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WPC/SIOP

Lesson Plan
Template
Note: Details can be typed directly into each field. Also, some sections have been
labeled with a number that aligns with Instructions and Explanations found at the
end of this document.
Topic:
Grade/Content Area:
Historical
2nd grade/Social Studies
Thinking
State Standards/Common Core:

Date:
March 1st, 2016

Common Core ELA: 2.RI.1, 2.RI.10, 2. RL.9, 2.RI.4, 2.RF.3, 2.RF. 4, 2.L.5, 2.L.3
Social Studies: S.S.2.5, S.S.2.6, S.S.2.1, S.S.2.19
S.S.2.6. Identify important school days, holidays, and community events on a calendar.
S.S.2.5. Develop a timeline of important events in the history of the community.
S.S.2.1. Identify individuals who had an impact on the local community and explain how
people and events of the past influence the present
2 Essential Questions:
What are some of the reasons why we celebrate special occasions and events?
How are certain days celebrated as special occasions and events?
3 Content Objectives:

Language Objectives:

Objective 1: Students will


identify months of the year
and days of the week and
recognize which are school
days and which are nonschool days.

Students will listen to an oral presentation from


the teacher explaining an overview of the calendar
(month of the year/days of the week) and the
dates the major U.S. non-school day holidays fall in
as well as an overview of why we celebrate the
holidays we consider to be non-school days.

Objective 2: Students will be


able to state the major U.S.
holidays and which month
they fall in as these are nonschool day holidays.

In small groups students will discuss their


knowledge both from the oral presentation of the
teacher and their previous knowledge to share
amongst peers what they know and what they
observe.

Objective 3: Students will be


able to identify the reason

Students will be given a calendar and begin to


label the months of the year, the days of the week

behind the major U.S.


and when the listed non-school day, major U.S.
holidays and non-school days. holidays: New Years Day, Martin Luther King, Jr.
Day, Presidents Day, Memorial Day, Labor Day,
Independence Day and Veterans Day.
Key Vocabulary:
4 Materials (including supplementary and
adapted:
January, February, March, April,
May, June, July, August, September,
Completed calendar of current year
October, November, December,
Blank calendar for students to complete.
Sunday, Monday, Tuesday,
Wednesday, Thursday, Friday,
Calendar from previous and upcoming year
Saturday, New Years Day, Martin
to showcase days/numbers of months vary
Luther King, Jr, Day, Presidents
Day, Memorial Day, Labor Day and
Biographys or historical summaries of why
Veterans Day.
and when the listed holidays occur, which
include pictures
Higher-Order Questions:
Are there other holidays that you may include on a calendar that would be considered
non-school days?
Why do we take time off from school to celebrate the listed holidays?
Time:
Activities:
5

Planned Adaptations, Modifications, and Extensions:

Building Background:
Scaffolding will occur through students working in peer groups
discussing what they currently know about non-school days and
celebrated school closed holidays.
Links to Experience: Students will be able to decipher what they
currently know with what is presented and have a solid understanding
of why certain holidays are celebrated and why they are considered to
be non-school days.
Links to Learning: Students will be able to recite the months of the year
and the days of the week, recognize what is considered a
workday/school day and what is considered a weekend/non-school day.
In addition, students will be able to state the day of the month when
the holiday lands.
Student Activities (Check all that apply for activities throughout
lesson):
Scaffolding: X Modeling _____ Guided X _____Independent X
Grouping: X Whole Class X Small Group _____Partners X Independent

Processes: _____Reading
Strategies: _____Hands-on

X Writing

X Listening _____Independent

X Meaningful X Links to Objectives

5 Lesson Sequence:
Introduction to Students (10 minutes):

Teacher will present a completed calendar for current year and


pass around to have a visual aid while listening. The teacher will
explain how there are specific month of the year and days of the
week. Students will participate in repeating that aloud.
In addition, it will be explained that some months have different
number of days and a trick on how to remember that.
An introduction of the major U.S. holidays will be presented
(which are included in the vocabulary words) and students will be
given the information necessary to know when the holidays fall.
A brief conversation will occur regarding all holidays and not
everyone celebrating the same and why we consider the current
U.S. holidays as non-school/workdays.

