Indiana Wesleyan University

Elementary Education Lesson Plan Template

Social Studies--2018

Student: Shayla Parrish School: Allen Elementary

IWU Supervisor: Dr. Karr Co-op Teacher: Mrs. Conner
Teaching Date: November 28th Grade Level: 2nd

LESSON RATIONALE
This subject of social studies is crucial when teaching civics to young students. At this age level, students are learning about citizenship and
begin to identify the characteristics of good citizens. Students need to understand these principals in order to be good and successful
citizens.
READINESS
I. Goals/Objectives/Standard(s)
A. Goal: Students will learn what it means to be a good citizen and how that affects their life now.
B. Objective: After completing the four center rotations, students will demonstrate an understanding of what it means to be a good
citizen by making the Good Citizen Pledge.
C. Standards: ISS: 2.2.5 Identify people who are good citizens and describe the character traits that make them admirable.
* citizen: someone with rights and responsibilities in a particular community, city, state or country
NCSS: 10 Civic Ideals and Practices
II. Management Plan
a. Materials: citizenship sort cards and headings, papers for self-portraits and crayons and pencils, citizenship scoot
worksheets and scenario cards and pencils, children’s books and reflective paper and pencils, anchor chart (mini lesson),
anchor chart (good citizens pledge), tape, expo marker
b. Time: 4 stations X 7 minutes = 28 minutes, mini lesson- 10 minutes, anticipatory set- 5 minutes, closure- 10 minutes
c. Space: Students will be on the carpet, at their desks, in the classroom library, at the back table, and the kidney table
d. Behavior: Students will be expected to be active listeners and good group members throughout the whole lesson time.
Students will be given a reminder for behaviors that are off task or not appropriate. All centers can be made into
individual activities for those who cannot handle participating in the group setting.
III. Anticipatory Set
• Good Morning, Doodlebugs! Students will start at their desks. I have some riddles for you this morning. Are you ready? What can you
catch but never hold? A cold! Okay, here’s another one. What can point in every direction but can’t reach the destination by itself? Your
finger. When do astronauts eat their sandwiches? At launch time! Okay, last one. What looks like you and looks like me, but doesn’t look
like anyone? Did I stump you? Come to the carpet and I will tell you the answer. So what looks like you and looks like me, but doesn’t
look like anyone? Does anyone have a guess? It’s a citizen! We are all citizens which is how it looks like me and you, but since we are
ALL citizens it doesn’t look like anyone.
IV. Purpose: Since we are all citizens, it is important that we learn some ways to be good and helpful citizens.

PLAN FOR INSTRUCTION

V. Adaptation to Individual Differences and Diverse Learners
-Students who struggle with reading- Groups will contain a mix of higher and lower level readers so the higher level readers can read
and decipher for the other students as necessary.
-Visual Learners- printed directions will be posted at each center
-Visual/ Spatial Learners- the self-portrait center will allow them to use their strengths

