Indiana Wesleyan University

Elementary Education Lesson Plan Template

Social Studies--2018
Student Name: Leah Warner
IWU Supervisor: Professor Schuler
Grade Level: 5th Grade

LESSON RATIONALE: Student will learn how they can make change in their community and how to become active
citizenship that have their voices heard
I CAN STATEMENT: I can be an active citizen in my community

READINESS
I.Goals/Objectives/Standard(s)
A. Goal: Student can identify ways citizens of all ages can participate in change in the community and
government
B. Objective: Students will explore ways citizens voice bring change
Students will participate in creating their own change in a chosen place
Students will research local government departments are the role they play in the community
Standards: NCSS/ IAS- 5.2.9- Examine ways by which citizens may effectively voice opinions, monitor
government, and bring about change in government including voting, and participation in the election
process.

II. Management Plan

a. Materials:
Paper
Pencils
Paper from last lesson
Large paper or projected Word document
Menu Items Document
IPads
Local Departments Recording Sheet
Post-it Notes

Website Resources:
How to Be an Active Citizen Video: https://youtu.be/HhBRlvDVW0k

What are Local Government Departments: https://youtu.be/FVQhFIF2-tI

Grant County Departments: http://gov.grant.in.datapitstop.com/cgi.exe?PAGEID=0004

Original Menu Items Website: https://goodcitizenvt.com/activities/

b. Time:
 Anticipatory Set: about 10 min
 Instruction: 45 min (but on-going project)
 Closure: 5 min

c. Space
 For anticipatory set, students will stay in their seats and work quietly and independently
for three minutes, then they will be allowed to get with a partner to discuss solutions.
When the class begins sharing their solutions, the students will raise their hands from
their seats and the teacher will call on them
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
 For the beginning of the lesson, the teacher will gather students around in the front of
the classroom to discuss the month-long project and the introduction to the days’ lesson.
The students will raise their hand to answer any questions. When the students break up
into groups, they can be assigned a certain place in the room. After the research is
complete, they will all come back together at the front.
d. Behavior
 There is a lot of discussion in this lesson but students are expected to listen when there
is instruction being given and collaborate within a reasonable volume when discussion
is requested. When students answer questions, they will raise their hand and wait to be
called on. When students work in groups, they will maintain a quite volume and work
calmly together.

III. Adaptation to Individual Differences and Diverse Learners-- Demonstrate your understanding of
individual differences and diverse families, culture, and communities unique to the students in this class as
you describe the specific instructional opportunities provided in this lesson.
 Blake, a curious, highly verbal, and rambunctious boy with behavior disorders who received special
education services in elementary school.
The variety of this lesson will allow Blake to find options he enjoys and complete tasks that way. The point
system could be set aside if necessary. For in-class activities that require research or other work, Blake will
be given extra support before the lesson from the special ed room or with one on one help from the teacher
so that he has things ready and prepared and can be involved in activities like the rest of the class. For
example, if the class is going to be interviewing somebody, someone will help Blake prepare some questions
beforehand that he can ask. Other things that require whole class effort like creating a class newspaper or
organizing a donation drive will allow tasks to be handed out and a task that Blake can do, that he enjoys
would get him involved easily. A simpler Menu list could also be created to give a variety of options that
Blake is capable of completing successfully with limited help. For this days’ lesson, Blake can help research
with his group and as students are thinking of questions, the teacher can help guide the students who may
struggle more to help them think of questions they can ask
 Irma, a charming but shy Latina child who was served as an at-risk student with Title 1 supports in
elementary school.
The variety of this lesson will allow Irma to find options she enjoys and complete tasks that way. The point
system could be set aside if necessary. If some in-class tasks may be too difficult for Irma to handle by
herself, she may have some one on one opportunities beforehand to prepare or the class can be paired off
with Irma being assigned a student the teacher knows will be helpful and kind. A simpler Menu list could
also be created to give a variety of options that Irma is capable of completing successfully with limited help.
For this days’ lesson, Irma can help research with her group and as students are thinking of questions, if
she needs help, the teacher can help her think of a good questions she say when the teacher asks for
question ideas.
 George, an inquisitive, resourceful student with traumatic brain injury who received special
education services in elementary school. Short term memory is impacted but improving.
The variety of this lesson will allow George to find options he enjoys and complete tasks that way. The point
system could be set aside if necessary. For in class activities, he can have support beforehand to prepare
him for the lesson ahead, that way he is prepared and the lesson is reinforced twice to allow for memory
improvement. Pairing students and having George be with a positive student role model would also be a
great option so that he feels included in the class and that he is not lagging behind everyone. A simpler
Menu list could also be created to give a variety of options that George is capable of completing
successfully with limited help. For this days’ lesson, George can help research with his group and as
students are thinking of questions, the teacher can help guide the students who may struggle more to help
them think of questions they can ask
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018

