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Detailed

Lesson Plan Preparation


Elementary Education
Name: Kelsey Bansek
Title: Leadership (Introduction to leadership and government)
Grade: Second Grade
Concept/Topic: Civics and Governance Unit- Social Studies
Time Needed: 30 minutes

Note: A detailed lesson plan is specific enough for another teacher to read and teach
effectively. There should not be any question regarding what to do or how to do it.

Backward Design Approach: Where are you going with your students?

Identify Desired Results/Learning Outcome/Essential Question:


What is a leader?
What types of leaders are there?
What makes a good leader?
As a citizen, what do you want in a leader?
NCSCOS/Common Core Standards:
Social Studies Standards:
2.C&G.1 Understand the purpose of governments.
2.C&G.2 Understand the roles and responsibilities of citizens.
2.C.2.3 Exemplify respect and appropriate social skills needed for working with diverse groups.
Language Arts Standards:
RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
RI.2.4 Determine the meaning of words and phrases in a text relevant to grade 2 topic or subject
area.
RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries,
indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
Assessment Plan:
Formative assessments will occur through listening to the students answers throughout the class
discussion. I will ensure that I call on many of the students and not just the students whom I think know
the answers. I want to formatively assess all of the students in this way. I will listen carefully and
scaffold their learning. I will take notes on student responses when the lesson is finished.

As the students help fill out the anchor chart on leadership, I will be able to observe who understands
the qualities of leadership.

If time permits, students will fill out a graphic organizer (the Frayer Model) on the word leadership.
This can be used as an assessment because the students have to write a definition of leadership,
characteristics of leadership, and examples and non-examples of leadership.

Meeting the student where they are:

Prior Knowledge/Connections:
Students have a foundational knowledge of the characteristics of citizenship.
o Students vote on a superhero of the week, someone who demonstrates qualities of
citizenship.
o These qualities are similar to what it means to be a leader.
o The teacher treats the superhero of the week as a classroom leader (line leader), and
she reminds the superhero that his/her classmates are looking up to him/her.
Students do not have specific prior knowledge on leadership.
Their prior knowledge comes from their individual experiences.

Lesson Introduction/Hook:
Who is the Leader?
This will be an activity where one student leaves the classroom and has to return to guess which one of
their classmates is the leader. A leader will be chosen to lead the class with small motions. For example,
the leader might motion for the class to pat their heads, snap their fingers, or rub their bellies. The
student outside of the classroom will return and try to guess who the leader is as the students are doing
these motions.


Heart of the Lesson/Learning Plan:


Differentiation/Same-ation:
Differentiation will occur throughout the lesson in multiple ways. First, it will occur through specific
questioning. When students get stuck or cannot figure out the answer, I will further question and
scaffold them to guide them to the answer. This will allow them to still arrive at the answer without me
directly providing them with it. Some students will need more questioning than others.

Differentiation will also occur because the book will be on the SmartBoard so students can read along,
and it will be read aloud. This will attend to both visual and auditory strategies for learning. Students
who struggle with comprehension will be able to look back at the text as questions are asked. Whereas
others who do not need to look at the text will be able to answer questions from memory.

Lesson Development:
Today we are going to discuss leadership and what it means to be a leader as well as how
leadership relates to the govnerment.
Lesson Hook Game: Who is the Leader?
o One student leaves the classroom while the rest select a leader.
o The leader has the rest of the class do simple motions. For example, they can pat their
bellies, clap their hands, or stomp their feet.
o The student who left the classroom must try to figure out who the leader is.
Discuss how they figured out who the leader was.
Read aloud Government Leaders Then and Now from Big Universe (we will not read every page).
o Look at the Table of Contents to see the types of leaders we will read about.
o Remind students of how the Table of Contents shows that the text is non-fiction and
that it tells us what we will read about.
Read p. 6-7 about government.
o What do government leaders do?

o Who are some government leaders that we know?


Read p. 8-9 about the President.
o What does the president do to be a leader?
Skip p.10-11 about congress.
o Tell the students that they will learn about congress later.
o Let them know that congress makes laws and is a part of the government.
Skip 12-13 about judges.
o We will come back to this at a later time.
o Let them know that judges decide what laws mean.
Read p. 14-15 about governors.
o Governors lead states. Each state has a governor.
o Who is the governor similar to? Why?
Read p. 16-17 about mayors.
o Mayors lead cities and towns.
o We are going to have our own classroom mayor at a later time.
Skip to p. 22 about choosing leaders.
o Everyone has to choose leaders.
o Sometimes people are elected, other times they are appointed. The president can do
this.
o We are going to elect a mayor in our classroom later, but first lets think of qualities
we might want in this leader.
Make an anchor chart on leadership qualities/what it means to be a leader.
Closure: If there is time at the end of the lesson or at a later time fill out the Frayer Model
using the word leader. It will also close through asking the students what qualities they want
in their classroom mayor.


Specific Questioning:
Who was the leader in our game?
o Howd you know?
What does the Table of Contents tell us?
What genre is this book?
What do government leaders do?
Who are some government leaders that we know?

What does the president do to be a leader?


Who is our president?
Who is the governor similar to? Why?
What does it mean to elect someone?
o Appoint someone?
What types of qualities would we want in our own classroom leader?
o Who is a leader?
o What does it mean to be a leader?


New Vocabulary:
Leader
Government
President
Congress
Judges
Governor
Mayor

Concluding the Lesson/Closure/Debriefing:
In the future, the students will be voting on a class mayor to be a part of their classroom town hall. The
lesson will conclude with letting students know about this and reflecting on what it means to be a
leader. I will ask the students what qualities and characteristics they want in a leader/their future
classroom mayor. This will debrief what it means to be a leader and allow the students to make
personal connections with the lesson.

Materials/Resources:
Big Universe account
SmartBoard
Poster paper
Markers
Frayer Model Sheets

Teaching Behavior Focus:
My teaching behavior focus will be attending to equity. This includes varying instruction based on the
knowledge from diverse learners. My mentor teacher and I were discussing how this is something that
can only be learned through experience. I think with this lesson, I will be able to experience how to
attend to equity by varying instruction and providing all students with the opportunity to engage and
access tasks. As a result, I would like to focus on this quality. This will be done through questioning and
the different modes of teaching that I will use.

Follow-Up Activities/Parent Involvement:
This is the beginning of a unit on civics and governance. It is providing the foundational knowledge
needed for the rest of the unit by beginning it with a discussion on leadership. Students will be
encouraged to read non-fiction books in class about many different leaders and about our countrys
government. They will also be encouraged to check out these types of books at the library.