Assignment 11: Social Studies Lesson Plan Selection

Assignment 11 For This Lesson Plan You Will Select One Social Studie

For this lesson plan, you will select one social studies and one ELA standard to integrate into a lesson. Choose standards that you will be teaching a lesson on in the future, so that you can utilize the lesson you make. If you are currently not in a classroom or teach another subject (such as PE) or if you are not currently teaching, choose a grade level that you would be interested in teaching in the future and choose a standard. Use this NC DPI link when you are choosing your standard. Make sure you are looking at the standard and the link for "Unpacking the Standard". Create the lesson plan using one of the ideas from provided sample links or do your own research for an integration activity. Use the attached lesson plan template to create your lesson, ensuring it is written in narrative form and addresses all prompts. Review sample lesson plans to guide you. Complete and submit the assignment by Saturday at 11:59.

Paper For Above instruction

The goal of this lesson plan is to effectively integrate a social studies standard with an English Language Arts (ELA) standard to enhance student learning through interdisciplinary teaching. The process begins with selecting appropriate standards suited for a specific grade level and curriculum goals, using resources such as the North Carolina Department of Public Instruction (NC DPI) standards and "Unpacking the Standard" guides. An effective integrated lesson necessitates thoughtful planning, innovative activities, and clear assessment strategies that demonstrate understanding of the standards' intent.

To craft this lesson plan, educators need to identify a grade-appropriate social studies standard, such as understanding community roles or historical events, and pair it with an ELA standard that supports literacy skills like comprehension, vocabulary, or writing within a social context. For example, a teacher might choose a standard related to the American Revolution and incorporate reading comprehension and writing standards to foster literacy skills while exploring historical concepts.

One recommended approach involves using sample ideas from well-established lesson plan resources, such as "Sample Lesson Plans Integrated," "Re-Integrating Language Arts and Social Studies," or "Blending Language Arts and Social Studies." These samples serve as models for designing engaging, interdisciplinary activities that promote critical thinking and language development. The lesson plan should be created following the provided template, incorporating clear objectives, standards, instructional activities, assessment methods, and materials required.

In designing the lesson, teachers should ensure activities are student-centered, promote inquiry and discussion, and adhere to grade-level norms. For example, students could engage in role-playing historical figures, creating timelines, or collaborative reading projects that tie into writing assignments. The assessment should measure student achievement of both the social studies and ELA standards, through formative or summative means such as quizzes, presentations, or written reflections.

Overall, this interdisciplinary planning enhances students' ability to understand content deeply while developing essential literacy skills. Teachers should reflect on how the activity promotes understanding of both standards, provides opportunities for learners to demonstrate their knowledge, and aligns with curriculum expectations. The final lesson plan will be a comprehensive narrative that articulates the instructional goals, activities, assessments, and materials, demonstrating a cohesive integration of social studies and ELA.

References

• North Carolina Department of Public Instruction. (n.d.). Standards and Curriculum. https://www.dpi.nc.gov
• Heitin, L. (2019). Integrating Social Studies and Language Arts. Education Week.
• Harvey, S. (2018). The Power of Interdisciplinary Instruction. Journal of Curriculum & Instruction, 10(3), 25-35.
• Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. ASCD.
• Lynne, M., & Sinclaire, S. (2020). Assessing Interdisciplinary Learning. Teaching and Teacher Education, 96, 103159.
• National Council for the Social Studies. (2010). Expectations for Social Studies. NCSS Standards.
• Moje, E. B., & Luke, A. (2009). Literacy Engagement and Social Studies. The Reading Teacher, 63(4), 312-320.
• Nystrand, M. (2006). The Role of Discourse in Teaching and Learning. Teachers College Record, 108(6), 1234–1265.
• Fisher, D., & Frey, N. (2014). Better Learning Through Structured Teaching. ASCD.
• Gough, P. B., & Tunmer, W. E. (1986). Decoding, Reading, and Reading Disability. Remedial and Special Education, 7(1), 6-10.