USF Elementary Education Lesson Plan Template (S 2014) Name: Lauren Francis

Grade Level Being Taught: 3rd Subject/Content: Social Studies Group Size: Date of Lesson: Wednesday,
20 September 27, 2017

Lesson Content
What Standards (national or SS.3.C.2.1
state) relate to this lesson?
(You should include ALL applicable Identify group and individual actions of citizens that demonstrate civility,
standards. Rarely do teachers use cooperation, volunteerism, and other civic virtues.
just one: they’d never get through
them all.)

Essential Understanding
(What is the big idea or essential What activities do I enjoy that positively impact others around me?
question that you want students to
come away with? In other words,
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)

Objectives- What are you

teaching? The students will be able to work together effectively in pairs to come up with a list of things that they
(Student-centered: What will enjoy with no social conflict given the moral of the activity based on the reading in Energy Bus.
students know and be able to do
after this lesson? Include the
ABCD’s of objectives: action,
behavior, condition, and degree of
mastery, i.e., "C: Given a sentence
written in the past or present tense,
A: the student B: will be able to re-
write the sentence in future tense D:
with no errors in tense or tense
contradiction (i.e., I will see her
yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)
USF Elementary Education Lesson Plan Template (S 2014) Name: Lauren Francis
Grade Level Being Taught: 3rd Subject/Content: Social Studies Group Size: Date of Lesson: Wednesday,
20 September 27, 2017

Rationale
Address the following questions:
 Why are you teaching this
objective?
 Where does this lesson fit
within a larger plan?
 Why are you teaching it this
way?
 Why is it important for
students to learn this concept?
I am teaching this lesson in a series with my CT to educate our students how to spread positive energy as
well as keeping “energy vampires” out of our personal space.
This lesson introduces one of the last Energy Bus rules in a series of five rules based on a book.
I am teaching the lesson this way so it follows the reading in Energy Bus.
It is important that students learn the concept of being positive people and blocking out negative energy
so that they have the skills to live happy lives despite negative influences around them. Being a positive
person for themselves builds into being a positive influence for those around them and their communities.

Evaluation Plan- How will you

know students have mastered When we reach a new idea or concept in the reading, I will make it a moment for the students. I will follow
your objectives? that moment with thumbs up or down to gauge their understanding of the concept.

Address the following: The summative assessment will be the lists of activities they enjoy that they have created in their pairs as
 What formative evidence will well as their ability to contribute to the class list and justify their reasoning for specific activities.
you use to document student
learning during this lesson?
 What summative evidence will
you collect, either during this
lesson or in upcoming lessons?

What Content Knowledge is

necessary for a teacher to teach The teacher teaching this lesson should be familiar with the story of the Energy Bus.
this material?
USF Elementary Education Lesson Plan Template (S 2014) Name: Lauren Francis
Grade Level Being Taught: 3rd Subject/Content: Social Studies Group Size: Date of Lesson: Wednesday,
20 September 27, 2017

What background knowledge is

necessary for a student to
successfully meet these
objectives?
 How will you ensure students’
have this previous knowledge?
 Who are your learners?
 What do you know about them?
 What do you know about their
readiness for this content?
Students learning the lesson but be familiar with the readings in Energy Bus.
I will ensure my students have this knowledge by providing a brief review of the previous “rules” we
learned from the book.
My learners are my third-grade students, some who have a history of bullying others and being bullied by
their classmates.
I know that my students are more than prepared for the content based on my past observations of them
with the reading along with their history of bullying.

What misconceptions might

students have about this content? Students may not realize that acts of kindness (as well as negative acts) can be small but still have a large
impact on themselves and others.

Lesson Implementation
Teaching Methods
(What teaching method(s) will you Pair-share
use during this lesson? Examples
include guided release, 5 Es, direct
instruction, lecture, demonstration,
partner word, etc.)
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: 3rd Subject/Content: Social Studies
Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
Where applicable, be sure to
address the following:
 What Higher Order Thinking
(H.O.T.) questions will you ask?
 How will materials be
distributed?
 Who will work together in
groups and how will you
determine the grouping?
 How will students transition
between activities?
 What will you as the teacher do?
 What will the students do?
 What student data will be
collected during each phase?
 What are other adults in the
room doing? How are they
supporting students’ learning?
 What model of co-teaching are
you using?
Name: Lauren Francis
Group Size: Date of Lesson: Wednesday,
20 September 27, 2017
Time Who is Each content area may require a different step-by-step format. Use whichever
responsible plan is appropriate for the content taught in this lesson. For example, in science,
(Teacher or you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Students)? Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).
 With students remaining at their desks, I will review the previous Energy
Bus rules that we have already covered (3-5 min).
- “What is the (first, second, third, fourth) Energy Bus rule?”
- “Who are energy vampires?”
 I, as the teacher, will then read aloud about Energy Bus rule #5 (pg 38-
45). As we come across a new concept or idea, I will confirm their
understanding with thumbs up or thumbs down (5-7 min).
 I will then explain to the students that they are to work in pairs to come
up with a list of things they enjoy doing. As they make this list, they are to
think about what costs more than $5, what can be done with other
people, what can be done alone, and what activity has a positive influence
on their community or others around them and mark each item/activity
on the list with a $, P, A, or C accordingly (2 min).
 Students will be asked to grab one piece of paper (found in their table
carts) per pair to come up with a list of things they enjoy doing. Pairs will
be determined on their table groups.
- Students will have about 10 minutes to do this activity in pairs.
- I will be walking around the room to monitor students during the
activity.
 Once the timer goes off indicating that ten minutes has passed, I will have
the students regroup and I will ask each pair to share out one thing they
agreed they enjoy doing. I will also ask them what label they assigned this
item/activity and why (5-8 min).
- I will ask the class to show me a thumbs up or thumbs down is they
agree on the label.
USF Elementary Education Lesson Plan Template (S 2014) Name: Lauren Francis
Grade Level Being Taught: 3rd Subject/Content: Social Studies Group Size: Date of Lesson: Wednesday,
20 September 27, 2017

- My CT will be walking around the room observing the lesson and

assisting me with any behavior issues and talking to the students
about their lists.
 Students will then turn their papers into the homework drawer for my
record and my CT will transition them into their reading or writing
lesson.

What will you do if… …a student struggles with the content?

As I walk around to the class during their paired work, I will ensure every student has an understanding
of the content. If they do not, I will provide further clarification.

What will you do if… …a student masters the content quickly?

If a pair of students comes with an extensive list within a short amount of time, I will as the students to
come up with more activities that have a focus on serving the community and why those activities have
such a positive influence.

Meeting your students’ needs as If applicable, how does this lesson connect to the interests and cultural backgrounds of your
people and as learners students?

This lesson connects to the interests of my students because bullying has been an issue in our classroom
this year. Making lessons like this one a part of our classroom make it clear that bullying is a common
issue (unfortunately) but we cannot allow others to influence our actions and mood; we also should not
intentionally impact others around us in a negative way.

If applicable, how does this lesson connect to/reflect the local community?

This lesson provides a positive message to our students that can and should be applied anywhere outside
the four walls of the classroom.

How will you differentiate instruction for students who need additional challenge during this
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: 3rd
Accommodations (If needed)
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)
Name: Lauren Francis
Subject/Content: Social Studies Group Size: Date of Lesson: Wednesday,
20 September 27, 2017
lesson (enrichment)?
If a pair of students comes with an extensive list within a short amount of time, I will as the students to
come up with more activities that have a focus on serving the community and why those activities have
such a positive influence.
How will you differentiate instruction for students who need additional language support?
Students who need additional language support can ask their partner for help with vocabulary, or they
can draw pictures of what they enjoy if they cannot find the appropriate words to express the things on
their list.
E has had consistent behavior issues all year so far. His desk is located at the front of the classroom next to
where my CT typically teaches her lessons. He is allowed to walk around the classroom as long as he is not
disrupting his classmates or being violent.
A is academically on a kindergarten level and have self-confidence issues. She is paired up with a student
who is very respectful and academically advanced. She sometimes has difficulty working with others
because she is not confident in herself and she has a difficult time grasping content. When it is time to
work in pairs, I will be sure to check on her and her partner frequently to monitor their progress and
assist them when needed.
I will use the ELMO to display the book as well as the whole-group list so that the entire class can see it.
I will use Energy Bus because this is the book the lesson is based on.