Indiana Wesleyan University

Elementary Education Lesson Plan Template

Social Studies--2018

Student: Tirzah Bannach School: Allen Elementary

IWU Supervisor: Dr. Karr Co-op Teacher: Miss Rittenhouse
Teaching Date: November 28, 2018 Grade Level: 4th Grade

LESSON RATIONALE
Through this lesson, students will be able to put a process Indiana becoming a state. They will know and
understand the documents that helped our state become Indiana.

READINESS
I. Goals/Objectives/Standard(s)
A. Goal: identifying the four documents that helped Indiana become a state
B. Objective: The students will be able to identify and explain the key documents in Indiana’s development
to statehood
C. Standards: NCSS/ IAS
IAS: 4.1.4 Summarize and explain the significance of key documents in Indiana’s development from a United
States territory to statehood.

NCSS: VI. Power, Authority, & Governance

II. Management Plan

a. Materials:
o Large pieces of paper
o Pencils
o Markers
o Handouts
- Document handouts
- Closure handout
o Social studies book
o Printed pictures (for each document)
o IPad
o Smartboard

b. Time
Whole lesson: 45 -50 minutes

Anticipatory Set: 5 minutes

Mini lesson: 10 minutes

Lesson activity 20 minutes

Sharing Posters/Closure: 10-12 minutes

c. Space
o Front of classroom near smartboard
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
o Tables around the room

d. Behavior
 Small rewards for cooperation during the lesson presentation, when they are in groups, and
during student presentations
 If students cannot cooperate or act as they are supposed to they will receive a tally

III. Anticipatory Set

States matching game:

https://www.usmint.gov/learn/kids/games/coin-memory-match

“To begin our social studies lesson today, we are going to play a quick game. I want everyone to open their
iPad and go to the website we saved before lunch. I want you to play the game by yourselves or with a friend,
and I want you to pay attention to what they game is about.”

“What was the game”

allow students to just call out an answer

“What was on the cards?”

choose a few students to answer

“All of the cards were names of states, and you live in the state Indiana. This game has to do with our lesson
today because today we are going to be learning about the four documents that led to Indiana becoming a state
in the year 1816.”

o Purpose: Today we are going to be learning about the four documents that led to Indiana becoming a
state in 1816.

PLAN FOR INSTRUCTION

IV. Adaptations

o I will be splitting up the students into groups of two and three for the lesson activity, the last time the
class did an activity that involved them working in groups they had a difficult time, so I am dividing
them into smaller groups in hopes that this will help with the teamwork aspect of it all.
o I have placed students who are higher/middle level learners with those who are at lower levels
o Each document will have a designated adult who can help the students read and organize

V. Lesson Presentation (Input/Output)

 “Indiana was part of the Northwest territory. By 1809 the territory had been divided multiple times, first
Ohio became a state, then Michigan, then Illinois, and by 1809 new borders were set for the Indiana
territory. There are four documents that helped Indiana become a state, the Land Ordinance of 1784,
the Land Ordinance of 1787, the 1816 Enabling Act, and the 1816 Indiana Constitution”
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018

 “We are not going to learn about each document as a group, instead, I am going to split you up into
groups of two or three, and in those groups, you are going to do some research on each document and
make a poster that explains what it is, how it works, and how it helped Indiana become a state. You will
have 30 minutes to complete your research and your posters. When the posters are finished we are
going to come back together as a group and each small group will share what they discovered about the
document they were assigned.”

 “Now I am going to put your groups on the board and I want the 1784 group to go over to the far gray
table, the 1787 groups to go to the kidney table and the blue carpet, the Enabling Act groups to go to the
table by the map, and then Constitution groups to go to the gray table at the front of the room.”

 “please go to your designated table, but do not start yet. I will finish giving directions once everyone is
sitting.”

 “at each table there are handouts, pictures, the materials you will need to make your posters. I am going
to write on the board the order in which you should be completing this task. First, you need to research
and learn about your document. In the handouts, there is some information and a few websites that you
can do go to find more, you may also use your textbook. You may want to plan your poster as you
research, so I will pass out a blank sheet of paper that you can use to plan. Second, you will make your
poster. I have given you pictures to glue on, but you are welcome to draw your own, but if you do decide
to draw make sure the information is written on the poster first.”

 You will have 20 minutes to complete your posters, use the first 10 minutes to research and plan and the
last 10 minutes to make your poster. Make sure your poster is neat, because we are going to be sharing
with each other!”

 When the 20 minutes for posters is up I will have all students hang their posters in the front of the room
on in the designated sections. Since there are two groups for each document I will have two spots in the
room for students to place their posters and share. Each group will have 2-3 minutes to share about their
document.

 “I would like Hickson, Chloee, Jayden, and James’ groups to hang their posters in the front of the room
and Clara, Ry’John, Maddison, and Dominic’s groups to hang their posters in the blue carpet area.”

 “Each group will have 3 minutes to share about their document. I am giving each of you a clipboard and
a paper that has a timeline of the documents on it, as your friends share I want you to write a sentence
about that document in the correct spot.”

 “I would like the first group to begin sharing, make sure you have inside voices so everyone is able to
hear, we have two groups sharing at the same time.”

 “It is now time for the second group to begin sharing…third group…the last group. Make sure you are
writing down a sentence about the document as you listen.”
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018

Land Ordinance of Land Ordinance of 1816 Enabling act 1816 Indiana

1784 1787 Constitution
a. Hickson c. Ry’John e. Jayden g. Dominic
Brysin Jamison Mauriah Jamauri

b. Clara d. Chloee f. Maddison L h. James

Ariana Melanie Bryton Kammy
Yaritzah Abreila

VI. Check for understanding. How do you know students have learned? What strategies will you
implement if all students have not met lesson outcomes? Employ one or more strategies to
determine student learning.
 The students will be sharing their posters with me and their peers at the end of the lesson
 I will be walking around during the time the students are making their posters, answering any questions
they might have and offering advice.

VII. Review learning outcomes / Closure

- Students will share their document posters with their peers
- As the students share the other students will have a paper with each document, in order, on a timeline,
the students will be asked to write what the document is for on their papers.
- “As each group shares I want you to write down the reason for the document in the designated spot.
It does not have to be long, just one sentence.”

PLAN FOR ASSESSMENT

Formative: walk around during the lesson activity. I will possibly ask the students a few questions as I walk
around.
- What was the purpose of your document?
- How did you document help Indiana become a state?
- Why is this an important document?
Summative:
Group posters on each of the four documents

REFLECTION AND POST-LESSON ANALYSIS

(CAEP K-6 3.b)
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 students work well together in their groups?
8. Do the students understand how Indiana became a state?
9. Did the students work together better in smaller groups?
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018

Student: Tirzah Bannach School: Allen elementary

IWU Supervisor: Dr. Karr Co-op Teacher: Miss Rittenhouse
Teaching Date: November 28,2018 Grade Level: 4th Grade

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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