Indiana Wesleyan University

Elementary Education Lesson Plan Template

Social Studies--2018

Student: Billy Harness School: Allen Elementary School

IWU Supervisor: Dr. Brenda Soptelean Co-op Teacher: Brenda Cooper

Teaching Date:_11/22/19_ Grade Level: 4th

Audit Trail:

- Talked with Dr. Karr on November 14th to go over my plan for the lesson
- Talked with my supervisor, Dr. Soptelean, on November 15th about my plan
- Talked with Dr. Karr on November 19th to revise my lesson plan
- Discussed with Dr. Soptelean and my cooperating teacher, Mrs. Cooper, on November 20th on how I
would build off the previous lesson for this lesson
- Turned in lesson plan on November 21st
- Lesson plan approved by Dr. Karr on November 21st

LESSON RATIONALE

The purpose of this lesson is to build off of what was taught on Wednesday and help the students learn more
about their role as citizens in the classroom.

(CAEP K-6 1.a)

READINESS

I. Goals/Objectives/Standard(s)

A. Goal: The goal of this lesson is to instruct students on the value of citizenship in a classroom.

B. Objective: Students will understand the role a student has as a citizen in the classroom and know the
responsibilities that come with being in a classroom.

C. Standards: NCSS/ IAS

NCSS: Standard 4, Element 4c: Candidates engage learners in ethical reasoning to deliberate social, political, and
economic issues, communicate conclusions, and take informed action toward achieving a more inclusive and equitable
society.

IAS: 4.2.7- Use a variety of resources to take a position or recommend a course of action on a public issue
relating to Indiana’s past or present.
 II. Management Plan
a. Materials:
-Google slides
-video resource “Citizenship in the Classroom”
(https://www.youtube.com/watch?v=U2TYP5qoN3c)
-laptop (for my use)
-poster boards
-index cards
-markers
-tape
Time: 25-45 minutes
-Intro to lesson: 4-5 minutes
-Video: 2 minutes
Response: 3-4 minutes
-Poster board activity: 12-15 minutes
-Closure/clean up: 5-7 minutes
TOTAL: 26-29 minutes
b. Space: whole classroom; I will make sure to place the poster boards in the front of the class so
everyone can see them
c. Behavior: before the lesson, I will give my expectations for what I am looking for in behavior; I
will also follow through with giving “tallies” to students who continue to misbehave after they
have been issued a warning
III. Adaptation to Individual Differences and Diverse Learners—There is a student in this class who has
difficulty writing things down with a pencil, so I ensured that the lesson does not involve any handwriting. This
way, the student can participate in the lesson and not feel excluded.

PLAN FOR INSTRUCTION (CAEP K-6 1.b)

IV. Anticipatory Set

Before I begin the anticipatory set, I will show a slide on the projector screen that lists what I expect of
class behavior during the lesson. I will also state what the disciplinary actions are if a student chooses to not
follow the expectations I have.

After that, I will begin the anticipatory set by telling the students, “Boys and girls, I will now show you a
few pictures. When the picture is shown up on the screen, I want you to hold up either a ‘thumbs up’ if you think
it is good, or a ‘thumbs down’ if you think it is bad. Everyone understand? There is no talking allowed in this
activity.” I will then show different pictures of good and bad behavior in the classroom, such as a student putting
their supplies away neatly (‘thumbs up’) or a student shoving another student down (‘thumbs down’). These
pictures will be displayed on Google slides that are projected on the screen.

V. Purpose: The purpose of this lesson is to build off the students’ prior knowledge of citizenship from the
previous lesson and inform students on the value of citizenship in the classroom.