 Anna, a bright, energetic young woman with cerebral palsy who was above average academically and
received Section 504 accommodations. She does use a motorized chair with a battery and the chair
measures 2.5 feet wide by 3 feet long.
Anna will easily be able to complete all in class assignments without any hindrance due to mobility. For
the individual tasks, discussing with her parents if options are plausible would be a good step before
giving her the list. If her parents feel like some items like visiting a memorial or museum would be too
difficult, alternative options like virtual museums could be given. For this days’ lesson, the only
challenge may be Anna bringing her post-it note up. We will just call her and another student up at the
same time so she can still place it by herself and she won’t have to be up there by herself with everyone
watching.
PLAN FOR INSTRUCTION (CAEP K-6 1.b)
IV. Anticipatory Set/ Staging the Question [Compelling Question]
• Today, I am going to give you a scenario. You are going to have five minutes to come up with a solution to the
problem in this scenario. Take three minutes to work by yourself and then you will have two minutes to talk
with someone next to you.
 The scenario: There have been budget cuts in our school. The school board got together to figure out
where they can cut funding and they decided to cut the art department. Not enough students are signing
up for music and art classes and the supplies for them both are not worth it. Art is your favorite subject
and you can’t imagine school without it. You decide you need to speak up and see if you can change their
minds before it is too late, what are you going to do?
 Allow students to think of a solution, then collaborate, and the allow students to stand up and share.
 When there is a problem we want changed in school, you can go talk to a teacher, the principal, or even the
school board to present your case. The same thing is true for citizens, when there is a problem in your town
or something important to you is not being taken care of, you have an opportunity to make change.
V.Purpose: Today we are going to learn about what it means to be an active citizen and being an active citizen
allows you to raise your voice and take a stand for things that are important to you.
VI.Lesson Presentation (Input/Output) Supporting Question/ Explicit Teaching