VI. Lesson Presentation (Input/Output)

 Mini-Lesson: How many of you know what a citizen is? If students are prepared to answer I will call on them to share what they
know. It’s okay if you don’t know, because we are going to learn about what it means to be a citizen today. Here I will flip to my
anchor chart. A citizen is someone with rights and responsibilities in a particular community, city, state or country. We are going to
focus on how we can be good citizens in our community right now. This will be written at the top. I will also define for them ‘rights’
and ‘responsibilities’ verbally. Today we are going to learn about the characteristics of a good citizen. Who can tell me what
characteristic means? The dictionary definition says that a characteristic is a feature or quality belonging typically to a person, place,
or thing and serving to identify it. So that means we can think of characteristics like adjectives. Here I will point out their adjective
chart. Does anybody know or have a guess for what a good citizen does? Here I will call on students while also writing some
examples on the chart. Okay, good. This is just a small amount of the things that you are going to learn that a good citizen does. Before
I tell you about your centers, I want to give you a hint. You are all citizens, each of you. This means that when you are working in your
groups at centers you are trying to decide if the characteristic is bad or good for you to do, okay?
 Center 1: Citizenship Sort: In this center, students will be provided with cards that have labels such as “litters” or “listens to other”
and a corresponding clip art photo. Students will work together to sort the cards into two groups; either responsible citizen or
irresponsible citizen. This sort will be set up in the classroom library. Center 1 is in the classroom library. There is a set of cards and
with your group members you are going to work together and decide which category they should go in. One category is things that
good citizens do and the other is for things that are not good for citizens to do.
 Center 2: Self-Portrait: In this center, students will create a self-portrait using crayons. I will provide paper in a predetermined size.
These pictures will be taped up to a poster that has a good citizen pledge written on it (see closure). An example of a self-portrait
done of me will be provided for students. This station will be set up at the kidney table. Center 2 is at the kidney table. At this center,
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
you are going to draw a self-portrait which means you are drawing a picture of yourself. There is paper and crayons over there which
is what I would like for you to use. Don’t forget to write your names on them! We are going to use your self-portraits later so when it is
time to go move to the next center I want you to put your self-portrait on your desk.
 Center 3: Citizenship Scoot: In this center, each student will get a ‘Citizenship Scoot’ paper. The paper has 20 numbered boxes and
each box has ‘yes’ and ‘no’ written in it. For each numbered box there is a corresponding card that has a scenario written on it.
Students are familiar with how to use a scoot. Students will read the card and answer either ‘yes’ or ‘no’ depending on if the
scenario describes a good citizen. This scoot game will take place at the front carpet space. Center 3 is right here on the carpet. For
this center, you are doing a scoot about citizenship. The card might say something like “Tommy does his homework every night. Is this
something a good citizen would do?” and you will need to find the matching number on your paper and circle either yes or no for each
one.
 Center 4: Literature: In this center, students will choose from a variety of books that depict people who are considered good
citizens. Students should pick one book to read either on their own or with a partner. Once finished, they will complete a paper
documenting the title and author of the book as well as who it was about. On this paper they can write either about what makes
that person a good citizen (their actions) or characteristics about the person. This will take place at the back table by the door.
Center 4 is at the back table. I have sat a stack of books that describe people who are good citizens. Some of the books are about real
people so we call those books non-fiction. First, I want you to pick one book and you can read it alone or with a partner. After you finish
the book you need to fill out the paper that is back there which asks you about the book and what characteristics you found. When you
have finished filling out the paper you may read through more of the books. I want you to put the paper that you wrote on on the doc
camera cart.
 Give me a thumbs up if you think you got all of that. Sweet. I will be walking around so if you need help raise your hand. Do not leave
your center group area. Got it? Okay, here are your groups and were you are going. Group 1 will start at Center 1 and so forth.
 For transitions, I will ring the doorbell. It is a signal they are familiar with. I will have them point to the station they are going to
next (1 to 2, 2 to 3, 3 to 4, 4 to 1) and then give directions again as necessary. If you need help remembering what to do at this new
station read the directions that are there first. If you are still confused raise your hand and I will come to you. Try to figure it out with
your group members.

Group 1 Group 2 Group 3 Group 4

Mekiah Addie Madi Greysen
Jazlyn Ben Elijah Dylon
Arece Emily Jalen Sa’Nyla
Makenly Jesse Nevaeh Rosetta
Coltin Jeziah

