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Indiana Wesleyan University

Elementary Education Lesson Plan Template


Social Studies--2018

Student: Hannah Lindsay School: Park Elementary School


IWU Supervisor: Professor Schuler Co-op Teacher: Julia Lambert
Teaching Date: November 9 Grade Level: Kindergarten

LESSON RATIONALE
One way to confront the issue that being different is not a good thing is to praise student for their uniqueness. In
this lesson, students will learn that they are similar and different when compared to their classmates and what the
words similarities and differences mean. They will be encouraged to embrace their differences and use them to be
an important and active member in the classroom.

READINESS
I. Goals/Objectives/Standard(s)
A. Goal: Students will recognize and identify similarities and differences between themselves and their
classmates.
B. Objective:
● Given a template of a crayon to draw on, students will draw a self portrait that includes a detail that makes
them unique or different than their peers.
● Students will define the meaning of similarities and differences after participating in two learning
experiences.
● During the learning experiences, students will recognize that they are both similar and different than their
classmates.

C. Standards: NCSS/ IAS


● K.3.6 Identify and compare similarities and differences in families, classmates, neighbors and
neighborhoods, and ethnic and cultural groups.
● NCSS Standard 1: Culture: Students come to understand that human cultures exhibit both
similarities and differences, and they learn to see themselves both as individuals and as members of
a particular culture that shares similarities with other cultural groups, but is also distinctive.
II. Management Plan
a. Materials: Yes/No signs, hula hoops, crayon template, crayon box poster, nametags, tape, crayons
b. Time: 35 minutes
● Anticipatory Set: 5 minutes
● Mini Lesson: 5 minutes
● Yes/No & Vinn Diagram Activity 10 minutes
● Self Portrait/Closure 15 minutes

c. Space: On carpet for both they yes/no activity and hula hoop “Vinn Diagram”
At seat for: Self-Portrait Drawing - Poster will be located by teacher’s desk to glue portrait’s on

d. Behavior:
● Students will earn Eagle Bucks for being active listeners, following directions the first time they are
given, remaining quiet during transitions.
● TJ will have a personal behavior chart where he earns points when he goes 10 minutes without
shouting out or interrupting the class. When he earns 10 points, he receives a sticker
● I will follow the 4-1 rule by stating 4 positive behaviors to every 1 negative behavior.
● KO will be buddied with the cooperating teacher and hold a fidget item as he participates on the
activity on the carpet and individual work at seat. He will also have a behavior sheet earning the
reward of playing with legos for 15 minutes if he earns 5 points on his behavior log created by me.
Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018

III. Anticipatory Set


Students will have an assigned spot around the carpet I will come up with an encouraging/kind word for
each student (such as loving, encouraging, friendly, leader) and hand it to them in a name tag sticker. I
will briefly tell each student what their word means and why I chose it for them as I pass them out. I
gave each of you a word that represents how you are special. You each bring that something to special
to class everyday and each of you have unique traits that make our class better than it would be without
you!

Purpose Statement: Today we are going to talk about what makes us the same and what makes us different than our
classmates and how our differences make us unique and special.

PLAN FOR INSTRUCTION


IV. Adaptation to Individual Differences and Diverse Learners
● TR will participate in whole group activities to receive social skills practice, but instead of
drawing a picture that represents his uniqueness, he will complete a Vinn Diagram about
him and his brother
● KO will also have his own behavior sheet , fidget item, and buddy to be able to complete the
learning experiences in the lesson without disrupting the class.
● Students who struggle to understand the concept of similarities and differences will sit with
cooperating teacher during drawing time

V. Lesson Presentation (Input/Output)


Have a mini lesson on similarities and differences - teaching the meaning of the words similarities and difference.
● I will be sitting on the floor with the students and have the words: similarities and differences written on a
mini whiteboard. I will ask the students what they think the words mean and have them explain their
thinking in a short class discussion.
● This word says similarities. Who can raise their hand and tell me what they think the word similarities means?
Expand on students thoughts and allow for a couple answers but keep students on track. Good! Similarities
means when things are the same. This other word says differences. Who can raise their hand and tell me what
they think differences means? Expand on students thoughts and allow for a couple answers but keep
students on track. Good! Differences means when things are not the same or different.
• Students will participate in a game of where they will be able to visually see there similarities and
differences. I will call out to different categories and the students will have a sign that says yes in green or
no in red. The sign will have 2 sides one side with yes and one side with no and students will hold up either
yes or no for the following questions. Today we are going to play a game to help us learn more about each
other. I am going to ask you yes or no questions and if your answer is yes. There is a sign in front of you and
there are 2 sides to the sign. The side with the green letters that say Y-E-S is the yes side. The side with the red
letters that say N-O is the no side. I am going to ask you a question that you can either answer yes or no for. If
your answer is Yes hold up the side with the green letters and if your answer is no hold up the sign with the red
letters. The questions will be as followed.
• Do you like pepperoni pizza? If you do then hold up the side that says Y-E-S, if you don’t then hold up the sign
that says N-O.
● Do you like the book David Goes to School?
● Do you have any brothers?
● Do you have any sisters?
● Do any of you have a twin?
● Do you have any pets?
Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
● Do you have blue eyes?
● Do have brown hair?
Wow! Thank you for answering those questions. Now I feel like I know you all even better. Now go and sit on your seat
around the carpet that has your name on it
● Next, I will bring out two hula hoops and overlap them to form a Vinn Diagram. They will be placed in the
middle of the carpet and the students will sit around the outside. I will have signs with words and pictures
laid out on top of the Vinn Diagram to show what topic the Vinn Diagram is covering. I will start by only
calling 3 students up who I know will all stand in different sections for my first example of having brothers,
sisters, or both. I will repeat this process, allowing all students to participate in standing in the hula hoop
Vinn Diagram.
● Now we are going to do another activity where we can get to know our similarities and differences between
our classmates. Who remember what similarities are? Who remembers what differences are? Tell the person
sitting next to you what they mean. We are going to use what is called a Vinn Diagram to model how we are
alike and different. Can you all say Vinn Diagram? A Vinn Diagram works by having 2 different categories in
each circle (I will stand and point to the parts of the circle I am referring to,) and in the middle is what the 2
categories have in common. So for example if we had the category of who has brothers on one side KO can you
come stand in this loop, and who has sisters on the other side, D can you come stand in this circle? Then who
knows what would be in the middle? Call on student to answer but if they are confused tell them the answer
by saying, in the middle would be someone who has brothers and sisters. TR can you come stand in the middle?
Gage student response and see if they are understanding the concept of a Vinn Diagram, if so I will pose the
category and have the genders take turns getting into the correct spot. If not, I will continue leading and
selecting only 3 students at a time to be apart of this activity. Other categories will be who has dog/cats,
likes chocolate milk/white milk, art/music, younger siblings/older siblings, who likes Finding Dory/Moana
● Next, I will explain the final part of the lesson which is that students will draw a self portrait of what makes
them unique. I will have an example of myself already created where I will be holding a volleyball. After I
have explained what they are to draw, I will dismiss them to their seats by table.
● Remember earlier when I gave you all a word that I think makes you unique? Now we are going to draw a
picture of your self, a self portrait, and on the picture you are going to draw yourself doing something that
makes you unique. You could be playing an instrument, a sport, or if you really love art you could draw
yourself painting a picture. Here is a picture of me playing volleyball - which is something that makes me
unique. Give me a thumbs up if you know what you are supposed to draw on this paper.
● The templates will already be placed at each seat so students won’t have anything slowing them down to
get to their seat. TR’s template will have a diagram taped on the back where he will be required to write the
similarities and differences between him and his twin brother. I will tell him individually that he must
complete the diagram before drawing his self portrait. I will give him an example to follow of the same
diagram but comparing myself to my sister.
● Here I will dismiss table groups to their seat to draw their self-portraits. As they are working, I will walk
around the room and ask students what they are drawing that makes them unique and redirect distracted
students. If students are confused on what to draw I will remind them of the word that I feel makes them
unique that I gave them in the anticipatory set.
● If they finish early they will read a book I have placed on their table.

VI. Check for understanding. How do you know students have learned? What strategies will you implement if all
students have not met lesson outcomes? Employ one or more strategies to determine student learning.
● Gage student understanding during the activities by using thumb checks but also seeing if they understand
how to use a Vinn Diagram during that activity.
● Who can raise their hand and tell me what they think differences means?
● Who can raise their hand and tell me what they think the word similarities means?
● Who remember what similarities are? Who remembers what differences are? Tell the person sitting next to
you.
Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
● As students are drawing self portraits I will check for understanding by having them explain what they are
drawing and what part of their drawing makes them unique. If students are struggling to create, I will have
them work at the back table with the cooperating teacher.

VIII. Review learning outcomes / Closure


● As students finish their self-portrait I will call them over by table groups to glue their portrait onto a poster
(similar to picture at bottom). I will clap my hands in a pattern to get student’s attention. I will say, You all
bring such unique traits to our class. Remember earlier when I gave each of you a word that I thought you
brought to the class. I want to challenge you all to keep living out that word and bringing that unique trait to
our class everyday.

