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LP3:20SS

LP3:20SS

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Published by: Frances Sullivan Brandt on Mar 01, 2013
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Field Seminar Frances Brandt Term IV Lesson Plan-Social Studies 2/12/13
Wednesday, March 20, 201311:40-12:30Video Clip: JFK 
“Ask not what your country can do for you…”
 GOALS/OBJECTIVES
SWBAT analyze a primary source to understand
the meaning of JFK’s “Ask not what your country can do for you, ask what you can do for your county.”
 
SWBAT identify actions they can take as citizens of Room 119 in response to JFK’s
call.SWBAT identify character traits that they want to work to become more of in
response to JFK’s call.
 
STANDARDS
5.2.2.D Explain responsible community behavior.8.3.2.B Identify American artifacts and their importance in American history.8.3.1.A Identify Americans who played a significant role in American history.
MATERIALS AND PREPARATION
Materials
 
Student worksheets (one per student, see attached)
 
Computer with video of JFK’s inaugural address
 (http://www.jfklibrary.org/Asset-Viewer/BqXIEM9F4024ntFl7SVAjA.aspx)
 
Chart paper and marker
 
Who Was John F. Kennedy? By Yona Zeldis McDonough
 
A Picture Book of John F. Kennedy by David Adler?
Preparation
 
Create worksheets ahead of time and make 24 copies
 
Replicate student worksheet on big chart paper ahead of time
 
Have video up and ready on computer closest to carpet 
CLASSROOM ARRANGEMENT AND MANAGEMENT ISSUES
 Arrangement 
Students will be seated on the carpet for the first part of the lesson. Thecomputers are directly next to the carpet, so all they will need to do to see the videois turn their bodies to the left. For the second part of the lesson, students will beseated at their desks in their table groups.
Management issues
I do not anticipate any major concerns in terms of behavior management. Ihave intentionally inserted a good amount of engagement and collaboration throughthe turn-and-talk and the small group work to prevent students from getting
 
restless or bored. Students are used to working in small groups and sharing out withthe class, so while I anticipate that the class may get a little loud during this time, Iexpect that it will be an indication of productivity. If it is not, I will stop everyoneand remind them to stay on task.
BODY OF THE LESSON
Introduction (2 minutes)
Yesterday we read 
David Adler’s biography of John F. Kennedy. We talked about the
character traits that we would use to describe JFK. We said that he was ___________.Today we are going to learn some more about the famous speech that JFK delivered during his inauguration in 1961.
Historical Context and Video Clip (9 minutes)
Nat was nice enough to let me borrow his biography of JFK all the way back inFebruary when we were studying biographies! I am going to read you a few pages
 from his book to give you another perspective on JFK’s election and inauguration.
 
Read excerpt from Who Was John F. Kennedy? By Yona Zeldis McDonough (page 67-70). Excerpt ends with
JFK’s
famous quote.
What 
we are going to do now is watch a video clip of this very speech that we’ve read 
so much about. I am going to show you the very beginning, where he recites the oath of 
office, and then I’m going to fast 
-forward to the end because it is a little long.
Show video clip.Discussion (8 minutes)Ask questions to dissect the meaning of the quote and its application in the lives of the students.1.)
 
What did JFK mean by this? Can you put it in your own words? 
 a.
 
Turn-and-Talk with partner next to youb.
 
Call on a few students to share out what their partner said
 2.)
 
What kinds of actions do you think he was hoping to inspire the citizens of theUnited States to take? a.
 
Ask someone to define ‘inspire’
 
3.)
 
What does this mean for us as citizens of Room 119? What kinds of action can JFK inspire us to take here in our classroom? 
a.
 
Ask someone to define ‘action’
 
 
b.
 
Call on a few students.c.
 
If no one offers a suggestion that will guide students in the right 
direction, suggest “Offer to help a classmate if they are having trouble
with th
eir work” or “Pick up trash on the floor even if it’s not mine.”
 Describe worksheet/chart.
You are going to spend some time now brainstorming. I want you to think about the actions that we can take in Room 119
in response to JFK’s call. You are each
 going
to get a piece of paper with a chart on it. I’d like you to talk in your table groups
 for a few minutes about this, and write down as many ideas as you can. Each of youmust be writing on your own piece of paper.
Then, I’ll have you share your ideas withthe rest of the class and we’ll put all of our ideas on one big chart paper.
 Do not worry about filling in the other side of the chart just yet.
Dismiss students to their desks.Small-Group Brainstorm and Share
for ‘Actions’
(7 minutes)Students will work in their table groups to generate an initial list of actions. I willthen ask students to share their ideas with the rest of the class. As they do so, I will
write their ideas down on chart paper under either ‘Actions’
.Small-Group
Brainstorm and Share for ‘Traits’
(10 minutes)
The other column on your worksheet is ‘traits.’ We have been talking a lot about character traits over the past week and a half. I’d like you to think for a minute about 
the character traits of good citizens that we have talked about.What kind of people do you think JFK was hoping to inspire us to be with his famouswords? 
Call on a few students. If they do not offer helpful ideas, suggest 
generous,
 
‘helpful
,
 
thoughtful,
etc.
Go back to working in your table group. Brainstorm a list of traits that you think JFK wants us to exemplify or uphold 
.Students work in table groups to generate an initial list of traits. I will then ask students to share their ideas with the rest of the class. As they do so, I will write
their ideas down on chart paper under either ‘Traits.’
Close (2 minutes)Description of Personal Citizenship Pledge
 ASSESSMENT OF THE GOALS/OBJECTIVES

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