LESSON PLAN NUMBER
1 .
Teacher Education Candidate
Supervising Teacher
UWG Supervisor
Amber Rogers
Katrina Skidmore
Sarah Jones
School
Block No.
Temple Elementary School
2
Subject:
Date of Implemented Lesson Plan
Social Studies
February 9, 2011
Grade Level:
2nd
.
.
.
Teaching Skills Focus for This Lesson: Providing Feedback and Reinforcement
Standards
Specific Learning Objective(s)
Assessment Instrument
(Ex. Test, Poster, Presentation,
Picture, etc.)
Evaluation (Grading) Instrument
(Ex. Point System, Rubric,
Checklist, etc.)
Materials
Sequence of Teacher Actions
*Attention-Getter/Motivator
*Tie to Previous Learning
*Significant Actions to Introduce
and Guide Lesson
Stage 1 The Desired Results
SS2H1 The student will read about and describe the lives of historical figures
in Georgia history.
a. Identify the contributions made by these historic figures: James Oglethorpe,
Tomochichi, and Mary Musgrove (founding of Georgia); Sequoyah (development
of a Cherokee alphabet); Jackie Robinson (sports); Martin Luther King, Jr. (civil
rights); Jimmy Carter (leadership and human rights).
The students will be able to know how Jackie Robinson changed American
history.
Stage 2 Assessment Evidence
Newspaper article
Checklist for: 1. Title 2. Author 3. Five or more complete sentences 4. Key
concepts
Stage 3 Learning Plans
Artifact bag: picture of Georgia, baseball, picture of Brooklyn Dodgers, cut out of
#1, newspaper
Picture of Jackie Robinson
1. The teacher will show the students an artifact bag. The teacher will explain to
the students that there are clues inside the bag about a person who is important in
history. The students will not blurt out, they are to sit and think about what the
clues mean. The teacher will go through each artifact and just say the title of each
item. After the artifact, ask the students to give guesses to who it was or what the
person is representing.
2. Next, the teacher will explain who Jackie Robinson is. Explain that they will
listen to a biography overview of Jackie Robinson and see how the artifacts relate
to Jackie. http://blog.learningtoday.com/blog/bid/19235/Stories-for-Kids-ReadingComprehension-Second-Grade-Fact-and-Opinion
3. The teacher will talk about who Jackie Robinson was based from the reading
and how he has changed African American history and why he is celebrated.
Then, the teacher will talk about Black History Month and why it is celebrated
nation-wide.
4. The teacher will then show a picture of Jackie Robinson and have the kids write
a news article including title and author that would go along with the picture.
Have the students use key concepts: Jackie Robinson, major leagues, baseball, 1st
African American, changing history. There will need to be 5 or more complete
sentences.
Sequence of Student Actions
*Explain How Students Are
Engaged During Lesson
* Explain How Students Discuss
or Present Results of What
They Did During the Lesson
1. The students will view the artifact bag and think about who the clues could be
about. After the teacher is done with showing the artifacts, the students will guess
who it was or what the person is representing.
2. Next, the students will listen about Jackie Robinson and who he was while
reading along on the board.
3. The students will learn about Black History Month and how Jackie Robinson
changed history.
4. The students will write a news article including a title and author that would go
along with the Jackie Robinson picture presented. They will use key concepts:
Jackie Robinson, major leagues, baseball, 1st African American, changing history.
They will write 5 or more complete sentences for their news article.
Teacher’s Lesson Closure/WrapUp/Transition
Have a few students volunteer to read their news article to the class. The teacher
will wrap-up the lesson by talking about how Jackie Robinson was brave and
lived up to his dreams. Explain that in a couple of weeks, we will be talking about
someone else in history who lived up to his dreams.
Adaptations for Exceptional
Students (Anyone who requires
modifications for their needs)
Related Activities/Extensions
(What can students do who need
more than is in the lesson? Should
be related to lesson.)
Students who are not able to write 5 sentences can write 3 or more with only using
Jackie Robinson and changing history as key concepts to include in their article.
Connections to Other Disciplines
Writing
Students can write more than 5 sentences using Jackie Robinson, 1st African
American, changing history, Georgia, Brooklyn Dodgers, and major leagues as
key concept words.
EQ: How did Jackie Robinson change American history?
Agenda:
1. Artifact Bag
2. Reading
3. Who is…?
4. Newspaper Article
Jackie Robinson was the first Black man to play on a
major league baseball team. He showed us that the
color of your skin is not what matters. What matters
is how good you are at something and that you don't
give up.
Jackie Robinson was born in Georgia in 1919. His
family did not have a lot of money. He had four
brothers and sisters. Jackie's father left when he
was just a baby. Then his family moved to California.
Growing up, people thought Jackie Robinson was
very good at sports. He played football, baseball and
basketball in high school. He was also a very fast
runner. Jackie began playing for a league with only
Black players when he was 25.
After the owner of the Brooklyn Dodgers watched
Jackie play, he asked him to join his team. At first,
the other Brooklyn Dodger players would not talk to
him because he was black. But Jackie didn't give up.
He just worked harder to become the best player he
could be. At the end of his first season, he was
voted Most Valuable Player and Rookie of the Year.
I think Jackie Robinson is the greatest baseball
player that ever lived.
The Jackie Robinson lesson was unexpectedly successful. The students in my second
grade classroom were able to effectively explain how history was changed by Jackie Robinson’s
heroic acts and wrote great newspaper articles based on their knowledge of him. Throughout the
lesson, I focused on giving positive reinforcement to my student’s responses and writing verbally
and written on their articles. I tried to make sure each student felt unique about their work. Those
who struggled, I made sure to find a glow and grow point for them to they knew their work was
appreciated. It turned out better than I expected though.
After talking with my supervising teacher, we both noticed the same things about the
lesson that could be improved. Throughout the last part of the lesson, I noticed the students were
writing great articles, but were not in a newspaper style. They were giving basic information
about Robinson, when I wanted them to be more creative and write in a journalistic style. My
teacher and I agreed to review some key points about how newspapers were written before
having them write their own. Also, throughout the lesson, the students did not understand what
the Brooklyn Dodgers or major league baseball league meant. As I found the students confused, I
connected the Atlanta Braves to Brooklyn Dodgers and they gained a better connection. I will be
sure to add these the next time I teach this lesson.