Indiana Wesleyan University

Elementary Education Lesson Plan Template

Social Studies/ DSSM rev.2019
Student: Abby Greenfield School: Eastbook South
IWU Supervisor: Dr. Brenda Soptelean Co-op Teacher: Ms. Robyn Groves
Teaching Date: March 11th Grade Level: 2nd
Audit Trail:
• February 3, 2020 Email with Dr. Soptelean to set up observation dates for the entire semester. The first
Social Studies lesson will be observed on either March 11th or 13th, which is up to the four IWU students
and their classroom teachers to decide the day of presentation (2 people a day).
• February 5, 2020 provided the possible observation dates with Ms. Groves. She said that either one will
work for her, as long as we integrate the Social Studies Lesson with another content area.
• February 14, 2020 discussed and decided on topic with Ms. Groves. We also found standards and
decided to integrate the lesson in with reading. We noticed students lack of understand for saying The
Pledge in the morning. They know what they are saying but do not understand why they are saying it.
One student asked why they have to say
• February 24, 2020 met with Dr. Karr to discuss lesson plan idea. Came prepared with three station
ideas on The Pledge Allegiance. We decided to go with the American Flag Chain and the significance of
the American flag. Also discussed the main idea of the E-Unit: freedom. The Pledge of Allegiance is a
promise we make that results in our freedom, and freedom comes with responsibilities, as stated in The
Pledge. We also discussed finding the read aloud for the whole unit over freedom.
• February 25, 2020 Decided on the overall theme of “Freedom and Me: freedom to be who I want to
be”. This was one of the ideas discussed in the meeting with Dr. Karr.
• February 26, 2020 Confirmed with Ms. Groves time and day for observation – Wednesday, March 11
at 8:15 am. Emailed Dr. Soptelean to confirm the same date and time.
• February 27, 2020 Received confirmation from Dr. Soptelean about the observation time and date.

LESSON RATIONALE
During my practicum placement, one of the students questioned why they had to say the Pledge of
Allegiance; therefore, this lesson is designed to help students take ownership of the Pledge, as well as
understand the meaning behind it.
READINESS
I. Goals/Objectives/Standard(s)
A. Goal: Students will have a better understanding of the meaning to the Pledge of Allegiance.
B. Objective(s):
Students will be able to answer the question, what does the Pledge of Allegiance mean, by explaining
the words of the Pledge.
Standards:
NCSS: Strand 6: Power, Authority, and Governance
IAS:
2.2.6 Discuss and explain the meaning of the Pledge of Allegiance and understand the role played by
Benjamin Harrison (Indiana’s only President) in promoting recitation of the Pledge by American
school children; identify other ways citizens can affirm their citizenship.
2.RV.2.2 Identify relationships among words, including common synonyms and antonyms, and
simple multiple- meaning words (e.g., change, duck).
ISTE: [optional]
II. Management Plan
a. Materials:
Anticipatory Set: map of U.S., mirror, American Flag, Statue of Liberty image, Chain/Links,
gavel, Bald Eagle image
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019
Station 1 (Flag Chain): provided paper, pre-cut chain links, glue, pencils
Station 2 (The Pledge of Allegiance flip chart): provided papers, scissors, pencils, crayons (if
time allows), sign language of The Pledge of Allegiance: https://www.youtube.com/watch?v=-
29MY8boWhw
*dependent on behavior and time* Station 3 (History of The Pledge reading passage): provided
the reading passage and questions, pencils, and crayons
b. Time: Total Time: 35-40 minutes
Anticipatory Set: 8 minutes
Instructions for Stations: 2-3 minutes
Transition to Stations: 2 minutes
Station Work: 8 minutes
Station Rotation: 2 minutes
Station Work: 8 minutes
Clean Up Stations: 2-3 minutes
Review/Closure: 3-4 minutes
c. Space:
Students will start in the “barnyard” (carpeted area in the middle of the room), where they will
discuss the objects in the anticipatory set and then receive instructions for the station work.
During station work, students will be at several different places in the room. The Flag Chain
station will be on the floor near the barnyard. The Pledge of Allegiance Flip Chart will be that the
kidney bean table. If the reading passage group is used, it will be in the reading room (small,
closet sized room attached to the classroom). During the closure, students will be back in the
barnyard.
d. Behavior:
While sitting in the barnyard, students will be respecting the personal space of others and activity
engaging in discussion. During the station work, students will be expected to have an appropriate
level voice (indoor, but loud enough for group conversations; this is a skill previously taught to
the students). During the closure, students will be expected to sit using appropriate “barnyard”
behavior while engaging in conversation.
III. Adaptation to Individual Differences and Diverse Learners—
Each station encompasses a different style learner. During Station 1, students are able to interact with the
activity. Station 2, students are writing definitions along with adding a visual to further build connections.
Additionally, the anticipatory set and closure allow students to have hands-on interaction with their
learning.

