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Indiana Wesleyan University

Elementary Education Lesson Plan Template (DIRECT INSTRUCTION)
Social Studies--2007 ACEI Standards
Student: Jessica Lee
IWU Supervisor: Professor McCracken
Teaching Date: March 4

School: Riverview Elementary
Co-op Teacher: Mrs. James
Grade Level: 3rd

READINESS
I. Goal(s)/Objective(s)/Standard(s)
A. Goal–
i. Students will learn the important role each individual has in a community.
ii. Students will learn how interviewing can help us learn new information about individuals.
B. Objective(s) – After guided practice, students will be able to write an appropriate interview
question for our community guests.
C. Standard(s) –

NCSS: Individuals, Groups, and Institutions
IAS: 3.1.6 Use a variety of resources to gather information about your
region’s communities; identify factors that make the region unique, including
cultural diversity, industry, the arts and architecture.
ISTE: Promote and Model Citizenship and Responsibility:
Advocate, model, and teach safe, legal, and ethical use of information
and technology…
II. Materials & Management:
A.

Materials:
a.
b.

Paper, pencil
Prezi : https://prezi.com/v6feluwqbh1z/interviews/

B. Time:
a. Anticipatory Set: 3 minutes
b. Lesson Presentation: 20 minutes
c. Closure: 3 minutes
C. Space:
a. Students will be seated at their desks during the presentation. When they find their 2
o’clock partner, they may sit at either a table or a desk, not the floor.
D. Behavior:
a. Inform students that I have a fun lesson prepared for them today. However, they must
act the way they are expected to. When they don’t act like 3 rd graders, they don’t enjoy
the lesson as much themselves, and they affect it for others as well. So when we pay
attention, we aren’t just helping ourselves, we’re helping others learn too.
E. Technology:
a. Overhead
b. Computer
c. Prezi: https://www.youtube.com/watch?v=mASxn8WY9CA

III. Anticipatory Set—

a. “Okay class, I have played 20 questions with some of you, but not all. So, I’m going to
explain the rules again. I am thinking of one item. It can be a person, place, or thing.
You have to ask a yes or no questions to help you figure out what I am thinking. The
questions should not be guesses, but questions that will help you narrow down what
I’m thinking. For example, a good question would be: Is it something you eat? Or, Is it
found in this classroom? You don’t want to waste your questions on guesses. Ready?
Any questions before we play?”

b. Play 20 questions. The person they will be trying to guess is a firefighter.

IV. Purpose: “Today we’re going to learn about interviews. Interviews help us learn information right from
the source.”
PLAN FOR INSTRUCTION
V. Adaptation: (ACEI 3.2)
A. Remediation – Students who need help writing questions will receive it from me. I will provide
them with support by working with them at their table/desk.
B. Enrichment – Students who finish writing their questions early may switch partners and evaluate
one more time with their new partner.
VI. Lesson Presentation: (ACEI 2.4)
A. INPUT:
a. “So first let’s think about what we know about interviews. Think about it for just 30 seconds.
Then, when I tell you, share what you know with your partner.”
b. “Okay, now you know twice as much with what you know, and what your partner shared with
you. Raise your hand if you know at least one thing about the word interview, if someone
shares what you were going to say, you have to put your hand down. So listen carefully.”
i. Call on students to share.
c. “So that’s what we know. I believe that with anything in this big wide world, no matter how
little or lot we know about it we can always learn more. So today I’m going to teach you
about interviewing. By the time we’re done here today, you guys will be ready to host your
own talk show like Oprah, or Ellen, or Kid President. Interviewing is just one way that we can
gather information. Interviewing can teach us about events that happened in the past, but
also what is going on in the present. Let’s get this show on the road!
d. Share presentation.
e. Start video at beginning. Play until 1:00
f.

After video, discuss what Kid President did well for an interview.

g. Be aware of students throughout presentation, notice students who have their hands up. If I
cannot call on them at the moment, ask them if it is relevant. If it is, let them know that they
will have a chance to talk in a moment.

Checking Understanding –
B. Guided Practice –
a. “Okay so we’re going to write our own interview questions for our classmates to evaluate.
Before we do that let’s walk through the steps for writing an interview question. First, decide
what you want to know. I want to know what Kid President thinks makes a great teacher.
Second, I want to choose the right question word, what. My question is then, ‘What do you
think makes a good teacher?’ Okay, now let’s write one together. Raise your hand if there’s
something that you would like to know about Kid President.”

b. Call on one student.
c. Write the topic on the board.
d. “Okay now think about what question word we should use for this one. Think for a second.
Raise your hand if you think you have a good question word.”
e. Finish writing question. Check to make sure it is coherent and is a well-written question. If
not, make revisions and explain to the class why I am making them.

C. OUTPUT: (ACEI 2.4 & ACEI 3.3)
a.

“Okay class. I need your ears open and your eyes on me. In a couple of weeks we will be
having some very special guests. You guys will be detectives. You will be using your
interview skills to guess what our guests do for their job. You will get a chance to ask them
two questions, and then at the end of the class, we will use our big detective brains to guess
from our clues. Today, we’re going to write our questions. When I say “go,” you will have 5
minutes to write two questions that will help you figure out what their job is. When you are
done set your pencil at the top of your desk.”

b. “Okay, for those of you who are finishing, get with your 2 o’clock partner and check each
other’s. Read carefully and don’t just check for punctuation or capitals, but make sure the
information your asking will help you guess what the person’s job is.
c. So who will you be asking your interview questions?
d. What are you trying to learn?”

