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1.0 Who am I in Pennsylvania?Day 10Krystal Royer4th Grade

Expected Duration: 90 minutes (double period with literacy component)
Concepts: personal identity, poetry, similarities and differences
Vocabulary: N/A
Skills: presenting information to the class

1.1 Integration of Learning Outcomes/Objectives

After completing the I Am poem, students will be able to identify
similarities and differences between themselves and their peers.

Students will be able to create a picture collage based on the
information provided in their partners I Am poem.

1.2 Standards PA & NCSS Themes I - X with sub-themes

PA Standard-16.2: Establishing and Maintaining Relationships

16.2.5.A: Establish relationships that are positive and supportive of others.

16.2.5.B: Recognize and tolerate the uniqueness of all people in all situations.

NCSS.1.4 THEME FOUR: Individual Development and Identity: Social Studies teachers
should possess the knowledge, capabilities, and dispositions to organize and provide
instruction at the appropriate school level for the study of Individual Development and
Identity. Teachers of social studies at all school levels should provide developmentally
appropriate experiences as they guide learners in the study of ideas associated with
individual human development and identity.

NCSS.1.4.dhave learners apply concepts, methods, and theories about the
study of human growth and development, such as physical endowment,
learning, motivation, behavior, perception, and personality.

NCSS.1.4.fenable learners to analyze the role of perceptions, attitudes, values,
and beliefs in the development of personal identity.

NCSS.1.4.hassist learners as they work independently and cooperatively within
groups and institutions to accomplish goals.



1.3 Anticipatory Set


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Begin the lesson by reviewing the basic details we learned about [insert state]
yesterday (location in the Northeast, capital, etc.) by having the students take
out their Northeast unit packet.

Have students flip to the page with the outline of Rhode Island on it and go over
the location of the state as well as the capital and climate.

Hand out the laptops and Scavenger Hunt answer sheet to each student
Explain what the class will be doing and how to access the websites where they
will find the answers.
Tell the class that if there are finished the ten questions, they should hand in the
paper and laptop and begin to work on something in their writing folder quietly
at their desk.

1.4 Procedures

1. The teacher will direct students to their unit packet and briefly review the previous
days lesson and introduce todays state.

2. The teacher will show the students the location of Pennsylvania in the Northeast and
tell them the state capital and climate.

3. The teacher will say that though we live in the same state or area, we are all very
different and its important to be aware of cultural difference and accept them.

4. The teacher will demonstrate whats to be done by the students by showing them an
already completed I Am poem and collage, or modeling how to do both with a
teachers aid, if available.

5. The teacher will hand out blank I Am poems and have each student fill them out
according to heir personal identity.

6. The teacher will provide magazines, scissors, glue, markers, and construction paper
for when they are ready to make a collage about their partners poem. (Students will be
able to create a picture collage based on the information provided in their partners I
Am poem.)

7. The teacher will allow time for each student to show the class the collage theyve
created and tell the class something they learned about their peer which is different
from their own life. (After completing the I Am poem, students will be able to identify
similarities and differences between themselves and their peers.)


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8. The teacher will walk around and listen to the conversations being had by the
partners to make sure they are on-track with the assignment.

9. The teacher will hand out exit slips where the student will have to write 3 new
things they learned about peers during the presentations.


1.5 Differentiation

1. For ELL students: students may use a dictionary in their own language with English
translations in order to find words suitable for the I Am poem.

2. Students with dyslexia may use the computer to fill out their poem so they can see
when errors occur in their spelling and it will be printed out when they are finished
to move on to the next step (collage).

1.6 Closure

Thank everyone for sharing personal information about themselves and teaching the
class new things. Reiterate that we are all important citizens of Pennsylvania because
we all offer different traits which we can share with peers. Different doesnt mean bad
and we should accept our peers for who they are because they are unique and teach us
things we never knew before. Also, some students who are not friends might find
similarities with another person they never would have thought to start a friendship
with. Ask if anyone has any questions or would like to make a comment about the
lesson. Introduce tomorrows lesson by saying we will learn about New Jersey.