Group activity (20 minutes):


In small groups of 3-4 students, each group will be given a blank
calendar to complete the months of the year.
Then students will be given the first and last day of each month
and when it falls (January 1st falls on a Sunday and the 31st falls on
a Monday, etc.) and will have to complete each month
accordingly.
Next students will then mark on their calendars when the listed
holidays will land.
Project (30 minutes):
After the groups calendar is complete, the group will discuss
more about the specific holidays as to why we celebrate and who
made the holiday possible if anyone.
If students in the group celebrate different holidays, they may
discuss that amongst their group.
The teacher will pass around a holiday card with detailed
information as to why we celebrate, when we celebrate, who
encouraged the celebration, etc. Students will be asked to read,
summarize and present in front of the class about that holiday.
As a closing statement, the teacher will ask if there were any
additional discussed holidays that they would like to briefly
explain about.
Review and

Assessment (Check all that apply):

Individual

_____Group

X Written

_____Oral

Review Key Vocabulary: January, February, March, April, May, June, July,
August, September, October, November, December, Sunday, Monday,
Tuesday, Wednesday, Thursday, Friday, Saturday, New Years Day,
Martin Luther King, Jr, Day, Presidents Day, Memorial Day, Labor Day
and Veterans Day.
Review Key Content Concepts: Students will be asked to label their
calendars by including the months for the year, the days of the week
and the stated holidays (non-workday/major U.S. holidays).
8

Reflection:

After the completion of the assignment students will have a better understanding of how
the calendar is organized and how historical dates and times are honored in our country
and considered non-workday and non-school days.
Rubrics and Scoring Guides:
Instructions and Explanations:
1) State Standards
o Include content, literacy, technology, and social/behavior standards to be
addressed in this lesson.
2) Essential Questions:
o List the essential questions that relate to the standards and outcomes in this
lesson. Use kid-friendly language so you can pose these questions to
students.
3) Learning Outcomes:
o List the learning outcomes that will be addressed in this lesson. They may
be organized sequentially, by category (content, literacy, technology) or by
Blooms taxonomy.
4) Materials:
o Include everything needed to conduct the lesson sources of knowledge and
information (textbooks, articles, websites, etc. referenced in APA style),
materials to be used, equipment and technology, etc.
5) Planned Adaptations, Modifications, and Extensions:
o List any differentiated strategies planned for individuals or groups and the
learning addressed. This includes planned activities for students who are
high-achieving who may finish classwork quickly.
6) Lesson Sequence:
o Describe what will happen in each part of the lesson: The introduction, the
activities, the transitions, and the closing. Use outline form, a table, or a
brief narrative. Include the number of minutes expected for each section to
guide pacing.
7) Assessments:

o Include and explain informal/formal, formative and summative assessments


for this lesson (also include any unit assessments to which this will
contribute).
o With standards and objectives in mind, describe what evidence you will
accept to indicate that students have met the intended targets(s). Include
rubrics and scoring guides that will demonstrate expected quality of work.
Not any assessment accommodations necessary for individual learner needs.
Discuss how you will prepare students for the assessment formats and how
you will engage learners in analyzing their own assessment results.
8) Reflection:
o Following the lesson, take some time to reflect on the following:
o What went well?
o How did the students perform in relation to the learning objectives?
o What observations and/or formative assessment data do you have to
gauge learning?
o What surprised you?
o How did you differentiate instruction in response to student learning
needs? (Extensions, support, and/or scaffolding).
o What would you change if you were to teach this lesson again?
Identify changes you would make to the next lesson based on your
reflection and formative assessment data. Describe in some detail
about how you are responding to student learning needs.