Interdisciplinary Lesson Plan Assignment

I am pursuing my 4-8 social studies certification. I will be integrating ELAR and

social studies into a single lesson plan.

My lesson plan will be centered around the protest in Iran for women’s

independence. The article from USA Today through Newsela I have chosen expands on

how women are protesting for equal rights. We covered this during our Southwest Asia/

North Africa (SWANA) lesson, and it coincided with Women’s History Month as well.

https://newsela.com/view/cl8m0rzao00083b69sw212zjs/?levelId=cl8m1sd6j0fsn0boofgn

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TEKS

ELAR

(9) Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple

texts. The student uses critical inquiry to analyze the authors' choices and how they influence

and communicate meaning within a variety of texts. The student analyzes and applies the

author's craft purposefully in order to develop his or her own products and performances. The

student is expected to:

(A) explain the author's purpose and message within a text;

(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing

process. The student uses the writing process recursively to compose multiple texts that are legible and

uses appropriate conventions. The student is expected to:

(ii) developing an engaging idea reflecting depth of thought with specific facts and details;

Social Studies

(10) Government. The student understands various ways in which people organize governments. The

student is expected to:

government and how they function

(9) Government. The student understands the concepts of limited and unlimited governments. The

student is expected to:

(A) describe and compare examples of limited and unlimited governments such as

constitutional (limited) and totalitarian (unlimited);

Objectives:

Social Studies

Students will:

● Understand the concepts of limited form of government vs unlimited form of

government. Analyze the differences between the United States form of government

vs the Iranian form of government.

● Have a better understanding of the history of Iran starting with around the early 1950’s

through the Revolution of 1979, and how it impacts the society today.

ELAR

Students will:

● Using the NewsEla article, locate key concepts and vocabulary words to better

understand the lack of women’s rights in Iran.

● Use the writing prompt to determine the author’s intent of writing the article.

Warmup:

Using the 5-E lesson plan model the students will come in and have an initial discussion

question. The first “E” is engage, I will accomplish this by asking a question that is centered around

what the students' views are on the morality police in Iran, and how they would handle that in the
United States. The students are to write their responses in complete sentences on an index card, share

their viewpoints with at least two people, and then type their responses into the lecture slides using

peardeck. Offer to read written material aloud, when necessary. I will read the question,

and ensure the student fully understands the concept and task. I will also provide an

example. I will also check for understanding by always asking questions in a clarifying

manner, then have the students with learning disabilities describe his or her

understanding of the questions. (dyslexia & auditory based learners)

Ensure that the ELL students fully understand the question, and use their native

language using google translate if needed. Also, possibly tying the question back to

their home of origin so they better understand the scenario.

Instructional activities:

The next phase of the lesson plan is “explore”. I will assign the article from above through the

Newsela website, and have the students read the article and make annotations about important facts,

and apply their understanding of women’s rights in Iran. The students are to use context clues

throughout reading the article, and identify key concepts and vocabulary from the vocabulary list (the

list will be located at the bottom of this assignment). We will also cover the lecture slides using the

Lowman curriculum using Cornell note sheets that are guided. The lecture will focus on the Iranian

revolution in the 1970’s that shifted the country into a Theocracy form of government. Specifically we

will cover the concept of limited vs unlimited forms of government, and how the religion of the region

impacts political and economic decisions. We will analyze the differences in civil rights and how it

relates to limited vs unlimited forms of government and compare the region to other democratic

countries like the United States. Key concepts like the 1st and 8th Amendments and civil rights will be

covered in the lecture. The lecture will also tie-in women’s rights in the Middle East during Women’s
History Month. Review and discuss with the student the steps involved in a research activity. Think

about which step(s) may be difficult for the student's specific functional limitations and jointly devise

accommodations for that student. I will also adjust the NewsEla article reading level to a lower grade

level when appropriate for the student so the article is on the students reading level. (high functioning

Austism). I would utilize a lower reading level of the article (NewsELA allows you to differentiate by

grade level). This would allow the ELL student to read at an easier level, and allow the ELL student to

grasp the reading better with the use of easier words.

I will then have the students “explain” the content via the writing prompt from Newsela, and

assign it in the Google classroom that will be due by the end of the week. This will allow the students to

create in their own words their understanding of the protest in Iran, and how it relates to civil rights

and unlimited forms of government since the revolution in the 1970’s. This will also integrate ELAR into

the social studies lesson, and it will also act as the summative assessment for the ELAR portion of the

lesson plan. I will then “elaborate” on the content further by showing a short news video showing the

demonstrations. The students will write down 2 interesting facts about the video they just watched. I

will then finish the lesson with a formative assessment at the bottom of the note sheets to evaluate the

students grasp of the content, there will be two or three questions covering the lecture notes. This will

cover the “evaluation” part of the lesson plan. The summative assessment will be conducted at the end

of the week via a 20 question Quizizz over the week’s content. Consider other forms of testing (oral,

hands-on demonstration, open-book etc.). Some students with learning disabilities find that large print

helps their processing ability. The students will get to use their note sheets on the Quizizz, and will also

have extra time to complete it. (dyslexia)

The materials needed for the assignment will predominantly be the chromebook, and the

guided Cornell note sheets. The students will have the Newsela assignment posted in their classroom,

and will also have the lecture slides to follow along with during lecture as they fill out the guided note

sheets. The students are also to use their key concept and vocabulary sheet they have used the entire

school year to locate key concepts within the article. They will also need a copy of the Lowman

homework assignment.

Reinforcement

The previous day’s lesson will be reinforced the next school day by having the students’ take

home a homework assignment from the Lowman curriculum assignments. This assignment is a 2 page

(1 page front & back) worksheet that covers that day's lecture and material. On the homework

assignment there is a writing portion asking the students to decipher a political cartoon of women’s

rights. The students are to use complete sentences on their answers and clearly define the intent of the

political cartoon. This writing question will act as the formative assessment for the ELAR portion of the

lesson plan. I will use a tape recorder and read the written portions/questions on the assignment. The

student will be able to record the written portions of the homework orally instead of writing out the

answer. (visual impaired). I will convert the assignment text in Spanish, while still giving the English

copy to complete. This way the students parents can read the assignment as well and help the student

if need be.
 In Class Work and Homework Assignments

Quizizz

1. What 2 types of important architecture (buildings) in the SWANA region?

2. Why do many Egyptians settle next to the Nile River?

3. What function does OPEC play in regards to oil?

4. What is the most practiced religion in the SWANA region?

5. What is the name of the major city that Muslims travel to for religious reasons?

6. What natural resource has influenced political & economic relationships in the

SWANA region?

7. People who celebrate Jewish New Year work on-

8. What did the Ottoman Empire help spread?

9. The most common language spoken in the SWANA region?

10. Developed "hieroglyphics", ruled by Pharaohs, and preserved bodies as mummies.

Who was this?

11. The quality of education in most countries in the SWANA region are considered to

be?

12. T or F the country of Iran has a Theocratic form of government?

13. What is the level of most economies in the SWANA region?

14. T or F most women in the SWANA region have limited rights

15. No checks & balances, Government leaders have complete control, & citizens have

no free speech. What type of gov't does this describe?

16. T or F the Tigris & Euphrates Rivers run through North Africa

17. T or F all 3 major religions were created in the SWANA region

18. What empire was broken up after World War 1?

I will provide a Spanish copy as well.