VI. Lesson Presentation (Input/Output)

 “Alright students, today we are going to be building off of what we learned on Wednesday. Can anyone remind
the class of what we learned about my lesson on Wednesday?”
 A student will raise their hand, I will call on them, and they should answer “Citizenship!”
 “Very good! I taught you about citizenship, voting, and taking action in our local government. Do you remember
who we wrote the letter to in order to make a change?”
  Another student will raise their hand, I will call on them, and they should respond “The mayor!” (I will make
sure to pick a different student to answer this time around.)
 “That’s right! We wrote a letter to Mayor Alumbaugh seeking change in our city. As citizens of Marion, that is our
right and responsibility.”
 I will then ask the class, “Does anyone remember what the definition of a citizen is?”
 A student will raise their hand, I will call on them, and they should respond with “A person belonging to a
community, state, or country!” (This one might be difficult for them to remember, so I will help them out if two
or three incorrect answers are given.)
 “Well, just like a citizen belongs to a city, state, or country, a citizen can also belong to a classroom. That means
all of you are citizens in this class, which brings responsibilities for you guys.”
 I will then go over to the video monitor and get the video ready.
 Before starting the video, I will instruct the class: “Now boys and girls, as you watch the following video, I want
you to be thinking of ways you can be a better citizen in this classroom.”
 I will then play the video.
 “Alright boys and girls, can you tell me anything you learned from that video?” I will then allow time for
response.
 “It is important to be a good citizen in the classroom because you are setting an example. When a classmate sees
how good you are behaving and respecting others, they should do the same. From the video, can anyone tell me
what the three main traits of being good citizen in the classroom were?”
 A student will raise their hand, wait to be called on by me, and should answer: “Respect your teachers,
classmates, and classroom property.”
 I will say, “That’s spot on! As the video mentioned, respect is the big idea when it comes to being a citizen.
Whether it is in the classroom now or when you get a job someday, respect is always very important. If you want
someone to respect you, then you need to show the same respect to them. So, now we are going to do an activity
that covers the three main categories of citizenship in the classroom.”
 I will then put the poster boards up on the wall.
 “Like we just learned from the video, the three main categories of being a good citizen in the classroom have to
do with respect: respect your teachers, respect your classmates, and respect classroom property.”
 “I have a bag here full of index cards that have different examples of students being a good citizen in the
classroom. I will pull one out, scan the room for someone who is listening, being respectful and a modeling what
a ‘good classroom citizen’ looks like, and call on you. If your name is called, you will walk up to me, I will hand
you the index card, you will read it out loud to the whole class, and then you will tape it up on the poster board
category it should go under. For example,…”
 I will give an example so that the students understand what to do.
 “Alright, does everyone understand?” If every student understands the concept of the activity, I will begin.
 Once the activity is finished, I will move on to the closure and review.

VII. Check for understanding

To check for student understanding, I will use the strategy of reteaching whatever the students are not grasping.
If they continue, I will place them in a small group at a side table with my cooperating teacher or the student teacher
to help them grasp the idea. This will give them more individualized support while not slowing the progress of the
class as a whole.

VIII. Review learning outcomes / Closure

To close, I will review the main points of the lesson and why it is important to be a good citizen in the classroom.
 - Teacher: “Alright class, what did we learn about today?”
- Students: “How to be a good citizen in the classroom!”
- Teacher: “Very good, and what were the three main points we focused on how you can be a good
classroom citizen?”
- Students: “Respect your teachers, respect your classmates, and respect classroom property!”
- Teacher: “Awesome! What are some ways you can respect your teachers? How about your classmates?
And the classroom supplies and property? Why is being a good citizen in the classroom important and
how does it set an example to others?”
- After giving time for response and a brief review, I will instruct the class to clean up anything still left
out and listen for directions from Mrs. Cooper.

PLAN FOR ASSESSMENT

Formal assessment: Throughout the lesson, I will occasionally walk around the classroom and make sure students are
understanding the concept. I will verbally ask students if they are understanding it, taking into account their reactions
and questions they may have.

Summative assessment: The students’ summative assessment will come from which category of classroom citizenship
they choose each time they are handed an index card. (CAEP K-6 3.a)

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?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?

Specific Self-Analysis Questions:

1. Was I able to keep the students engaged while I taught about citizenship in the classroom?
2. Was the video engaging enough to where the students did not lose focus or attention?
3. Did the poster board activity accomplish my goal of teaching students how to be a good citizen in the classroom?