team study groups to discuss Ancient Egypt culture and complete the study guide given.

Sixth grade students will investigate and reflect on the culture and belief systems of Ancient Egypt.

Social Goal:

Sixth grade students will work together and contribute to each other’s learning.

Standards:

National Standards

Social Studies Standard #1 - Culture

Social Studies programs should include experiences that provide for the study of culture and cultural diversity.

NYS Learning Standards

Social Studies Standard #2 – World History

Key Idea 1

The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social, and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different different people view the same event or issue from a variety of perspectives.

Performance Indicators

Know the social and economic characteristics, such as customs, traditions, child-rearing practices, ways of making a living, education, and socialization practices, gender roles, foods, and religious and spiritual beliefs that distinguish different cultures and civilizations.

English Language Arts Standard 4 – Language for Social Interaction

Students will listen, speak, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.

Performance Objectives:

Given index cards, the student will create 3 questions for their classmates to answer correctly.

Given the “Welcome to Ancient Egyptian Realm” Web Quest, the student will identify 4 out of 6 characteristics of Ancient Egyptian culture.

Given an assigned group, the student will work effectively in a cooperative group.

Given an assigned group, the student will appreciate working together.

Materials:

Index cards

Quiz

Ancient Egypt Web Quest – “Welcome to the Ancient Egyptian Realm”

Poster displaying rules for group work

Individual and Group Feedback on Collaborative Teams

Anticipatory Set:

In order to start this lesson, I will ask the students if they have ever been on team. I will ask the students what it means to be on a team. I expect students to state that working on team means that they have to cooperate, working together, they all want the same goal, etc. I will then say that we are going to review some rules for working together as a team. On poster board, I will list things such as always listen to each other opinions, be respectful, etc. I will post these on the front board. Next, I will tellthe students that this week, we learned about Ancient Egyptian culture and today we will work in study teams.

Development:

I will explain to the class that I will be teaching this lesson using the 4 T’s - Teach, Team Study, Test, and Team Recognition to help us work together. I will write these terms on the board. I will then tell the class the expectations for each phase. I will explain that since we have been learning about all aspects of Ancient Egyptian culture including their religion, clothing, housing, and their daily life, now it was time to see what we have learned and how we can learn from one another. Every week, we will learn about a different aspect of Ancient Egyptian culture. Every day I will present new concepts about culture using lecture, Smart Board, or have the class work in pairs on the Ancient Egyptian Web Quest provided. I will select 5 study teams. The teams will be comprised of 4 to 6 students who are equal in academic ability, gender and ethnicity. I will have each team create a name for themselves. I will explain to the class that their job as a member of the team is to ensure that everyone understands what was taught previously. For homework, I would have had the students create 3 questions (with answers) from what we learned this week or what they have learned from completing the Web Quest on index cards. The other team members will have to answer the questions given. If someone on the team is having difficulty, the other team members will review the concept. Students will provide each other with their own strategies or mnemonic devices to aid with studying. I will tell the students that it is important that every member is on the same page regarding the information, because team averages will be recorded. I will give the students 60 minutes to meet with their group. After the team study is completed, I will give a quiz (see attached) to measure knowledge gained. These tests are individual and students cannot help each other. After each test is scored, I will have a ceremony, giving recognition to the team with the highest average. The team with the highest average will receive a 1st place medal and it will be noted on the weekly recognition chart. As weeks past, the team that has most improved team score will also receive a honorable mention.

Monitoring Cooperative Learning Process:

I would help the students incorporate the 5 principles of a Collaborative Lesson including positive interdependence, individual accountability, group processing, social skills, and face-to-face interaction. While the groups are working, I will be walking around to each group monitoring the social and academic skills of the students. I will make sure that the team members are strategically seated in order to encourage “eye-to-eye, knee-to-knee” interaction. I would make sure that each member has 3 questions to ask of the group in order to encourage interaction and conversation. I would make sure that each student is utilizing adequate collaborative social skills to function successfully. Students will be given enough time and encourage to participate in reflection about what was learned and how it was learned. Each student will be accountable for their own learning, so I would want to see frequent sharing of thoughts and ideas. I would encourage all members to participate and intervene only when necessary.

Assessing and Processing:

I will assess each member’s individual learning by noting their individual quiz score and my observation of their input to the group. For the assessment of the group productivity, I will use a rubric and use the scores to demonstrate how well and efficiently the groups worked. I will ask the students to reflect upon how well they all worked together, and I will ask them to comment on the cooperative learning process.

Closure:

I will invite the students to conclude what they have learned during the lesson. I will also encourage the students to fill out the Self-Assessment Rubric for Individual and Team work. I will ask the groups to share their group processing discussions to the rest of the class.

Critique Questions:

Did my lesson promote cooperative learning?
Were my goals, standards, and objectives appropriate for my lesson?
Did I encourage the 5 principles of cooperative learning – face-to-face interaction, group processing, individual accountability, etc?
Did my individual and group rubric effectively address social interaction and collaborative work?
Was my Anticipatory Set engaging?

Team Recognition Chart (To be displayed in the classroom)

Teams / Week 1 / Week 2 / Week 3 / Week 4
Mummy Madness /
Team Egypt
Nile Navigators /
Honorable mention Improved their score by 7 pts.!
Team Nefertiti
Team Ra

Group Work Rubric

Requirement / Attempted / Acceptable / Admirable / Awesome
Contributions / 1 / 2 / 3 / 4
-Seldom cooperative
-Did not do any work
-Rarely offered useful ideas / -Sometimes cooperative
-Could have done more
-Sometimes offered useful ideas / -Cooperative
-Did their part of the work
-Usually offered useful ideas / -Always willing to help and do more
-Did more than others
-Routinely offered useful ideas
Working with others / 1 / 2 / 3 / 4
-Rarely listens to, shares with, or supports the efforts of others.
-Often is not a good team member / -Often listens to, shares with, and supports the efforts of others.
-Sometimes not a good team member / -Usually listens to, shares with, and supports the efforts of others.
-Does not cause problems in the group / -Always listens to, shares with, and supports the efforts of others.
-Tries to keep people working together.

Focus on the task

/ 1 / 2 / 3 / 4
-Does not focus on the task and what needs to be done.
-Lets others do the work. / -Sometimes focuses on the task and what needs to be done.
- Other group members must prod and remind to keep this person on task. / -Focuses on the task and what needs to be done most of the time.
-Group members can count on this person. / -Almost always focused on the task and what needs to be done.
-This person is very self-directed.

Points Earned: ______

Points Possible: 12

Grade : ______

Adapted from:

Individual Feedback on Group Work

Did I relay enough information to my teammates?

YesNoSomewhat

Do I feel that my participation was significant?

YesNoSomewhat

Did I listen to my teammates input?

YesNoSomewhat

What was my contribution to the team?

What will my team and I do differently next time?

Rate of my group members’ participation:

Name

______321

3 = great participation

2 = average participation

1= little or no participation.