VII. Check for understanding.

 Checking for prior knowledge by asking questions like “How many of you know what a citizen is?” and “Who can tell me what
characteristic means?”
 Checking for understanding on directions by asking a thumbs up.
 I will be walking around during centers to answer questions and prompt students as needed.
 Students who need retaught can be taught in a small group setting where they will practice the sort again with guided help as well
as the scoot.
VIII. Review learning outcomes / Closure
I will ring the doorbell for the transition. Go ahead and organize the area you are working in. I am going to count down from 10 and
when I get to 1 you should all be in your seats with your self-portrait and a pencil in front of you. Begins countdown. Nice job today
guys! Let me get my self-portrait. Hold up your drawing so I can see them. Wow! Artists! So I told you we were going to do something
with these, but first I want you to make sure your name is on the front where it says name. Then somewhere on your paper, I am going
to write mine on the bottom below my name, I want you to write a characteristics that you learned about a good citizen. Whatever
word you pick is something that you are pledging or promising to work really hard at. So I am going to write ‘helpful’. What are some
other words we could write? I will write them on the white board with expo marker. Good! When you have your name and your
characteristic written bring it to me. Also there is a piece of clear tape stuck to the front of your desk bring that with you too, I will
then tape each one up onto the anchor chart that says our “good citizenship pledge”. Have a seat on the carpet after you give it to me.
This *gestures to the anchor chart* is a good citizenship pledge and it says that “we promise to try our best to be good citizens by
being active listeners, being nice to others, and following directions.” Put your right hand in the air. This is what you do when you make
a pledge or a promise that is serious. Let’s read it together. Okay, my good citizens, it is time for specials. Line up in number order.

PLAN FOR ASSESSMENT

Formative Assessment:
 I will discuss with students as they are working at centers. I will make observations about how they are answering my questions
verbally about what they are learning and why they chose this answer. I will also be assessing the visually by looking at what they
are answering on their paper or where they are placing the sort cards.
 From the closure, I will be able to quickly assess who understood a good characteristic of a citizen by the word they write on their
self-portrait.
 From the reflection papers at the children’s literature center, I can see who completed what and based on their answer see what
type of critical and analytical thinking the student had.
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018

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?
7. Did the centers build on content appropriately?
8. Were most students able to complete each center at an independent level?

Student: School:
IWU Supervisor: Co-op Teacher:
Teaching Date:_____or IDK Grade Level:

OPPORTUNITY FOR IMPROVEMENT Format COMPETENT OUTSTANDING

Heading Student uses the provided template for Social

Studies content. Student includes all of the
Template information in the template heading.
Statement of rational for the learning
Rationale experience and environment in this lesson.

Goals The lesson plan contains objectives that

connect goals and standards with lesson
Objectives
activities and assessments.
Standards
Each objective should include the
following: Conditions; Desired learning;
Observable behavior; and Accuracy (as
necessary)

NCSS:

IAS:
Management Plan A. Materials:
B. Time:
C. Space:
D. Behavior:
E. Technology: (as appropriate)
Anticipatory Set The anticipatory set is clear and direct and
focuses students’ attention on the lesson.

Purpose The statement of purpose is clearly connected

to the content of the lesson and is presented
in terms that are easily understood by
students.

Plan For Instruction

 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
Adaptation to Instructional opportunities are provided in
Individual Differences this lesson. The opportunities are
and Diverse Learners developmentally appropriate and/or are
adapted to diverse students.

Remediation –
Enrichment –
ELL –
Exceptional Needs-
Lesson Presentation Candidates demonstrate understandings,
for Social Studies capabilities and practices associated with
the central concepts and tools in Civics,
Economics, Geography, and /or History
within a framework of inquiry.

Lesson Presentation The candidate’s lesson demonstrates an

understanding of developmentally
appropriate practice.

The candidate’s lesson includes both

modeling and guided practice.

The lesson presentation includes relevant

activities that encourage student
participation and critical thinking.

Check for The lesson plan includes a plan and the means
Understanding to check for student understanding of the
lesson. A provision is included to reteach all
or part of the lesson to all or part of the class.

Review Learning Lesson closure relates directly to the lesson

Outcomes and/ or purpose and/or objective.
Closure

Plan for
Competent 3
Assessment

Formal and Informal A plan for formal and informal assessment

Assessment throughout the lesson is included. The
assessment strategies are uniquely designed
for the students.

ACEI 4.0

Reflection and Post- The lesson plan includes all required self-
Lesson Analysis answer questions.

SCORING
A lesson plan with elements A competent lesson plan earns An outstanding lesson plan
that do to meet the a score of 37-39/40. earns a score of 40/40.
competent level will receive
a score of 36 /40 or lower

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