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

IV. Anticipatory Set
• Students will all be in the barnyard (carpeted area), where the objects for examination will be.
Additionally, they will be sitting in a circle, along with myself.
• Students will examine several different items: a mirror, map of the United States, U.S. Flag, image
of the Statue of Liberty, chains/links, a gavel, and an image of a bald eagle
• They will trying to find a connection between all of the items
• Discussion will be led by me saying, “There are seven different objects in front of us. Although they
may all seem different, they have at least one thing in common. So, we are going to examine them,
and then try to figure out what the thing in common could be.”
• Each object will be further explained in Station 2, but this is what they should notice about each
object:
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019
o Mirror – a reflection of themselves (bonus if they notice they are U.S. citizens
o Map of the U.S. – notice that it is the U.S. and that we all currently live there
o U.S. Flag – represents our country (bonus if they notice that it also has the meaning of
freedom)
o Statue of Liberty – a well-known landmark of the United States (bonus if they notice that it
also means freedom)
o Chains/links – stuck together, unbreakable
o Gavel – used in courts by a judge (bonus if they notice that it has a meaning of justice)
o Bald Eagle – emblem of the United States (bonus if they realize it also represents strength
and freedom)
• Allow time for examining and discussions. Even if the students do not see the full connection yet,
we will be revisiting the items in during the closure, where they will be further explored and
connected to our learning.
V. Purpose:
“Today, we are going to dig into the question, what does the Pledge of Allegiance mean? Sometimes, we
find ourselves saying words and phrases, but we do not actually know why or what we are saying; therefore,
we are going to take apart the meaning and break it down.”

VI. Lesson Presentation (Input/Output)

• Explanation of the different stations
o Station 1: Flag Chain
“In the first station, you will pick up either a paperclipped bundle of white or red papers. Take
the paper clip off and put it in the white basket. After you do that, you will write initials (the first
letter of your first name and last letter of your last name) on the back of each slip of paper in
your bundle. Then, you will flip them over, and you will notice that they have parts of the Pledge
of Allegiance on them. Your task is to unscramble and put the words into the correct order of the
Pledge of Allegiance. Once you have to correct order, we are going to make them into chain
links.” Demonstrate how to make a chain link. “After you have all of your chain links put
together, you will put your completed chain into this box. You don’t have to worry if your friends
have a different color chain than you. The idea of this station is that you are taking responsibility
of your pledge to the country. While you guys are at lunch, I will be connecting everyone chain
links to make it into a flag, similar to the one pictured on the page. Additionally, all of the
instructions are on the pieces of paper at the station, along with the words of the Pledge of
Allegiance if you need to look at it for help. Ms. Groves will be at the station to help you glue
your pieces of paper to make a chain.”
o Station 2: The Pledge of Allegiance Flip Chart
“In the second station, we will be working on decoding, or breaking down, the meaning of the
Pledge of Allegiance. We will be creating flip charts with the meaning of these words
underneath. I will also be showing you a little bit of sign language that will help you remember
these words.
• “When I tell you to get up, I want everyone to grab a pencil from your desk and grab a pencil, but you
are to remain standing at your desks until I display the groups. Before I dismiss you, tell me what you
are going to do?” Allow time for students to get to their desks and grab pencils. “One last thing before I
display your groups. There is an 8-mintue timer on the slides. If you get done before the timer is up, you
can read to a partner.”
• Display groups (google slide link:
https://docs.google.com/presentation/d/1XmajdUX0c48XrwSIsOiITTq8Iw2WWMhIi1BBSYxc220/edit
?usp=sharing there is also a timer on the slides)
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019
• Station 2: The Pledge of Allegiance Flip Chart
This is what I will be talking about at the station: “In front of you is the words to the Pledge of
Allegiance. Let’s stay them together.” “There are 6 words that I want to break down. So, on the sheet
with the flag, write your name at the top. Then find the word ‘pledge’ on the pre-cut squares. We are
going to glue it to the paper.” “The in box underneath the tab you glue down, we are going to write the
meaning. The meaning of pledge is a promise or agreement.” I will also have the definitions pre-written
so they can use it as a reference. “Now, I am going to show you the sign for the word pledge. Then we
will do it together. When doing the sign, think: pointer to chin, then paper beats rock (rock-paper-
scissors). Pledge is a promise or agreement.” Do sign while saying definition. Repeat several times.
Then go onto the next word. “Let’s glue allegiance to our paper. Allegiance means loyalty to the
government. The sign for allegiance looks like this; think: one fist supporting the next and pushing
upward. Allegiance is loyalty to the government. Do it with me” Repeat the sign and definition several
times. “The next word is nation, so go ahead and glue nation to your paper. A nation is a group of
people under one government. The sign looks like this. Think: around the flagpole and then burry the
flagpole. A nation is a group of people together under one government.” Repeat the sign and definition
several times. “The next word is indivisible. Please glue it to your paper. Something that is indivisible
cannot be broken. The sign looks like links and then circling it around, like this. Indivisible means it
cannot be broken.” Repeat the sign and definition several times. “The next word that you need to glue is
liberty. Liberty means independence or freedom. For this sign, you are going to make the infinity symbol
with both pointers and your thumb, then you will open the infinity symbol, like this. Liberty means
independence or freedom.” Repeat several times. “The last word is justice; please glue it to your paper.
Justice means fairness. The sign for justice is when you bend both fingers at your knuckles and move
them together to be balanced, like this. Justice means fairness.” Repeat several times. “When you say
the Pledge of Allegiance, you are making a promise to be a loyal citizen to the government of the United
States, which cannot be broken. By saying the pledge, you are allowed freedom and are treated with
fairness. So, before we move onto the next station, let’s remind ourselves what each word means.” Go
through the words, definitions, and signs.
VII. Check for understanding.
• Knowledge will be assessed through students knowing the meaning of the six words decoded in Station
2.
• Additionally, they will be assessed based on the connections during the closure. If I notice that several
students are not grasping the meaning of the objects, then I will re-meet with small groups.
VIII. Review learning outcomes / Closure –
• After the rotations are complete, students will clean-up their work area and then return to the
barnyard
• Reexamine the objects from the anticipatory set, connecting them to what we learned.
• “Each item we have examined, relates to our duty to our country. The mirror is a reflection of
ourselves as citizens. As citizens, we are loyal to our government, or show allegiance, which is
represented by saying the Pledge to our flag. The Map of the U.S. is a reminder of the country
we are serving, which is our nation. The Statue of Liberty is a well-known landmark is has
become a symbol of freedom. The chain links resembles how the fifty states are stuck together
and cannot be broken up. The gavel is a representation of justice, for judges use it to make fair
decisions. Lastly, the bald eagle has become the emblem, or the overall representation, of the
United States, which is a symbol for freedom. We gain freedom by being U.S. citizens and
making these promises every day. Before we conclude, let’s review the meaning of the 6 words,
pledge, allegiance, nation, indivisible, liberty, and justice.” Perform the signs along with the
definitions.
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019
PLAN FOR ASSESSMENT
Develop a plan for assessing the degree to which your students have mastered the learning outcomes from this
lesson. Your plan should include formal and informal assessment strategies to evaluate and strengthen
instruction that will promote continuous intellectual, social, emotional, and physical development of each
student. (CAEP K-6 3.a)
A. Formative: Students will be assessed in Station 1 based on the order of their chain links, and if they put
their name on the back of their chains (shows that they take ownership of their Pledge). In Station 2,
students will be assess both on the physical worksheet and their understanding of each word as they say
them out loud.
B. Summative: At the end of the unit, students will create a project that allows them to define and take
ownership of their Pledge, which allows them overall freedom.