 In our past lesson about citizenship, we learned about ways people can display good citizenship and the
responsibilities that are required of citizens, using the Google Map. Do you remember what the four
categories we talked about were? Responsible Participation, Civility, Respect, and Cooperation. Let’s look
at the definitions we wrote down in our notebooks. Call on students to read out their definition. In the last
lesson, we brainstormed some ways we could be good citizens in the community. Today we are going to
learn about how we can be active citizens. Active citizens are people who care about their community and
country enough to find ways to create change. As adults, a big way we can be an active citizen and voice our
opinions is through elections. We can vote for who represents our town, our state, and our country. We can
also vote that certain laws be passed. For example, if we want funding to go into a new library or to fix the
roads. Can anyone tell me how old you have to be to vote? Allow answers. You have to be 18. Now you guys
aren’t 18 yet, does that mean you can’t be active citizens? How can students like you, who are too young to
vote, still share their voice and opinions about our community, state, and country? Allow students to
discuss. I am going to play you this video. It is of a popular Teen Vogue journalist who became an author of
a book about encouraging young people to be active citizens. In this video, she names a lot of way someone
can practice active citizenship. As you watch, write down the examples you hear her suggest. Play How to be
an Active Citizen. What were some of the things you heard in the video? For the next month, we are going to
work on becoming more active citizens. The video we just watched gave us a good starting point. I also have
a website with a whole list of activities. With both the video and the website, I have compiled a menu for you.
Each menu item is worth a certain amount of points. Some, we will do together as a class, others you will do
by yourselves. At the end of the month, you will need to have at least 100 individual points. We are also going
to have a whole class goal for the items we do together as a class. Pass out the menu. Look at this menu for
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
a couple of minutes and then tell me how some of these items help you become more active citizens. What
are some of the items you are most excited about?
 As you complete different menu items, bring them in or post a picture to SeeSaw or Google Classroom.
 When we complete menu items as a class, we will learn about the importance of that task and how doing
it supports being an active citizen. If it includes a specific position, like interviewing or writing a letter to
a journalist, editor, or elected official we will learn about that position before completing the task.
 The first menu item we are going to complete as a class is writing a letter to a local government department
 Can anyone tell me what a local government department is or give me an example of one?
 I am going to play you this video about local government departments. As you watch, write down what you
think a local government department is and the examples the video gives. Video
 What did you guys find? What is a local government department? What are the examples this video gave?
 There are more local government departments than just what this video gave, do you have any ideas of what
some more could be?
 I am going to split you up into groups and using your iPads, I want you to research our local government
departments. I will give each group three department. You are going to figure out what each department
does and then if our community has one. Write down anything you find interesting. After you are done
finding information on all three, I want you to choose one of the three that you think we should write our
class letter to. Each group will tell us about the department they chose and then we will have a class vote to
decide which department to choose!
 Split students into groups of two to four. Give them three jobs from the following list: Police
departments, Fire departments, Emergency Medical Services, Libraries, Area Planning, Assessor, Auditor,
Clerk, Convention and Visitors Bureau, Coroner, Correctional Services, Commissioners, Council, Courts,
Drainage Board, Election/Voter Registration, Geographical Information System, Health Department,
Highway Department, Informational Technology, Prosecutor, Recorder, Recycle Center, Surveyor,
Treasurer, Veteran Affairs, and Weight and Measure. Depending on your location, researching by county
may be easier. You may also need to research the departments beforehand and find out if they have
different names than the ones listed above. Also find some good local websites that you can provide the
students with so they are not just randomly Googling for results. Pass out recording sheet. This is what
the Grant County Department List looks like here
 Allow students 20-30 minutes to work, walking around and monitoring the room as they research,
helping when necessary. Once everyone is wrapping up, remind them to choose one that they would want
to write the class letter to, to present to the class.
 Project a word document or write down on a big piece of paper that the whole class can see, the name of
the department and the facts the students share when they get up to present their findings. Pass out a
post-it note to each student. After each group has gone, read off the list and key points one more time. Call
small groups of students up to place their post-it note next to the department they would most like the
class to write to. After everyone has put up their post-it note, count up the total and see which one wins.
 Now that we have chosen our department, we need to compile some research so we know what we want to
put in our letter. I want each of you to use your iPads to find three facts about the department. And write
them on a piece of paper. Again, if you can, give them websites that you have researched beforehand so
that they can quickly and safely access the information or you could provide books and pamphlets as well
 After about 10 minutes, as Would someone like share one fact about the department? Keep asking if others
have something someone else hasn’t mentioned yet. As the students give facts, type them on a projected
Word document or write them on another big piece of paper.
 It looks like we have a good list and we are pretty familiar with the department now. Our next step is
thinking about questions we have for the department. Start off by modeling your thought process, looking
at the facts and drawing from one (for example: it looks like area planning is in charge of deciding how to
split up territories. I wonder if we could ask them how they decide that kind of thing?). Create a list of
questions that you could include in your letter.
 Now it is time to compose our letter, When you are writing a department sometimes there is a specific
person you can write the letter to and sometimes you just have to write it to the department. Let’s check our
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
department website and see if we can find someone specific to write to. Project your computer screen as
you search and narrate as you go so that students can see how to locate this type of information.
 Once you do or do not find a specific person, start you letter. Explain how you would write it when
writing to someone specific and explain how you would start it if you were writing to the department in
general.
 Does anyone have any ideas on how we should start our letter? Allow students to respond. We need an
introduction where we explain who we are and why we are writing this letter. We may say something like.
We are Miss Warner’s fifth grade class at ________________ Elementary. This month we are learning about
being active citizens. One way we to practice active citizenship is to learn more about our community! We
learned about local government departments today and did some research on yours. We have some
questions we would like to ask. *Include questions
 Now we need to have a closing. Does anyone have an idea of what we can write in our closing? We need to
make sure that we say thank you. Get suggestions and write closing. Have everyone sign their names
 I know some of you didn’t get to write to the department you wanted to. The good news is, you still can as
part of your individual menu items! If you choose some of the letter writing options, you will need to bring it
to me to read before you send it. I will make sure you are good to go and help you find the write address. I
also want to make a copy of the letter for you so you can have it with the rest of the menu items you do!

VII. Check for understanding.

The teacher will be able to check for understanding through the questions asked to the students and through
the information they gather with the tasks they are given. For the whole menu item month long lesson,
understanding will be checked throughout as students complete and turn in tasks and the teacher does in class
activities and discussions
VIII. Review learning outcomes / Closure – The review/closure for this day’s lesson will come through the
letter as the class compiles all they have learned into the letter. The review of learning outcomes for the
whole month-long lesson will come through the summative assessment at the end as students present
what they learned through the activities. As a closure, there will be a continued call to action.
I am so proud of you guys and all of the things we have accomplished this month as active citizens. Even
though we are done with our menu activities, I know that through it you all have found some different
activities you enjoyed doing or things you enjoyed learning about. I want you all to continue exploring
these topics you find interesting. Talk to others and share what you have learned, find different ways to
learn more through books, research, interviews, and field trips. Now that you are inspired, lets go inspire
others to be active citizens too.

