University of Phoenix
Curriculum Constructs and Assessment: History and Social Science
Bernardita Beni Murphy-Jobes
April 7, 2009
Ms. Ceja’s third grade classroom was observed at 95th Street Elementary School, which is apart of the Los Angeles Unified School District located in Los Angeles, California. During the observation Ms. Ceja stated History and Social Studies requirement was required weekly for ninety minutes. The lesson plans duration were thirty minutes for a one day a week.
During the observation the teacher provided the following outline, which was apart of a mini lesson from the teacher’s resource book, “ History-Social Science for California: Our Communities.”
While Ms. Ceja was asking her students questions with the transparencies that contained graphic organizers and was building an existing knowledge for preparation of the reading materials. The students answered the questions, such as “Where do you live?” Then the teacher pointed out where they lived on a large map of California. The students were asked a series of yes or not questions about nearby geographical features such as “Is there a mountain in your region?” While the teacher was getting their response to her questions and after they answered yes Ms. Ceja would point to that feature on the map and repeat its name. The students received a preview of the lesson by reading “Connect to You” with the class. Thereafter, they were showed a large map of California and pointed out the four major land regions: valley, desert, mountain, and coast. The teacher told the students what they would be learning more about the regions and they appeared very interested. There were about four students appeared to have some difficulty and the teacher was observed spending time working with them, later when others were in there assigned groups. Once the students completed their vocabulary activities and reviewed the definitions of a synonym and they responded to Ms. Ceja’s question on which word is a synonym for area. Overall, while the students were reading together and the teacher reminded them to look for the main idea in each paragraph they exceeded this area of understanding and objective. Once they found the main idea, it appeared easy for them to find details that go with it. The classroom had many materials on the bulletin board stating the lesson’s objective and the state standards. Together with the teacher, and her assigned group members in the classroom had seemed to help the various learners comprehend social studies subject matter. Typically, this involved as observed by aiding the students in reading textbooks, periodicals, and trade books that were available for this lesson. The teacher was observed utilizing many approaches which incorporated well-grounded instructional strategies in reading and social studies. A few of these techniques observed was the K-W-L technique (Martorella, P, and Beal, 2002) is a basic way to initiate study of a unit by motivating students and activating their prior knowledge and accessing what they have learned after the lesson or unit was conducted. In the onset of the teacher beginning the lesson, a sheet was give to each student and their assigned groups later, where together they resolved the answers the question “Where Do You Live?” An illustration is shown below.
Main idea and Details
List three details that tell more about the main idea. Main idea
Another strategy technique used was concept mapping, which aided the students comprehension. This technique as observed encouraged students to organize their categories of concepts and to identify relations...