Lesson Plan Guide

Teacher Candidate: Stephanie Baucum Date: 12/3/17

Grade and Topic: Kindergarten Social Studies Length of Lesson: 45 minutes for 1 day

Mentor Teacher: Mr. Brian Johnson School: University of Memphis- IDT 3600

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

o This lesson plan is to familiarize the students with identifying and understanding the roles of varying
people within their community.

LESSON OBJECTIVE:
o Given a worksheet, the student will be able to correctly match and identify each authority figure with
100% accuracy.
o After watching the videos, the student will be able to answer the questions on BrainPop Jr. with 100%
accuracy.
o The goal of this lesson is for students to demonstrate a clear understanding of each societal member and
their role in the community.

STANDARDS ADDRESSED:
o TN Social Studies- K.20- Identify roles of authority figures at home, at school, and in government to
include parents, school principal, volunteers, police officers, fire and rescue workers, mayor, governor,
and president.

MATERIALS:
o Laptop/Computer/iPads
o SmartBoard
o Projector
o Worksheet
o Pencil
Technology:
o YouTube People in Our Community Song:
https://www.youtube.com/watch?v=mw6RBvUmayA&index=1&list=PLSi7gqYnyAdke7qyM5EYAoa
NXLpwPiq8_
o BrainPop Jr. Video and Quiz: https://jr.brainpop.com/socialstudies/communities/communityhelpers/
o Comic Strip: http://www.toondoo.com

BACKGROUND and RATIONALE:

o The key concept for the lesson is for the students to be able to identify authority figures within their
community. Also, it is important that the students can identify and articulate the roles of each societal
figure.
o Academic Language is not addressed in IDT 3600.
o This lesson connects and builds on the previous lessons of addressing why people. This lesson goes into
more depth by identifying the different jobs that people in the community have and their roles.
o To build on this lesson, the subsequent lesson focuses on the importance of laws and how leaders within
the government of a community create them.
 o I am aware that the lesson will be differentiated for students who did not master the objectives and for
those ready for enrichment. However, modifications are not covered in this course and are not part of
this particular lesson.

PROCEDURES AND TIMELINE:

Introduction:
o To help the students become focused and motivated to learn in this teaching segment, the lesson will
begin with a YouTube video sing-along video identifying different authority figures within the
community.

Procedures:
Introduction: about 15 minutes
o The lesson will begin with the teacher asking the students if they know of any important people that they
have seen in the community. After a brief discussion, the teacher will play a video.
o A YouTube sing-along video will review the different authority figures in a fun and engaging way.
o Then, the BrainPop Jr. video will be played and the class will participate in the interactive easy quiz at
the conclusion of the video.
o The teacher will ask the students questions after the video and give them a quiz as a review.
o Activity: about 20 minutes
o The students will use the ToonDoo comic creating website to create a simple and basic comic of 1-3
authority figures that they learned about at the beginning of the lesson.
o To do this, the students will be paired up by the teacher into small groups to create a comic. The comic
website is user friendly and can be maneuvered by the students with some assistance by the teacher.
o The comic can show different authority figures and can have some basic phrases/ sentences if the
student is gifted or more advanced than the other students.
o Once the students are done, the teacher will go around and make sure all the comics are saved.
o Then, the comics will be printed out and posted as decorations around the classroom so that the students
can see their work.
o Assessment: about 5-10 minutes
o To conclude the lesson, the students will be given a matching worksheet that the students will
individually complete for their assessment.
o The worksheet is to correctly match the authority figure and a tool/item they use.
Closure:
o To close the lesson, the students will complete the matching worksheet and turn that in as their
assessment. Then, the teacher will lead a brief discussion about authority figures within the community.

ASSESSMENT EVIDENCE:
o The formative assessment is the group work completing the comic strip. The summative assessment is
the students individually completing the matching worksheet and turning it in for a grade/assessment.
o There is a clear alignment with the objectives, goals, and assessments because they all match up and
work together.

MODIFICATIONS:
o I am aware that modifications will be made for students who did not master the objectives and for those
ready for enrichment. However, modifications are not covered in this course and are not part of this
particular lesson.