PLAN FOR ASSESSMENT

Formative assessment are incorporated into the days’ lesson through conversation and tasks. The whole lesson
provides thorough assessments throughout as students complete tasks individually and as a class. The teacher
can lead and monitor discussions and tasks that happen inside the classroom and she can analyze the
reflections they write or tasks they complete for their individual tasks.
At the end of this lesson, students will have a whole portfolio of items that they have done to showcase active
citizenship. The teacher can have the students record a video or give a short presentation at the end as a
summative assessment where they can show off a certain number of their artifacts and talk about what they
did, why it is important, and what they learned from doing it

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. Should the lesson be split up into different days?
6. Were all students actively participating? If not, why not?
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
7. Did the students understand the meaning and importance of active citizenship?
8. Were all students able to have an opportunity to participate and be heard?
9. Were instructions clear enough that I didn’t have to repeat myself over and over?
10. Was the group break-out time and individual work time beneficial?
11. What adjustments did I make to reach varied learning styles and ability levels?

Needed Documents:
Active Citizens Menu

As a Class:

 Memorize the Gettysburg address- 50 Points

 Read a Book off the historical book list- 10 Points
 Virtual Field Trip- 50 Points
o Report about what we learned
 Learn about Volunteer Positions Your Area- 20 Points
o By researching and listening to speakers
 Interview an Elected Official- 50 Points
 Make a Newspaper with stories about the school and community- 50 Points
 Interview a Journalist about their job- 40 Points
 Watch a News Program and Discuss- 30 Points
 Organize a Donation Drive- 70 Points
 Write a Thank You Note to a local organization, thanking them for their work in the community- 10 Points
 Write a Letter to an Elected Official, Community Leader, or Activist- 30 Points
 Write a Letter to a Local Government Department- 20 Points
 Write a Letter to the Editor About an Important Issue and Proposed Solution- 30 Points

Individual:
 Read a Book off of the Historical Book List and write a paragraph about what you learned- 20 Points for Chapter
Books, 10 Points for Picture Books
 Visit a Historical Museum (take a picture)- 30 Points
o An extra 10 points if you write a paragraph about something you learned
 Visit a Memorial (take a picture)- 10 Points
o An extra 10 points if you are able to explain why the memorial is there, why it is important, and who it is
honoring?
 Draw a portrait of an important person in American history – 30 Points
o Write a paragraph about who they are and why you chose them
 Listen to a Historical Podcast- 20 Points (10 Points for each extra Podcast)
o Write down three things you learned
 Make posters encouraging people to volunteer for an organization you support- 20 Points
 Draw a Cartoon explaining a Branch of Government- 30 Points
 Make a Meme about why it is important to vote- 15 Points
 Play an iCivics Game- 20 Points each
 Do a Video Interview – 40 Points
o Interview someone from the community about their role or someone who can talk about how the
community has changed
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
 Play Digital Compass- 15 Points
 Watch the News with Your Parents and Share One Important Thing- 10 Points
 Volunteer somewhere that is helping the community for at least an hour- 50 Points
 Make a Poster Explaining and Encouraging Others to become Active Citizens- 20 Points
 Write a Thank You Note to a local organization, thanking them for their work in the community- 10 Points
 Fill Up a Grocery bag with litter from a park- 10 Points per bag
 Write to An Elected Official about an issue that is important to you

Podcasts to Check Out:

Flyest Fables
KidNuz
The Past and The Curious
But Why “Who Makes the Laws?”
USA and UK Politics “Constitutions”
This Day in History Class
After the Fact “The Brithplace of America”
Constitutional: Frames

Books Series to Check Out:

Who Was…
Blast From the Past
Dear America
My America
American Girl (Addy, Kristen, Samantha, Kit, Molly)
You Wouldn’t Want to Be…
Heroes of History
Trailblazers
Adventures in Odyssey
I Survived
Magic Tree House
The American Adventure

Some Other Book Options:

