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LESSON RATIONALE
One way to confront the issue that being different is not a good thing is to praise student for their uniqueness. In
this lesson, students will learn that they are similar and different when compared to their classmates and what the
words similarities and differences mean. They will be encouraged to embrace their differences and use them to be
an important and active member in the classroom.
READINESS
I. Goals/Objectives/Standard(s)
A. Goal: Students will recognize and identify similarities and differences between themselves and their
classmates.
B. Objective:
● Given a template of a crayon to draw on, students will draw a self portrait that includes a detail that makes
them unique or different than their peers.
● Students will define the meaning of similarities and differences after participating in two learning
experiences.
● During the learning experiences, students will recognize that they are both similar and different than their
classmates.
c. Space: On carpet for both they yes/no activity and hula hoop “Vinn Diagram”
At seat for: Self-Portrait Drawing - Poster will be located by teacher’s desk to glue portrait’s on
d. Behavior:
● Students will earn Eagle Bucks for being active listeners, following directions the first time they are
given, remaining quiet during transitions.
● TJ will have a personal behavior chart where he earns points when he goes 10 minutes without
shouting out or interrupting the class. When he earns 10 points, he receives a sticker
● I will follow the 4-1 rule by stating 4 positive behaviors to every 1 negative behavior.
● KO will be buddied with the cooperating teacher and hold a fidget item as he participates on the
activity on the carpet and individual work at seat. He will also have a behavior sheet earning the
reward of playing with legos for 15 minutes if he earns 5 points on his behavior log created by me.
Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
Purpose Statement: Today we are going to talk about what makes us the same and what makes us different than our
classmates and how our differences make us unique and special.
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.
● Gage student understanding during the activities by using thumb checks but also seeing if they understand
how to use a Vinn Diagram during that activity.
● Who can raise their hand and tell me what they think differences means?
● Who can raise their hand and tell me what they think the word similarities means?
● Who remember what similarities are? Who remembers what differences are? Tell the person sitting next to
you.
Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
● As students are drawing self portraits I will check for understanding by having them explain what they are
drawing and what part of their drawing makes them unique. If students are struggling to create, I will have
them work at the back table with the cooperating teacher.
3. How should I alter this lesson? If I taught this lesson again, I want to accommodate
to KO’s needs as if I were the only adult in the room. I may try a different fidget or assign him a buddy or
give him a punch card. Also, like I mentioned before, I want to make pictures, maybe cut out heads to use
for the Vinn Diagram so that they don’t get
too tight and hard to manage.
4. How would I pace it differently? I think I would adjust the pacing of my anticipatory set and set a timer for
the self portrait drawing and display it on the board. That way, all students would have the same amount of
time and the closure could be done at a time that all students would be ready to participate in.
5. Were all students actively participating? If not, why not? All students with the exception of KO were
actively participating. KO was wanting to participate and I let him but I needed to give some time to other
students as well and when that happened he shut down.
6. What adjustments did I make to reach varied learning styles and ability levels? I used visual, kinesthetic,
intrapersonal, and artistic multiple intelligences to reach different learning styles. I also had my high ability
student write as well as draw his self portrait.
7. Did my lesson include the right amount of content? I felt as though my lesson
contained the right amount of content. Students were able to discuss their knowledge, practice in visual,
kinesthetic, and artistic activities, and developed vocabulary even in the anticipatory set. This lesson also
brought a positive take on similarities
and differences, so students also gained a positive perspective along with knowledge on the content on
comparing and contrasting similarities and differences.
8. Did the closure accurately summarize my lesson? Yes, the closure accurately summarized my lesson;
however, not all students were ready to participate in the closure.
Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
Student: School:
IWU Supervisor: Co-op Teacher:
Teaching Date:_____or IDK Grade Level:
OPPORTUNITY FOR IMPROVEMENT Format COMPETENT OUTSTANDING
NCSS:
IAS:
Plan For
Instruction
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
Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
within a framework of inquiry.
Plan for
Competent 3
Assessment
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 An outstanding lesson plan
that do to meet the earns a score of 37-39/40. earns a score of 40/40.
competent level will receive
a score of 36 /40 or lower
Additional Comments: