Lesson Plan: Unit/Chapter Objective/Generalization/Big Idea

Lesson Plan
Teacher Candidate: Sophie Schultz

Grade and Topic: 2nd Social Studies
Mentor Teacher: Professor M. Phillips and Professor B. Murdock
Date: 12/4/16
Length of Lesson: 60 minutes for 3 days
School: University of Memphis IDT
3600
UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

The Tennessee history group presentation is part of a unit that covers famous people in Tennessee history. The
lesson will show students the significance of some of the most influential people in Tennessee history. Each
student will also get a handout to fill in as each group presents their appointed person. Students will be graded
on their collaborative writing piece that they will create using computers and the electronic presentation of their
choice. They will also be graded on their comprehension of the material by turning in their fill in the blank
follow along handout.
The goal of this lesson is to have the students gather and comprehend information about famous people in
Tennessee history using a multi-application group project and a follow along handout.
LESSON OBJECTIVE:
Given a group of classmates, each student will choose a position to hold within the group, with 100%
participation.
Given a computer, the group of students will look up and record facts about their assigned topic, with 100%
participation.
Given help from the teacher, the group of students will create a writing piece of the information to a
presentation style of their choice, with 100% participation and accuracy.
Given a projector and help of the teacher, the group of students will present their piece to the class, with 100%
participation and accuracy.
STANDARDS ADDRESSED:
2.33 With guidance and support from adults, use a variety of digital tools to produce and publish a writing piece
in collaboration with peers on a famous American to describe how his or her accomplishments were significant.
ISTEstandard:
ISTE standard 2. Communication and Collaboration: Students use digital media and
environments to communicate and work collaboratively, including at a distance, to support individual
learning and contribute to the learning of others.
A. Interact, collaborate and publish with peers, experts or others employing a variety of digital
environments and media.
B. Communicate information and ideas effectively to multiple audiences using a variety of media and
formats.
MATERIALS:
Classroom laptop set
Internet search engine
Prezi/ Word/ Keynote/ Comic
BACKGROUND and RATIONALE:

Students will understand and correctly comprehend the significant facts about the famous people in Tennessee
history, and will also be able to clearly relay the information through presentations.
Academic Language is not addressed in IDT 3600.
This is the first Social Studies lesson on Tennessee history.
After this lesson, the class will build on this topic by being tested over the different people covered in this
project. They will also use their knowledge on these people in future readings and assignments in this lesson.
Differentiated activities and assessments will need to be planned to accommodate any special education
students, or students who may not meet the expectations.
PROCEDURES AND TIMELINE:

Introduction: I will begin by announcing to the class that they will be getting to work in groups to do a project
on the computers. Then I will display an example of the final product on Davy Crockett as a comic so they can
see what they can potentially do. This should excite the students because they will be getting to work with their
classmates, and they will be getting to use computers for the assignment
Procedures:
Assigning groups (5 minutes)
- Students will be numbered off 1-5.
- Next students will get in groups according to their numbers.
Pass out materials (5 minutes)
- One student from each group will come get 1 laptop for the group.
- A different student from each group will come get a worksheet for each individual of the group.
Assign topic and instructions (10 minutes)
- One student from each group will draw a name out of a basket and present to the class who they
pulled (the name pulled is the person their group is assigned).
- Once all groups have an appointed topic, the students will be instructed to assign each member a
group role (researchers, scribes, presenters).
- Then instructions will be given on how to make the final product (Prezi, Keynote, Word document,
Comic).
Group work (35 minutes)
- Students will work on making their presentations.
Clean up (5 minutes)
- One student per group will put away their laptop, and students will be responsible for keeping up
with their follow along handouts.
Presentations (on day 3, for 60 minutes)
- Students will come up and present group by group, while filling out their follow along handouts.
- Students will turn in their follow along handouts after al presentations are done.
Closure: Students will come up by group and share their presentation. During these presentations, other groups
will fill out the corresponding information on the follow along handouts. After all presentations are completed,
the students will turn in their handouts.
ASSESSMENT EVIDENCE:
Tennessee History group presentation rubric
Criteria
Graphic images
Very few or none of
Only a few of the
Almost all of the
All of the chosen
represent the facts the chosen

chosen graphics
used,
graphics represent
clearly or
and depict the correct
the facts used, no pictures
somewhat clearly
person
of the assigned person. represent the
chosen graphics
graphics very
clearly represent
clearly represent
the facts used, some

the facts used, plenty
pictures of the
pictures of the assigned
facts used, very few assigned person. person.

pictures
of the assigned person.
Rationale for
The rationale for
The rationale for
The rationale for
The rationale for all
using the
very few or none of
some of the
almost all of the
of the chosen
graphics
the chosen
chosen graphics
chosen graphics
graphics very
graphics
demonstrates a
clearly
clearly
demonstrates an
fairly appropriate
demonstrates why demonstrates why
appropriate
representation of
the image is an
the images were an
representation of
the concept.
appropriate
appropriate
representation
representation of
the concept.
the concepts.
Reflections
The reflection does
The reflection
The reflection
The reflection
not demonstrate an
demonstrates a
demonstrates a
demonstrates a
understanding of
somewhat vague
somewhat clear
clear understanding
the person
understanding of
understanding of of the person
and/or what it
the person and
the person and
and what it means
means to the
what it means to
what it means to
to the student.
student.
the student.
the student.
MODIFICATIONS:
I understand modifications may need to be made for students who did not meet the expectations. Students who
are absent may be given time on the computer to fill out their follow along handout. Students who do not
participate may be given an alternative assignment and the chance to make up to 70% on it. If this is not
achieved, students may participate in the earliest opportunity for extra credit.
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Lesson Plan

Teacher Candidate: Sophie Schultz

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

BACKGROUND and RATIONALE:

PROCEDURES AND TIMELINE:

Very few or none of

Only a few of the

Almost all of the

All of the chosen

represent the facts the chosen

the facts used, some

pictures of the assigned

facts used, very few assigned person. person.

The rationale for

The rationale for

The rationale for

The rationale for all

very few or none of

almost all of the

demonstrates why demonstrates why

the images were an

The reflection does

understanding of of the person

the person and

the person and

and what it means

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