Indiana Wesleyan University

Elementary Education Lesson Plan Template (DIRECT INSTRUCTION)

Social Studies--2007 ACEI Standards

Student: Sarah Rehner School: Allen Elementary

IWU Supervisor: Lois McCracken Co-op Teacher: Miss Carder
Teaching Date:_____or IDK Grade Level: Kindergarten

READINESS
I. Goal(s)/Objective(s)/Standard(s)
A. Goal– Students will understand how to be a good citizen.

B. Objective(s) – Students will discern how to be good citizens and recognize how to respect others and
their community.

C. Standard(s) –
NCSS: 3. People, Places, and Environments

IAS: K.2.4 Give examples of how to be a responsible family member and member of a group.
II. Materials & Management:

A. Materials: Organizer, bowl, pictures of good citizens, computer, GoNoodle video

(https://app.gonoodle.com/channels/think-about-it/take-care-of-the-earth?s=Search&t=take%20care
%20of%20the%20earth), “I Can Label the Good Citizen” worksheet, rubber ball.
B. Time: 45min
C. Space: Students start in seats for anticipatory set and lesson presentation, then move to front carpet for
guided practice activity, and students will move back to seats for independent practice and closure.
D. Behavior: Class dojo monster points
E. Technology: Computer for video, doc cam for worksheet demonstration/instruction.

III. Anticipatory Set—Turn

on the “Take Care of the Earth” GoNoodle video to start the students thinking then
transition into next activity. Right now, I want you guys to go around the room and pick up or clean up at least 5
thing you see around the room, then sit back in your seats. Allow a few minutes for students to do this task.
Now that the room looks a little nicer for us all, what did we think of that activity? Was it fun to clean up our
classroom? Did it make you feel better about yourself and how you may learn?
Well today we are going to be talking about how we can help the areas and people around us, how we may be
able to make a difference in our community. Do you remember what community means? (Miss Carder has
mentioned “community” before and taught them the meaning of such). Call on a student or two to answer. So,
as we move into our next activity, I want you to think about all the different ways you can be a good citizen.

IV. Purpose: Todaywe are going to be talking about how we can be good citizens and help our community, this
will allow you to make a big impact on where you live and making the world a better place.

PLAN FOR INSTRUCTION

V. Adaptation: (ACEI 3.2)

A. Remediation – If students are struggling on the worksheet then they may partner up with another student who is either
done or can quickly tell them how to do the sheet correctly. For the ball activity, if the student cannot think of an answer
then I will whisper or give them an idea as to what to say.
B. Exceptional Needs-
a. For Carter, I will make sure he is always included and nudge him in the right direction with the bowl activity so he
does not get frustrated or upset. I will make sure my instruction is carefully laid out for him.
VI. Lesson Presentation:
Being a good citizen in our community impacts the way we live and how we can put our
friends around us first. Being a good citizen means being a person that respects, or treats kindly, others and
their belongings, and being helpful and caring; not harming the environment around us. It means following
rules and listening well, making good choices and being friendly to those around us. We can be good citizens by
working hard and trying our best. One way that we can be good citizens in class is by following the school
rules, can anybody tell me some of the rules we have to follow while in class? Call on 2 or 3 students. Good,
and how about picking up after yourself and keeping our classroom clean or listening to Miss Carder the first
time she tells you to do something? And does anybody have rules at home that they have to follow? Does
anybody want to share one or two of them? Call on 1 or 2 students. So, we all have certain rules we have to
follow and these are important because if we choose not to follow them then we may be hurting ourselves,
others, or our community, right? We keep these rules to keep ourselves and others safe, and so that we can
learn even more. Just like we say the Pledge of Allegiance each morning, we are making a strong statement of
how we as citizens will behave to make our world a better place. And there are a lot of different ways to make
our world a better place just like we talked about earlier. We have the choice to make good or bad decisions,
but we want to make the right choice for ourselves and our friends to be kind and helpful.

