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Secondary Lesson Plan Template Use this lesson plan format and include supplementary materials (e.g.

activities, handouts, lecture notes). Date: October 2, 2013 Title: Agents of Socialization Description (1-2 sentences): Students will be introduced to the four primary agents of socialization and the concepts of voluntary and involuntary socialization. Subject: Sociology Instruction time: 60 minutes Student’s level by grade: 10th-12th Grade Standard(s) to be addressed:    Understand the influences on individual and group behavior and group decision making. Understand how personality and agents of socialization impact the individual. Understand the process of socialization leads individuals to become functioning members of society.

Enduring Understandings/Essential Questions targeted in this lesson (for units created using the Understanding By Design framework only):   What are the primary agents of socialization in the United States? What are the two kinds of resocialization?

Learning Objectives for this lesson (Written using verbs from Bloom’s Taxonomy):     Identify and define agents of socialization. Compare and contrasts peer group socialization from socialization within the family. Summarize possible positive and negative effects of television viewing on young people. Evaluate intended and unintended socialization in schools.

Identified student needs and plans for differentiation:  Students’ progress will be monitored as they work on the reading guide for section three.

Specific resources needed for this lesson:    Textbook: Sociology: The Study of Human Relationships Copies of Hansel and Gretel, Goldilocks and the Three Bears, and Three Little Pigs. Section reading and activity worksheet.

Instructional method(s) used in this lesson:   Independent study Group discussion

Lesson Sequence:

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Quick write: What or who is the main source of influence in your life? Students will share their responses with the class. As students share their responses, categorize their responses into the four agents of socialization on the board. Elaborate on agents of socialization and how they are very influential on young people. Students will alternate reading aloud by paragraph on page 99. Read beginning of Hansel and Gretel, Goldilocks and the Three Bears, Three Little Pigs o Ask students to identify the fairy tale o Ask students why parents want to read this story to their children. o Ask students what messages the fairy tale is trying to communicate to children. Pass out chapter 4.3 reading guide for students to complete. o As students complete the reading guide, walk around the room and assess students’ progress and help students as needed. Instruct students to analyze their lives and the factors that they believed shaped their personality. o Assign students to create a timeline of the 10 major events of their life. o Instruct students to analyze how their personality is shaped by these events. o Provide an example of events on a timeline. As students work on their timelines, walk around the room and assess students’ progress and ask students what are important events in their lives if they are struggling to think of examples. Students will share the most impactful event from their timeline and identify which agent of socialization the event is a part of. o Ask students how old they were when the event occurred. o Ask students how the event has influenced them today. o Compare the age students were when the event took place. o Discuss how age can impact the importance of an event. After students share their events, ask students if they have changed their thoughts on what or who is the main source of influence in their lives.

How will you modify or adjust this lesson in the future? I would have liked to have done something else besides the reading guide, but thought that the reading guide would cover the main points and maintain the students’ attention as they read the section. An activity that would have students look at pictures and identify the agent of socialization would maybe be more effective because students could talk about what they are thinking and share their thoughts with one another. Mentor teacher notes: I thought that you did a good job of beginning the class with something all of the students could complete. You could have spent more time explaining the key terms of the section. Some of the students seemed a little unsure of the content before you passed out the worksheet. Maybe give them some notes, a PowerPoint, or have them read the first section of the chapter and take notes before giving them the worksheet so they have a better idea about the content. You did a good job selecting all the students to answer questions, they all were paying attention. Also, you provided clear instructions and provided a good model of the timeline activity. I know you were pressed for time, but you could have elaborated a little bit more on student examples from their timeline and connected it back to the chapter. Overall, a good lesson and the students seemed to find it interesting.