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?
7. Were student’s connection the correct signs to the words and meanings?
8. Were there to many signs and words for students to remember?
9. Where the students able to see the connections of the objects from the anticipatory set into the content
they learned?
10. Did displaying the timer help students self-regulate or did it cause more stress?

Include additional self-answer questions that specifically address unique lesson content, methodology, and
assessment.
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019
Student: School:
IWU Supervisor: Co-op Teacher:
Teaching Date: _____or IDK Grade Level:
Audit Trail:

OPPORTUNITY FOR IMPROVEMENT Format COMPETENT OUTSTANDING

Heading Student uses the provided template for Social

Studies content.
Template Student includes all of the information in the
template heading.
Audit Trail Student includes a list of dates and methods
for communicating with cooperating teacher.
Rationale Statement of rationale for the learning
experience and environment in this lesson.

Goals The lesson plan contains objectives that

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

IAS: Yes; NCSS: YES;

Management Plan A. Materials:

B. Time:
C. Space:
D. Behavior:
E. Technology: (as appropriate)
Anticipatory Set The anticipatory set is clear and direct and Gets students thinking, also maybe at the
focuses students’ attention on the lesson. end of lesson take a picture with one
student holding each of the items and
then make it into a “poster” with the
pledge on it.

Purpose The statement of purpose is clearly connected Excellent purpose statement.

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.
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019
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
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 means
Understanding to check for student understanding of the
lesson. A provision is included to reteach all
[CFU] 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 mainly formative]throughout the lesson is
included. The assessment strategies are
uniquely designed for the students.

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

SCORING
A lesson plan with elements that do to meet the A competent lesson plan earns a score of An outstanding lesson plan earns a
competent level will receive a score of 33 /40 or lower 34-37/40. score of 38/40-40/40

Additional Comments: Approved Lesson Plan. There is so much in this plan to love. I can’t wait to see how your students do with
it.
My only concern is the amount of time the students will actually need for the two stations and completing them without rushing.