Closure –
a. “Now let’s put our new skills to practice. When I say go, find your 2 o’clock partner and
interview. Ask them this question: What is one thing you learned about interviews
today? You will have 2 minutes. Ready? Go!”
b. After all students have had a chance to ask and respond, send everyone back to their

seats.
c. “Now you need to keep those questions for our special activity in a couple weeks.

Without them, you won’t be able to do it. I gave you guys a lot of new information
today. All I want from you is a quick nod if you learned at least one new thing. Great!”
d. Direct students to next task.
PLAN FOR ASSESSMENT (ACEI 4.0)

As I teach using the Prezi, I will be attentive to the students. I will engage in discussion with them
throughout the presentation as well. My observation of their response will act as a formative
assessment. If students do not seem to understand the basics of interviews, I will review the
“who, why, and how” of interviews. The summative assessment will be the written questions of
the students.

Formative: Student response and discussion will inform me of how much or how little students are
learning from the instruction.
Summative: The students will use their final interview question to gather information about our special
guest’s jobs.
REFLECTION AND POST-LESSON ANALYSIS
1.
2.
3.
4.
5.
6.

How many students achieved the lesson objective(s)? For those who did not, why not?
What were my strengths and weaknesses?
How should I alter this lesson?
How would I pace it differently?
Were all students actively participating? If not, why not?
What adjustments did I make to reach varied learning styles and ability levels?
a. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences
7. Did I follow through with any discipline issues?
8. Were students engaged during the presentation? What could I have done to engage them more?
9. Did I empower them to make them feel confident in their ability with the new skill?

Readiness

Needs Improvement
1

Emerging
Competence 2

Competent 3

Outstanding 4

Lesson objectives are
poorly written and/or
have little or no
connection to learning
goals or standards.
Little connection
exists between
objectives and lesson
activities and
assessments.

Lesson objectives are
correlated with
learning goals and
standards. The
connection between
objectives and lesson
activities and
assessments is weak
or unclear.

The lesson plan
contains objectives
that connect goals
and standards with
lesson activities and
assessments.

The lesson plan contains
clearly stated content
objectives. Objectives are
logically connected to
appropriate goals and
standards and are
consistent with lesson
activities and assessments.

The anticipatory set is
missing or has little or
no connection to the
goal or content of the
lesson.

The connection
between the
anticipatory set and
lesson objectives and
content is weak or
unclear.

The anticipatory set
is clear and direct
and focuses students’
attention on the
lesson.

The anticipatory set
connects the current
lesson with previous and
future learning and focuses
students’ minds and
attention on the day’s
lesson.

The statement of
purpose is ambiguous
or worded so
generally that the
connection with the
content of the lesson
is not apparent.

A statement of
purpose is included in
the lesson, but has
little power to
motivate students and
capture their
imaginations.

The statement of
purpose is clearly
connected to the
content of the lesson
and is presented in
terms that are easily
understood by
students.

The statement of purpose
has the power to capture
the imaginations of
students and motivate
them to accomplish the
expected learning.

Plan For
Instruction

Needs Improvement
1

Emerging
Competence 2

Adaptation to
Diverse Students

Few or no instructional
opportunities are
included. Any
instructional
opportunities are not
developmentally
appropriate or
adapted to diverse
students.

Instructional
opportunities are
provided in this
lesson; however, they
are not adapted to
diverse students.

Instructional
opportunities are
provided in this
lesson. The
opportunities are
developmentally
appropriate and/or
are adapted to
diverse students.

Specific instructional
opportunities are provided
in this lesson that
demonstrate the
candidate’s understanding
of how students differ in
their development and
approaches to learning.
The instructional
opportunities are adapted
to diverse students.

The candidate’s
lesson plan suggests
that he or she is not
familiar with the
themes, concepts, and
modes of inquiry
drawn from the
academic fields of the
social studies.

The candidate’s
lesson plan suggests
emerging familiarity
with the themes,
concepts, and modes
of inquiry drawn from
the academic fields of
the social studies.

The candidate
demon-strates an
under- standing of
the themes,
concepts, and modes
of inquiry drawn from
the social studies in
his or her lesson
plan. He or she
develops experiences
to help elem.
students learn about
major social studies
concepts. The
candidate’s lesson
plan demonstrates an
understanding of the
major concepts and
modes of inquiry
from the social
studies, and enables
stu- dents to learn
about the major
themes that integrate
knowledge across the
social students and
helps them become
productive

The candidate
demonstrates in-depth
knowledge and
understanding of how the
major concepts and
themes of social studies
are integrated across
academic fields in his or
her lesson plan.

Goals
Objectives
Standards

Anticipatory Set

Purpose

ACEI Standard 3.2

Lesson Presentation

Social Studies
ACEI Standard 2.4

The candidate does
not demonstrate
understanding of the
major concepts and
modes of inquiry from
the social studies, and
does not promote
elementary students’
ability to make
informed decisions as
citizens of a culturally
diverse democratic
society and
interdependent world.

The candidate
demonstrates limited
understanding of the
major concepts and
modes of inquiry from
the social studies, and
minimally promotes
elementary students’
ability to make
informed decisions as
citizens of a culturally
diverse democratic
society and
interdependent world.

Competent 3

Outstanding 4

The candidate’s lesson
plan demonstrates an indepth understanding of the
social studies and a
significant ability to help K6 students learn the
essential concepts and
become productive
participants in a
democratic society.