Lesson Plan Template

Teacher Candidates:

Sarah Harrison

Date:

October 31, 2015

PLAN

1. Activity Title & Source, &

description of activity:

Title: Whats Fair and Just?

Sources: FairnessJusticeLessonPlansCharacterCountsCharacter
Education.(n.d.).RetrievedOctober31,2015,from
http://www.goodcharacter.com/ISOC/Fairness.html
What'sFair?EarlyGrades.(n.d.).RetrievedOctober31,2015,from
http://www.tolerance.org/supplement/whatsfairearlygrades
Description: Students will be analyzing what the terms fairness and justice
mean. They will be exploring issues of justice within their lives and
community and developing a plan to solve these problems.

2. Class description &

Differentiation: Describe the
important characteristics of the
students that need to be
considered in planning &
teaching to facilitate learning
for all students.

Students' prior content

knowledge, language
development, social &
emotional developments,
special needs
Include how you
differentiate your instruction
based on this information

The school I am basing this lesson plan off of is my field school:

Hollingsworth East Elementary School. The school is located in Eaton,
Ohio. Eaton, Ohio is in a rural part of town and has many issues of poverty.
50% of the students who are at this school qualify for free or reduced lunch.
Many of the students in my class have single parents raising them and their
parents work shifts that interfere with their interactions. Many students
receive little guidance or help with their schooling.

The students in this class are second grade students. There are 24 students
within the class. There are 12 girls and 12 boys. All of the students are
Caucasian. There are 2 students that have IEPs and receive speech,
academic and occupational therapy accommodations. The one student with
an IEP as an aide in the room that helps him with his physical limitations. In
addition, there is an intervention specialist that works with the students
during math and social studies and gives them the proper differentiations
that are needed for the lesson.

Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT

3. Common Core ELA

Standards: Identify strand,
grade, number (e.g. RL4.3) &
include entire standard.

Grade: 3
Theme: Communities: Past and Present, Near and Far
Topic: Civic Participation and Skills
Strand: Government
Content Statement: Individuals make the community a better place by
solving problems in a way that promotes the common good.

4. Student Learning Objective

(central focus): ABCD
Audience: Who (the student)
Behavior: What (standard)

After learning and discussing the concepts of fairness and justice, students
will be able to problem solve and develop solutions to injustice within the
community and at home. The students objective will be measured by if
they came up with a solution and if it would help the common good.

Condition: How (strategy/text)

Degree: Measureable outcome

5. Instructional Materials,
Equipment & Technology:
List all of the texts, materials
& technology the teacher &
students will use during the
lesson, including titles &
sources (Cite creator of
materials. Where appropriate,
use "Lesson plan or activity
adapted from _____)

This lesson plan and activity is adapted from GoodCharacter.Com and

http://www.tolerance.org/supplement/whats-fair-early-grades
Sources: FairnessJusticeLessonPlansCharacterCountsCharacter
Education.(n.d.).RetrievedOctober31,2015,from
http://www.goodcharacter.com/ISOC/Fairness.html
What'sFair?EarlyGrades.(n.d.).RetrievedOctober31,2015,from
http://www.tolerance.org/supplement/whatsfairearlygrades

Materials:
- Candy
- Extra Recess Coupons
- White Board Markers
- White Board

- Poster Board
- Markers
- Computers
- Materials needed to solve injustice of class choosing

6. Key Vocabulary: List the

vocabulary from the
text/strategy that is at the
students instructional &
frustration level.

Fairness
Justice
Solution
Civic Responsibility

ENGAGE & INSTRUCT

Learning Activities: Give detailed, step-by-step instructions on how you will implement the instructional plan in
the procedures below. Describe exactly what you & the students will do during the lesson & how you will
scaffold their learning. Please use a numbered or bulleted list.
In planning your lesson, think about:

The complete step-by-step directions & scaffolding you will provide

What kinds of questions you plan to ask

7. Opening:

This lesson will start as soon as the social studies time period beings. In
order to start the lesson, the teacher will divide the students into 6 groups,
so that each group has 4 people in it. The teacher will not tell the students
how they are dividing the students into a group, but the teacher will divide
them based on the first letter of their last name. So groups will be A-D, E-H,
I-N, O-S, T-V, W-Z. The teacher will choose one group to favor: A-D. The
teacher will hand them candy, give them extra recess cards, and let them
have no homework. The teacher then will choose one group to disfavor: WZ. The teacher will say they have to stay in for recess, give them extra
homework and will tell them that they have detention.
The teacher will wait to distribute the favors and disfavors so that they are
spaced out. The goal of this opening is for a student to say That isnt fair
or something along those lines. After a student says something about the
Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT

fairness or justice of the groups, then the teacher will stop the activity. If a
student does not say this after 5-10 minutes, then the teacher will stop on his
or her own.

