SocialStudiesLessonPlan

KaminaHam

GradeLevel/Subject:
5th/SocialStudies&Reading

CentralFocus:Comprehension,CharacterEmotions,Eventsof9/11

Rationale:Thepointofthislessontohelpstudentrealizetheimpactof9/11physicallyandemotionallyinthe
environment.Itshowsthecompassionandempathypeoplecanshowfromacrosstheworld.Inaddition,studentshave
learnedinfourthgradetoexplainwhatevents,ideas,orconceptstheynoticeinastory.Thislessonfurtherexpandstheir
abilitytomakeconnectionsandnoticerelationshipsbetweeneventsandindividuals.
EssentialStandard/CommonCoreObjective:
CCSS.RI.5.3

Explaintherelationshipsorinteractionsbetweentwoormore
individuals,events,ideas,orconceptsinahistorical,scientific,or
technicaltextbasedonspecificinformationinthetext.

5.G.1.2Explainthepositiveandnegativeeffectsofhumanactivityon
thephysicalenvironmentoftheUnitedStates,pastandpresent.

Datesubmitted:9/5/16

Datetaught:9/13/16

DailyLessonObjective/BehavioralObjective:Afterlisteningtoa9/11summaryandthebook14cows,studentswill
answerquestionsaboutcharacteremotionsandtherelationshipsbetweentheMaasaiand9/11.Theywillexplainhow
individualsin9/11affectedhistoryandtheenvironment.

Performance:Studentswillcompleteaworksheetthatrequiresthemtocreateapoemandanswerquestionsaboutthe
impactofhistoryandalsowhattheylearnedfromthebook14Cows.
Conditions:Studentswillworkindependently.
Criteria:Studentsareexpectedtoearn8outof10points

AcademicLanguageDemand(LanguageFunctionandVocabulary):
Languagefunction:Explain,Write
Vocab:characters,emotions,evidence,poem
Syntax:noun,adjective,verb,sentence,subject,lines
PriorKnowledge:
Knowledge:historyof9/11,characteremotions,nouns,adjectives,poems,verbs,
Skills:recallingeventsinastory,identifyingcharactersemotions,explaining

Activity

1.FocusandReview

DescriptionofActivitiesandSetting

Time

Goodmorningclass.Asyoucomeinpleasegetoutyournotebookanda
pencil.Iwillneedavolunteertopassoutaworksheet.Thanks.Does
everyonehaveaworksheet?
Worksheet:
https://docs.google.com/document/d/1FMjjcIf1mwJkStZ0ZqukKmAEqzLBf
B3XvyN5B3R_54/edit?usp=sharing

Okay.SoonSundayitwasSeptember11th.Iwantyoutowritedownwhat
youknowabout9/11inthefirstboxonquestion1ofyourworksheet.

Cananyonesharewithmewhattheyalreadyknowabout9.11?
Wasanyoneyouknowaffectedby9/11?
Wereyourfamilyorfriendsaffected?Wereyou?

23min.


Thankyouforsharing

Studentswillsharewhattheyknowabout9/11andtheirexperiences.They
willalsohaveaworksheetthatasksthemtolistwhattheyalreadyknowabout
9/11.

Greatjobtellingmewhatyouknow.Todaywearegoingtolearnabout9/11
andhowthiseventaffectedtherelationshipsandeventsinastory.Usingwhat
2.StatementofObjective
youlearned,youwillcompleteaworksheetandapoembasedontopicsand
forStudent
ideaswediscussed.Thetopicof9/11isimportantbecauseitaffectedmany
differentpeopleallovertheworld.Itwillcontinuetobememorialized.
Letsseewhathappenedin9/11.Iwillreadabriefsummary.
https://www.911memorial.org/sites/all/files/Museum%20Guide%20for%20Vi
sitors%20With%20Children.pdf

Studentswillanswerquestionsthroughoutthereading.

Wheredidtheeventshappen?
Wheredidthevictimsof9/11live?
Whatimpactdid9/11haveontheenvironment?

Powerpointwillbeusedformaps,pictures,anddiscussionquestions.
https://docs.google.com/presentation/d/19D0KPtlexu1PETYh7RJb4RujnW
092nJkML5AsPwqA/edit?usp=sharing

Alright,sonowthatweknowwhere9/11happened.Ineedavolunteerto
pointwhereNYCisonthemap.Thankyou___.

Lotsofpeopleknewabout9/11andwereaffectedbyit.Manydifferent
countrieswereimpacted.Kenyawasonecountrywhohadpeoplethathelped
3.TeacherInput
theUS.CansomeonepointtowhereKenyaisonthemap.?Whereis
Africa.?

Studentswilldiscusswhattheyknowabout9/11andthenhelpmelookfor
KenyaandNewYorkcityonthemap.Theywillcometotheboardandpoint
outwhereKenyaislocated.

NowletstalkaboutagroupofpeoplenamedtheMassai.Hasanyoneever
heardoftheMassai?Okay.Thatisfine.Letmetellyouaboutagroupof
peopleinKenya,whowereaffectedby9/11.TheMassaiwillalsohelpus
understandourstory.

Onablankpageinyourjournaldrawalinehalfwaythroughthepaper.Put
Massaiinthecenterofthefirsthalf.Wewillcreateawordlein1minbased
onthepicturesyousee.Letstakealookatthesepictures.Writeasmany
wordasyoucanthinkofin1min.Describetheclothesyousee,thesetting,
thecolors.(Onpowerpointtherearedifferentpictures.)

23min.

10min

4.GuidedPractice

5.IndependentPractice

Whatdidyouguysthink?...Okay.NowMs.Kingwillgiveyouasummary
onwhotheMassaiare.Asshereadstoyoufeelfreetoaddmorewordsto
yourwordle.

OkaygreatsowhyarecowssoimportanttotheMassai.Couldyouimagine
cuttingoffyourhairorhavingreallyshorthair?.

Studentswillcompleteawordleandmakeinferencesbasedonthepictures
theysee.Studentswillsharewhattheyfoundoutbasedonthepicturesand
answerquestionswhiletheteacherreadsasummaryoftheMaasaipeople.

AwesomesonowthatweknowabouttheMassai,and9/11letusreada
bookcalledthe14CowsforAmerica
The14cowsisareallycoolbookthatgivesyouadifferentperspectiveon
9/11.BeforewereadIwanttopointoutsomediscussionquestionstokeepin
mind.Iwillalsoasksomequestionsthroughoutthereadings.(Discussion
QuestionsOnPPT)

Studentswilldiscussquestionson9/11andthebook,14CowsForAmerica,
whiletheteacherreadsthebook.

Okaysowhatcansomeonetellmeaboutthebook.

HowdoyouthinktheMaasaifeltwhentheyheardthestoryof9/11?
WhydoyouthinkKimeligavehisonlycowtotheUnitedStates?
Whydidtheothersjoinintoadd13more?
Whatdidthegiftof14cowsdofortheUnitedStates?
Canyouthinkofatimewhenyoudidsomethingniceforsomeone
whowassuffering?

Thankyouforparticipating.

Nowitistimetoanswertherestofthequestionsontheworksheetand
completeapoemindependently.Iwillgiveyouabout10min.tofinishallthe
questionsandthenwewilltalkaboutCinquainpoems.(Breaksostudent
andwork)

OkaysonowwearegoingtocreateownCinquainpoem.Acinquainpoem
isapoemthathas5linesandcertainrules.LookontheboardsoIcanshow
youtherules.
Helpmetoreadthefirstguideline____.(Gatherstudentvolunteerstoread
whatwearesupposedtodo)

LineOneOneword:noun(Whatisanoun?)
LineTwoTwowords:adjectivesdescribingLineOne
(Whatisanadjective?)
LineThreeThreewords:actionverbsrelatingtoLineOne
(Whatisanactionverb?)

56min.

1520min


LineFourFourwords:acompletesentenceaboutLineOne
(Whatisacompletesentence)
LineFiveOneword:asynonymofLineOneorwordthatsumsitup
(Whatisasynonym?)

Doesanyonehaveanyquestions?Okaygreat,sohereisanexample
(examplewillbeonppt.).

Nowitistimetomakeyourownpoem.Yourpoemmustfocuson9/11,the
14cowsbook,ortheMassai.Chooseonewordtostartwithandcontinue
fromthere.Doeseveryoneunderstand?

(Givestudenttimetocreatepoem)

Everyoneworkedreallyhardoncreatingtheirpoemandcompletingthe
worksheet.Wouldanyoneliketosharetheirpoem?....Thanksforsharing.

Studentswillcompleteaworksheetandthenacinquainpoem.independently.
Theywillreviewwhattheyknowaboutnouns,verbs,adjectives,and
synonyms.Theywillalsoreadthespecificguidelineswiththeteacherto
figureouthowtowriteaCinquainpoem.Studentsmustusecomprehension
skillstoanswerthequestionsbasedonwhattheylearned.Thepoemsshould
reflectthemainideastheylearnedfromtodayslessonaswell.

6.AssessmentMethods
ofallobjectives/skills:

Formativecheckedthroughobservationsandquestions
SummativeTheworksheetassignmentandpoemwillbegradedandshow
masteryofwhatstudentsknowaboutthebookandtheimpactof9/11.
Total=10points

1pointperquestion(5Qs)(Total=5)
1pointforeachlineofthepoem(5lines)(Total:5)

Mastery:Completingtheworksheetandpoemcorrectly.
PartialMastery:Completepartofthequestionsintheworksheetandnotfollowingsome
oftheguidelinesofthepoem.
Nomastery:Completed2questionsanddidnotcreateapoembasedonguidelines.
WSAnswerKey:
https://docs.google.com/document/d/1tgyWlXDpzXBdeMrhi3GMYnzpI7HNsNiFOu0Ga
aTuzU/edit?usp=sharing

7.Closure

Todaywetalkedabouthow9/11affectedtheenvironmentinanegativeway
bycausingpollutionandbuildingstocollapse.Inourstory,14cowsfor
America,Kimeli,abraveandcompassionatemangavehisonlycow,which
wasanextremelyvaluableofferingtotheUS.Hefeltsadandwantedtolower
thepainoftheUScitizenswhohadlostfamily.Kimeliwasapartofthe
Massaitribe,whoworeredandlivedinKenya.Heencouragethemtogive


cowsasanoffering.14cowsweregiventotheUSandtherewasabig
ceremonyhonoringthisgift.

Solet'smovebacktothefirstquestion.Thisisthesecondboxinthefirst
question.Pleasewritewhatyoulearnedabout9/11,theMassai,orthe14
CowsforAmericabook.Whenyouarefinished,turninyourworktoyour
sleeveonthewall.

(Givestudentssometimetoinputwhattheylearned)

Studentswillfinishquestionnumberoneofworksheetaboutwhatthey
learnedandreviewwhatthestorywasabout.

TargetedStudentsModifications/Accommodations:
BehaviorDisorder:Iwillgivethatstudentastickerforcompletingeachquestionorline,sotheyaremotivatedto
continue.andtheycanseetheirprogress.

Materials/Technology:
Powerpoint,Worksheet,Journal,Pencil,Computer,Projector

Worksheet:
https://docs.google.com/document/d/1FMjjcIf1mwJkStZ0ZqukKmAEqzLBfB3XvyN5B3R_54/edit?usp=sharing
WSAnswerKey:
https://docs.google.com/document/d/1tgyWlXDpzXBdeMrhi3GMYnzpI7HNsNiFOu0GaaTuzU/edit?usp=sharing
Powerpoint:
https://docs.google.com/presentation/d/19D0KPtlexu1PETYh7RJb4RujnW092nJkML5AsPwqA/edit?usp=sharing

Book:14CowsofAmericabyCarmenAgraDeedy,ThomasGonzalez

References:
http://peachtreeonline.com/pdfs/14CowsTG.pdf(Massaiand14cows)
https://www.911memorial.org/sites/all/files/Museum%20Guide%20for%20Visitors%20With%20Children.pdf(9/11
Summary)
https://whitelake.k12.sd.us/elementarycomputers/6thgrade/sixth_grade_cinquains.htm(ExampleofCinquainPoem)

Reflectiononlesson:

Thepreparationforthislessonwasstressful.IcotaughtwithanotherUNCCstudentandwewerenotabletositdown
andtalkaboutwhatweeachwantedtodo.Ifeltlikeitwaslastminute.Wetriedtomeettodiscusswhatweweregoingto
do,butIwascutoffandwewerenotreallylisteningtoeachother.Iwastryingtolookforsolutionspriortothelesson.I
wasnervousaboutthelessonandIwantedtoaddmoreinteractiveactivitiesforthestudentstodo.Myfavoritesubjectis
notreadingsoIhadtomotivatemyselftotakeinterestinthislessonandthenteachthemainpointstomyclass.The
standardswerehardtoincorporateinthelessonbecauseIdidnotwanttocompletelydisregardwhatmycoteacherhad
created.ThefactthatIcombineditwithcomprehensionwasalsoalittledifficulttomaster.

My5thgradestudentsreallyenjoyedthelesson.Theywereprettycompliantandparticipatedinthelesson.Inoticed
throughobservationthattheylovetotakeonresponsibility.Itriedmybesttoincorporatethisinmylesson,byallowing
themtohelpeachotherfindpointsonthemap,passoutpapers,andtellingthemtherulesoftheclass.Theparticipation


ofthestudentswasreallysuccessful.IthinkitwassuccessfulbecauseIgavepositivefeedbackandIwasclearinmy
directionsandquestions.Ilovedtheresponsesandthestudentinvolvement.Thiswasapositiveandanegativething
becauseIthinkIspenttoomuchtimeonthisaspectofthelesson.Basedontheworksheetsandthepoemsthatstudents
completed,Ithinkabout75%masteredthelesson.Ilookedaroundatsomeoftheanswersstudentsputforthequestions.
StudentsdidlearnabouttheMassaitribeandhowtheyhelpedthepeopleoftheUS.Theyalsolearnedhow9/11impacted
thephysicalenvironment.InthebookthestudentlearnedaboutKimelisemotionsinthebookandhowthatcausethebig
eventofgiftsofthecows.Iwantedthemtolearnabouttheimpact9/11hadondifferentcountriesandIthinkmost
studentsrealizedtheimportanceof9/11.Studentsalsounderstoodcompassionandhowonemangavehisonlycowto
makesureotherpeoplewereokay.

Alesssuccessfulpartofthislessonwasthefactthatstudentswereconfusedthroughoutthelesson.Thishappened
wasbecauseIdidnotaskthemiftheyhadanyquestionsaftergivinginstructions.SomesolutionsorsuggestionsIwould
giveformyselfwouldbetoprepareandsetatimetomeetwiththecoteacheratleastadayor2beforethelesson.This
wouldimprovethelessonbecauseitwouldhaveallowedforsmoothertransitionsandanticipationofwhatwouldbe
comingnext.Ishouldhaveaskedifstudentsunderstoodthecontentandsetatimerinordertobalancestudent
involvementandteacherinput.WhenIobserveIshouldhavewrittentheaverageaboutoftimetheteachertakesonher
readingandsocialstudieslessons.Thiswouldhavehelpedwithmyownpacing.

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