1.7 Formative/Summative Assessment of Students (P-12)

Formative: While the class is working on their collages, walk around and ask
questions about what theyve learned and why theyve chosen certain pictures
for their collage. (Students will be able to create a picture collage based on the
information provided in their partners I Am poem.)

Summative: Each student will fill out an Exit Slip stating three new things
theyve learned about their peers. (After completing the I Am poem, students
will be able to identify similarities and differences between themselves and their
peers.)



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1.8 Materials/Equipment

A. STUDENT MATERIALS/ READING RESOURCES: I Am poem template, construction
paper, scissors, magazines, glue sticks, dictionaries, and thesauruses.

B. TEACHER MATERIALS/RESOURCES FOR LESSON DESIGN: Personal example of the I
Am poem and collage ready to go to show them what it should look like and how to
use it. A map of Pennsylvania (inside the unit packet).

C. WEBSITES (see attached page)

D. CONTENT NOTES (see attached page)

1.9 Technology

Technology will only be used in the event that a student is in need of differentiation.

2.1 Reflection on Planning

Initially, I thought, Oh, Pennsylvania paired with Individual Development and Identity?
PIECE OF CAKE! because Im from Pennsylvania and I have a solid understanding of
myself. I was wrong! I do love the lesson Ive developed, but Im having an extremely
difficult time coming up with vocabulary, skills, and content notes! Its so much of a laid-
back plan, more self-discovery and student-driven, as well as peer evaluation versus
instruction and/or lecture.

Im struggling with a lot of the content in a standard lesson plan formatit doesnt help
that this is the first lesson plan Ive ever written in my life! Im hoping that some input
from my group-mates and the professor will provide some clarity, as I really want to
succeed in this assignment. Not only will it help the groups unit plan as a whole, but my
overall learning process as a teacher-in-training.









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Krystal RoyerContent Notes

Who am I in Pennsylvania? Lesson

I. Poetry format
A. I am
1. Cultural identifier (i.e. Italian) or trait about yourself (i.e. funny)
B. I wonder
1. Something you want to know more about
C. I hear
1. A sound youre currently hearing or something which youve enjoyed
hearing
D. I see
1. Something in-sight in the room, or a vision you have for the future
E. I want
1. Birthday present? An A in the class? World peace?
F. I am
1. Another trait about yourself.
G. I pretend
1. Perhaps you pretend to be a superhero or that youre from a different
planet
H. I feel
1. Could be a current feeling or something youve experienced before
I. I touch
1. Something sensory, either in the moment, or reminisce about another
time
J. I worry
1. What are you worried about? A test? War? Hunger?
K. I cry
1. What was the last thing you cried about and why?
L. I am
1. Can be another trait about yourself, or it can resolve any of the previous
lines (i.e. I am [feeling] because I)
M. I understand
1. Whats something you know very well?
N. I say
1. Do you have a favorite quote?
O. I dream
1. Did you have a memorable dream recently? Do you have a big dream,
like MLK Jr?

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P. I try
1. Whats something new youve tried to do recently?
Q. I hope
1. What do you hope for your future? For the future of the US? For the
world?

Website M.I.-Minor Influence or
S.I.-Significant Influence
How easy is it for
teachers to access?
How easy is it for
students to access?
www.teacherspayteache
rs.com
M.I Very easy! You can filter
by categories: grades,
subjects, prices, etc.
I dont think this is
relevant to students, but
if they wanted to browse
the site for some
reason, its definitely
accessible.
www.ishoptoday.com M.I. Again, very easy. The
categories are broken
down for you and its
extremely simple to
navigate.
Again, this is more of a
teacher-resource versus
a place for students.
Teachers purchase
workbooks for lessons,
so I dont foresee
students needing to
access this one at all.
www.pdesas.org M.I. Its simple to use,
initially. I was a little
intimidated when it
came time to select the
standards because I
quickly realized that
none of the PA Social
Studies standards really
apply to my lesson.
Im sure this site would
be incredibly confusing
for a student, so I would
probably recommend
that they dont attempt
to do so. They probably
wouldnt need to
anyways, but perhaps
their parent or guardian
could find it useful if
they want to know more
about expectations.