A. INPUT: Direct instruction and checking for understanding

Input Modeling/Modeled Practice –

 In guided practice, I will have pictures of examples of being a good citizen (all of the pictures are on a
separate document that I will attach). Each of these pictures will prove significant in the organizer for
what a good citizen. I will model how to pull one of the pictures out of the bowl and out it in the
organizer, then each student will be able to come up and participate themselves.
 In the independent practice there is a worksheet the students will fill out, I will scaffold how this
worksheet should be done on the Doc camera so they can all see the specific instructions laid out in
front of them.

Checking Understanding – I will be continually checking the students understanding on whether they can sort the
pictures correctly, how they answer my questions, and how each student is engaging in the lesson. I will be
walking around when permitted, constantly observing the students looking for how they collaborate, the amount
of engagement, and their understanding of what a good citizen is. If any students does not understand what a
good citizen is or does, then I will stop them and explain it again and figure out what they are confusing.

Guided Practice – Now we are going to be doing a small activity for you guys to show how one can be a good
citizen. So, I have this organizer here and a bowl full of pictures that I want each of you to choose from and
then we will try and sort each picture together. But first I want to explain each row. The first says “Good
citizens are respectful.” Showing respect means you act in a way that shows you care for your country or about
another’s feelings and well-being. The next part says, “Good citizens care for other people” so we know that
you can care for others and be kind in various ways and that can be a way to show good citizenship. The next
section is “Good citizens volunteer in their communities” so being a volunteer means doing something freely
out of kindness, and doing so in the places that you live. Next, we have a section labeled “Good citizens are
responsible” so this means that you act the way you are supposed to or act in the way you should. So, a good
citizen will do all they can to take care of their community, others, and the environment. Next is “Good citizens
vote” and this one simply means that each person in the United States is expected to take part in making big
decisions in government once they reach a certain age. That means when all of you turn 18 years old you will
all get the chance to vote, and you should as good citizens. And lastly, “Good citizens follow the laws of their
community” so we know that there are certain laws or rules that we all must follow to be good citizens, just like
we have to follow rules here at school or at home.
So now that we know what each category is I want you all come to the front carpet and sit in a circle around me
and we will go around so each of you get a chance to choose, but make sure you all can see so that we can work
together. We will go around the circle and each of you will get a turn to come up and pick a picture form the
bowl. Once you take the picture out, I want you to try and put it in the correct place, if you have trouble then we
can all work together to try and sort it.

B. OUTPUT: (ACEI 2.4 & ACEI 3.3)

Independent Practice – Transition students back to their seats and I will explain our next activity. We will do the
“I Can Label the Good Citizen” worksheet, but first I will explain how to and show the sheet on the doc camera
so they have the visual and the whole class can see what is expected. Then I will hand out the worksheets and
they can get started. I will be walking around in case they need help, have any questions, and I can observe how
they cooperate with and understand the information they have just learned. If they do not finish in time, that is
okay they can put it in the baskets for later or in their mailboxes for homework.

Closure – So now, I want you to be thinking about how you might be able to help out your community. For
example, cleaning up after yourself, picking up trash, being friendly, following laws, keeping others safe, and
many more way can be a good example of being a great community helper.
Get a rubber ball to pass around the class. When you get the ball, I want you to share one way you can make a
difference in the areas around you, your community then pass back to me. I will pass the ball to each of you so
try to think of one way to help your community. So everyone can stand up and we will start!

PLAN FOR ASSESSMENT (ACEI 4.0)

Formative: Each activity will provide me with a glimpse into how they are understanding the activities and all the
information they are being given. The sorting activity will tell me that they have been listening and can
recognize what a good citizen is. The worksheet will show me that they are able to label the different parts of
the person, recognizing which action takes place where. The ball activity will bring it all together, telling me
that they were paying attention and can understand different aspects of being a good citizen. I will also be
observing for good cooperation and collaboration as a class.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences
7. How were the students actively engaged in each activity?
8. How did the children do with the mostly independent work?
9. Did the students understand enough of the information to participate in the closing activity?