The Incredible Journey of Lewis and Clark by Rhoda Blumberg
Thomas Jefferson: A Picture Book Biography by James Cross Giblin
An American Army of Two by Janet Greeson
Abe Lincoln Grows Up by Carl Sandburg
A Gathering of Days: A New England Girl’s Journal by Joan W. Blos
Tree in the Trail by Holling Clancy Holling
A Man for All the Seasons: The Life of George Washington Carver
More Than Anything Else by Marie Bradby
Abe Lincoln Goes to Washington by Cheryl Harness
Abraham Lincoln by Ingri and Edgar D’Aulaire
Drummer Boy: Marching to the Civil War by Ann Turner
If You Lived at the Time of the Civil War by Kay Moore
Just a Few Words, Mr. Lincoln: The Story of the Gettysburg Address by Jean Fritz
Spy in the Sky by Kathleen Karr
Building Liberty: A Statue is Born by Serge Hochain
Paperboy by Isabelle Holland
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
The Story of the Statue of Liberty by Betsy Maestro and Giulio
Six Days in October: The Stock Market Crash of 1929
Bud Not Buddy by Christopher Paul Curtis
Potato: A Tale From the Great Depression by Kate Lied
Baseball Saved Us by Ken Mochizuki
The Matchlock Gun by Walter D Edmonds
The Many Rides of Paul Revere by James Cross Giblin
A Flag for Our Country by Eve Spencer, Alex Haley
Betsy Ross: Patriot of Philadelphia by Judith St. George
George Washington by Cheryl Harness
George Washington: A Picture Biography by James Cross Giblin
James Madison and Dolly Madison and Their Times by Robert Quackenbush
Those Rebels John and Tom by Barabara Kerley
The Revolutionary John Adams by Cheryl Harness
Thomas Jefferson by Cherly Harness
Thomas Jefferson: A Picture Book Biography by James Cross Giblin
Will You Sign Here, John Hancock? By Jean Fritz
What’s the Big Deal About Elections? By Ruby Shamir
Vote for Our Future by Margaret McNamara
Bold and Brave: Ten Heroes Who Won Women the Right to Vote by Kristen Gillibrand
So You Want to Be President by Judith St. George
Lillian’s Right to Vote: A Celebration of the Voting Rights Act of 1965 by Jonah Winter and Shane W. Evans
The Kid Who Ran for President by Dan Gutman
A True Book: Civics: Voting
Cornerstones of Freedom: Women’s Right to Vote
If You Lived When Women Won Their Rights
Cornerstones of Freedom: The Democratic Process
The True Book: Civics: Running for Public Office
If You Were a Kid During the Civil Rights Movement
Heart on Fire: Susan B. Anthony Votes for President by Ann Malaspina and Steve James
Where Do Presidents Come From? By Michael Townsend
She Was the First by Katheryn Russell-Brown and Eric Velasquez
The Kids’ Complete Guide to Elections by Emma Carlson Berne, Carli Meister and Nel Yomtov
Act by Kayla Miller
History Smashers by Kate Messner
The Election Book: The People Pick a President by Carolyn Jackson
Grace for President by Kelly Dipucchio and Leuyen Pham
A Vote is a Powerful Thing by Catherine Stier
When Penny Met POTUS by Rachel Ruiz
My Teacher for President by Kay Winters
The Election Day Disaster by Ron Poy
The Campaign by Leila Sales

Names in Group_______________________________________
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018


Department Name What is it? What do they do? Does our 
community have 
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this department? 
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Circle the department that you would most like to write our class letter to and be ready to explain what it is
and what they do to the class
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
Student: Leah Warner
IWU Supervisor: Professor Shuler
Grade Level: 5th Grade
Compelling Question:
OPPORTUNITY FOR Format COMPETENT OUTSTANDING
IMPROVEMENT
Heading Student uses the provided template
Template for Social Studies content.
Audit Trail Student includes all of the
information in the template heading.
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 objectives that connect goals and
Standards standards with lesson activities
and assessments.
Each objective should include
the following: Conditions;
Desired learning; Observable
behavior; and Accuracy (as
necessary)
NCSS:
IAS:
Management A. Materials:
Plan 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
Individual provided in this lesson. The
Differences and opportunities are developmentally
Diverse Learners appropriate and/or are adapted to
diverse students.
Early Finishers
Reteaching-
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
ELL –
Exceptional Needs-
Lesson Candidates demonstrate
Presentation for understandings, capabilities and
Social Studies practices associated with the
central concepts and tools in
Civics, Economics, Geography,
and /or History within a
framework of inquiry.
Lesson The candidate’s lesson
Presentation 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
Understanding the means to check for student
[CFU] 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
Outcomes and/ or lesson purpose and/or objective.
Closure

Plan for
Competent 3
Assessment
Formal and A plan for formal and informal
Informal assessment [ mainly
Assessment formative]throughout the lesson is
included. The assessment strategies
are uniquely designed for the
students.
Reflection and The lesson plan includes all required
Post-Lesson self-answer questions.
Analysis

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

Additional Comments: