Gce- Lesson Planpdf

Lesson Plan (Daniela Gibson) Subject: Social Studies, Second Step Curriculum Class/context: 12 students in a bilingual (English/ German setting), grades 3. Four students are German learners (DAZ), and two students are English learners (ESL). One student is currently being assessed for an ISP (ADHD).

Summary of Lesson: This lesson is part of our Social Emotional Curriculum, Second Steps. In the previous lessons, students have learned to recognize various emotions and explored the concept of empathy. The focus of this lesson is to recognize similarities and differences among people, how they can lead to feelings of exclusion and how to overcome those by relating to the experience of others. It involves partner work in the warm up/review phase. The main activity is a role play (group work) where students explore constructive ways of overcoming feelings of being different and exclusion by recognizing similarities and understanding differences between people and cultures. For the formative assessment, students have the opportunity critiquing each other’s work by using key concepts such as (similarities, differences, empathy, understanding of cultural contexts) in a teacher guided discussion.

Section One: Identifying All Standards And Objectives Objectives Name similarities and differences between people and predict how others will feel when teased for being different. Develop respectful communication skills that show sensitivity for differences among people and cultures.

Standards CSTP 2.1: Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully NBPTS, Generalist Middle Child Hood, Standard 2: Respect for Diversity ISTE for teachers, standard 3a: Create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that build relationships and community.

Section Two: Methods of Assessment Pre-Assessment

Prior to the lesson, students will be asked in partner work to practice recognizing emotions as reflected in facial expression and body language and reflect on each other’s differences and similarities. The teacher will circle around students groups and highlight critical responses whole class. This phase is intended to allow students to explore their prior knowledge and to promote the teachers' understanding of what the students know, don't know, and should learn.

Formative Assessment In groups of four, students will video tape their role play and then analyze it with the feedback of peers (class) and questions prompted by the teacher.

Section Three: Identifying the Learning Activities/Instructional Strategies And Details As To How The Lesson Will Be Carried Out Sequence of Instruction: Review and introduction of new concepts: Review and pre-assessment of skills learned as part of the second step curriculum in the previous lessons: Recognizing and naming different emotions. Introduction/ warm up to recognizing similarities and differences among oneself and others (Partner work, 8 minutes). Review and highlighting (whole class/ teacher lead). Moving from seeing differences as dividers among people to understanding and embracing them: • Picture of Second Step, Lesson 9, 3rd grade (attachment 1): • What similarities/differences do you notice? • How might the students in the picture feel? • Teacher provides background story to picture (teacher lead, whole class, 10 minutes) • How can we relate/ show empathy with the students? Activity: • Brainstorming: Have you experienced similar situations? How did you feel in this situation? What would have helped you? (attachment 2) • Role Play Activity to be video tapes (groups of 4, 30 minutes) Wrap Up/ Assessment: Groups share their video with the class. Formative assessment through teacher guided questions/feedback and student feedback.

Materials: Picture, Second Step Curriculum, Grade 3, lesson 9 (attachment 1)

Differentiated Instruction: •

• •

Students are paired up according to language abilities (ESL student with native speakers) and according to social-emotional skills and comfort zones and diverse cultural experiences and backgrounds. This is relevant to both the initial partner activity (table partners have been selected accordingly) and the group activity. The image (attachment 1) allows language learners through visual means. A vocabulary list is provided for both English and German language learners

Use of Technology: • •

The Smartboard is used to display the image (attachment 1) and to project the videos to the large screen (links are being emailed from student accounts to teacher) iPads are used to record video of role play

Next Steps: • In my school-home connection, parents will receive a summary of the lesson, list of key words, and an invitation to build on the lesson at home. • For next week’s playlist, students have the choice of making a comic that illustrates a situation where to people meet, encountering differences in language, appearance and behavior • Second Step lesson 10 will focus on using communication skills that enable students to make new friends.

Section Four: Lesson Analysis • • • • •

What went well? Planning Reflection Teaching Reflection Student & Evidence Improvements