8. Launch:

The teacher will then launch into a discussion about how she placed
students in groups based on their last names. Teacher will ask the class
discussion questions such as Do you think certain groups were favored
over others? and Was this fair? Why was this unfair? How could we
have made it fair? Should we be have fair rules and procedures in
schools? Do we have fair rules and procedures?
After the teacher engages in a discussion about fairness, they will introduce
vocabulary words such as Fairness and Justice. The teacher will have a
discussion about what these words mean and write the definitions on the
board for the students.
Theteacherwillthentransitiontotalkingaboutthingsthatareunfairor
unjustinthestudentshome.Theteacherwillwritetheirbrainstormideason
theboardforthestudentstosee.Atfirst,theteacherwillmodelher
thinkingandposeanexampleofReceivingnoallowanceforchores.The
teacherwillthenencouragestudentstovolunteerthingsthattheybelieve
areunfairorunjustintheirhomes.
Afterthestudentshavebrainstormedabouttheunfairnessorinjusticesat
theirhomes,theteacherwillextendthisconceptintowhatthingsthey
believeareunfairorunjustinthecommunity,countryorworld.Theteacher
willgiveanexampleofNotallschoolshavesamesuppliesorHomeless
peopleThestudentswillthenbeencouragedtobrainstormthingsthatthey
believeareunfairorunjustinthecommunity.Theteacherwillkeepthe
brainstormgoinguntilstudentsrunoutofideasoruntilthereis6examples
ofinjusticeontheboard.

9. Explore:

The teacher will then have the students vote on which six of the injustice or
unfair problems are most important or which they want to focus on. The six
groups of students that were assigned earlier will then each be assigned one
problem to focus on. Each group will be responsible for focusing on this
issue and coming up with solutions to it. The groups will be guided by these
reflective questions:
1. Learn more about this topic by going on the computer or talking
within your group about how this is a problem.
2. Who is responsible for solving this problem?
3. Should you/we be responsible for solving this problem? Why?
4. What are some ways to solve this problem or make this injustice

more fair/just?
5. How can you as a group of students work to solve this injustice?
What are some things you could do?
The groups of students will then create a poster that includes information
about the problem, who is responsible for solving the problem, ways to
solve the problem and what they as students can do to solve the injustice.
[This project can happen over a span of a week]

10. Summary:

After students have gathered all of their information and created an

informative poster, they will share their injustice and poster to the rest of the
class.
When all of the students have presented their findings and solutions, the
class will engage in a vote of which injustice the class is going to take on
together. Once the students have picked an injustice, there will be a
discussion about how the class is going to work to solve this injustice and
engage in their civic responsibility. [Teacher will have a discussion about
this vocabulary word]

11. Closure:

After the injustice and solution is decided upon, the teacher and students
will come up with a plan to carry out this solution. The class will eventually
work to solve this injustice and complete their civic duties and
responsibilities.
To close this lesson, the teacher will highlight that it is always the students
responsibility to work to solve problems and fix injustices that they see in
their lives and communities. The teacher will stress that students should
always behave and make decisions to add to the common good of others.

ASSESS

12. Assessment Strategies

How you will document the
students ability to meet the
objective. (Degree) List

Target-Assessment Alignment Table

Objective

Degree

Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT

quizzes, rubrics, handouts, or

any additional documentation
related to your assessment.
Formative: Measures
process/progress toward
mastery of target(s)
Summative: Measures
outcomes/achievement of
target(s)

What must the

student know & be
able to
demonstrate?
After learning and
discussing the
concepts of fairness
and justice, students
will be able to
problem solve and
develop solutions to
injustice within the
community and at
home. The students
objective will be
measured by if they
came up with a
solution and if it
would help the
common good.

In this space, describe how you will assess (F&S)

whether students have met this objective.

Formative: Throughout the lesson, the

teacher will use observation in class
discussion and group discussion to monitor
if the student is contributing to the
conversation about injustice and problem
solving. In addition, students will be
assessed based on their presentation of
their injustice. The teacher will observe
whether or not the students learned about
their injustice, developed solutions for the
injustice and thought about their civic
responsibility to solve this injustice.