PLAN FOR ASSESSMENT


● I will assess students understanding of similarities and differences by listening to students explain the
words to their partner while at the carpet.
● Students will have to explain their unique trait in their self portrait to me or the cooperating teacher as
they glue it on the poster.
● At the end of the unit, students will have to verbally retell what the meaning of similarities and differences
are.

REFLECTION AND POST-LESSON ANALYSIS (CAEP


K-6 3.b)
1. How many students achieved the lesson objective(s)? For those who did not, why not? All students
achieved the objective because all students were able to draw a picture of something that made them
different than other people.
2. What were my strengths and weaknesses? The main strength of my lesson was that
the students really took away the idea of embracing their unique qualities. They loved getting a sticker during the
anticipatory set and lit up to hear their word I picked out. One weakness was when doing the Vinn Diagram it
became a little cluttered. Maybe with my class I would have them get up and put their picture in the circle they
belong in.

3. How should I alter this lesson? If I taught this lesson again, I want to accommodate
to KO’s needs as if I were the only adult in the room. I may try a different fidget or assign him a buddy or
give him a punch card. Also, like I mentioned before, I want to make pictures, maybe cut out heads to use
for the Vinn Diagram so that they don’t get
too tight and hard to manage.
4. How would I pace it differently? I think I would adjust the pacing of my anticipatory set and set a timer for
the self portrait drawing and display it on the board. That way, all students would have the same amount of
time and the closure could be done at a time that all students would be ready to participate in.
5. Were all students actively participating? If not, why not? All students with the exception of KO were
actively participating. KO was wanting to participate and I let him but I needed to give some time to other
students as well and when that happened he shut down.
6. What adjustments did I make to reach varied learning styles and ability levels? I used visual, kinesthetic,
intrapersonal, and artistic multiple intelligences to reach different learning styles. I also had my high ability
student write as well as draw his self portrait.
7. Did my lesson include the right amount of content? I felt as though my lesson
contained the right amount of content. Students were able to discuss their knowledge, practice in visual,
kinesthetic, and artistic activities, and developed vocabulary even in the anticipatory set. This lesson also
brought a positive take on similarities
and differences, so students also gained a positive perspective along with knowledge on the content on
comparing and contrasting similarities and differences.
8. Did the closure accurately summarize my lesson? Yes, the closure accurately summarized my lesson;
however, not all students were ready to participate in the closure.
Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018

Student: School:
IWU Supervisor: Co-op Teacher:
Teaching Date:_____or IDK Grade Level:
OPPORTUNITY FOR IMPROVEMENT Format COMPETENT OUTSTANDING

Heading Student uses the provided template for


Social Studies content. Student includes all
Template of the information in the template heading.
Statement of rationale for the learning
Rationale experience and environment in this lesson.

Goals The lesson plan contains objectives that


connect goals and standards with
Objectives
lesson activities and assessments.
Standards
Each objective should include the
following: Conditions; Desired learning;
Observable behavior; and Accuracy (as
necessary)

NCSS:

IAS:

Management Plan A. Materials:


B. Time:
C. Space:
D. Behavior:
E. Technology: (as appropriate)
Anticipatory Set The anticipatory set is clear and direct and
focuses students’ attention on the lesson.

Purpose The statement of purpose is clearly


connected to the content of the lesson and
is presented in terms that are easily
understood by students.

Plan For
Instruction

Adaptation to Instructional opportunities are provided in


Individual Differences this lesson. The opportunities are
and Diverse Learners developmentally appropriate and/or are
adapted to diverse students.

Remediation –
Enrichment –
ELL –
Exceptional Needs-
Lesson Presentation Candidates demonstrate understandings,
for Social Studies capabilities and practices associated with
the central concepts and tools in Civics,
Economics, Geography, and /or History
Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
within a framework of inquiry.

Lesson Presentation The candidate’s lesson demonstrates an


understanding of developmentally
appropriate practice.

The candidate’s lesson includes both


modeling and guided practice.

The lesson presentation includes relevant


activities that encourage student
participation and critical thinking.

Check for The lesson plan includes a plan and the


Understanding means to check for student understanding of
the lesson. A provision is included to
reteach all or part of the lesson to all or part
of the class.

Review Learning Lesson closure relates directly to the lesson


Outcomes and/ or purpose and/or objective.
Closure

Plan for
Competent 3
Assessment

Formal and Informal A plan for formal and informal assessment


Assessment throughout the lesson is included. The
assessment strategies are uniquely designed
for the students.

ACEI 4.0

Reflection and Post- The lesson plan includes all required self-
Lesson Analysis answer questions.

SCORING
A lesson plan with elements A competent lesson plan An outstanding lesson plan
that do to meet the earns a score of 37-39/40. earns a score of 40/40.
competent level will receive
a score of 36 /40 or lower

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