Department of Educational Studies

Lewis University Date:

Sample Lesson Plan Format
Instructional Format:
Teacher Candidate Name:  Samantha Morgan ☒Whole Group ☐Small Group ☐One to One

Duration of Lesson:  30 minutes

Lesson
Lesson Topic:  Social Studies Grade Level/Age:  4th grade number: Lesson 1

1. Instructional Materials/Technology: List the materials needed to carry out the lesson (example: scissors, science lab materials. Also include
technology needed for the lesson example; computer, projector, smartboard, URL links).
Zoom access, Computers, Social Studies passage with questions, https://www2.illinois.gov/dnr/education/Documents/IllinoisFactsFinal.pdf

2. Common Core / State Standards: Identify applicable CCSS and state learning standards. Fully state each standard (example: CCSS Math content
7NS.A.1: Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and
subtraction on a horizontal or vertical number line diagram).
SS.H.2.4: Using artifacts and primary sources, investigate how individuals contributed to and the founding and development of
Illinois.
SS.G.2.4: Geographic Representations: Spatial Views of the WorldSS.G.1.4: Construct and interpret maps of Illinois and the United
States using various media.
3. Identify Prior Knowledge of Learners: Give a description of what prior knowledge is necessary for the lesson and where are learners going.
As students use their listening and comprehension skills, they will be listening to the teacher read the text. Students have previous knowledge of
other stories about Illinois. The teacher and the students will have read over the questions before reading the passage. Students will be using
their text evidence skills throughout the activity.

4. Learning Goals/Objectives: What students will know and be able to do at the end of this lesson.
Students will be able to use a primary source to answer questions.

5. Assessment(s): Explain and include the formal and/or informal assessments and/or instruments that will be used to determine the extent to which
students have met the lesson learning goals.
Students will answer the questions from the passage. Throughout the lessons, the teacher will read each individual question to the students. The
teacher will move onto the next question once all the students are done and give the teacher a thumbs up.

6. Theory/Theoretical background: Describe a theorist to support the lesson.

This lesson could be supported by Jean Piaget’s theory of cognitive development and his stages of cognitive development. One example of a
cognitive learning strategy is helping students understand how everything is connected. By doing this, students will be better able to think and
explain their thoughts. Students can use visualization to help their recall ability. This theory supports my lesson because the students are
connecting the passage to questions that are related. Students use their recall skills to remember details and important information. At the end of
 the story, the teacher and students will use their text evidence skills to find and recall the content to answer the questions.

Introductory Activity: (Explain how you will capture/engage student’s interest. Explain your one-five minutes introductory activity)
Teacher Action Student Action Approximate Time
The teacher will talk about a few interesting facts regarding Students will listen to the teacher when going over some 1 minute
early development of Illinois. interesting facts
https://www2.illinois.gov/dnr/education/Documents/Illinoi
sFactsFinal.pdf

Instructional Procedures with approximate times: (Elaborate, Explain, Explore)

Teacher Action Student Action Approximate Time
The teacher will pull up the passage The Northwest Students will sit quietly and listen to the passage and follow along 15 minutes
Territories. The teacher will make sure that all the students
can hear the teacher and make sure they are all logged onto
the Pear Deck applications through Google Classroom. The
teacher will read the entire passage to the class or ask if
anyone would like to read a section. The teacher will point
out the graphics and some words that the students may not
know.

Student Engagement Activity: (Elaborate, Explain, Explore)

Teacher Action Student Action Approximate Time
 The teacher will move onto the next slide which has the
social studies assessment on it. The teacher will talk with
the class quickly if they enjoyed the passage and if they
learned anything new.
When beginning the assessment, the teacher will read each
question and answer option slowly. The teacher will wait
to move onto the next question until the entire class is
done. The teacher will repeat the question and or options if
needed by the students. To make sure everyone is done, the
teacher will ask again for all the students to put up their
thumbs to double check that they are all done.
Closure Activity: (Describe how you will recap the objective of the lesson and move to the next activity)
Teacher Action
The teacher will talk with the students how different 2020
is compared to the pioneer days.
The students will see the assessment pop up on their Pear Deck. 13 minutes
Students will fill in and color the correct bubble next to their
answer. Students are given the option to share with the class if
they learned about anything new.
The class will listen to the teacher read the question and answer
choices for each question. The students will ask the teacher to
repeat the question and or answer choices if needed. Once the
students are finished answering the question, the student will give
the teacher a thumbs up.
Student Action Approximate Time
Students will answer the question and raise their hand when they 1 minute
want to talk
Adaptations and Accommodations as needed: (Specific adaptations/accommodations that will be used by the teacher/classroom staff.
Example: DLL/EL, hearing/vision impaired, enrichment/gifted, behavioral concerns, I.E.P., 504, trauma students)
ELL students: Allow students to be put into a breakout room for more one-on-one help with another teacher. Student is allowed more time
if needed. Provide an extra resource sheet for words that they do not know with definitions (all students could use this).

Struggling
Inclusion learners/IEP
of academic students:
language Allow
in the students to be put into a breakout room for more one-on-one help with another teacher. Student is
lesson
allowed more time if needed. Provide an extra resource sheet for words that they do not know with definitions (all students could use this).
Give assignment to the Special Education teacher that comes in and works with them one-on-one.

For high-proficient students: Allow students to come up with questions they have regarding Illinois. The students can go back to the article
and check their work.

Higher order thinking questions

What supplies would a new settler or pioneer need to survive? How did children learn how to read and write if they did not go to school?
What type of crops did these new settlers grow and how did they use them to benefit themselves? Would you have liked to live back then
and why?
Academic Language

Words/Phrases Definitions Rationale

 Revolutionary War  Revolutionary War --The war for American independence from Students should know the following words to
 Northwest Territory Britain. The fighting began with the Battle of Lexington and help support their knowledge and
 Congress Concord in 1775, and lasted through the Battle of Yorktown in comprehension relating to social studies.
 Settlers 1781. These are some specific terms that the
 Acres of land  Northwest Territory--U.S. territory created by Congress in students are expected to know by the end of
 Frontiersmen 1787 encompassing the region lying west of Pennsylvania, the school year.
 Covered wagons north of the Ohio River, east of the Mississippi River, and
 Pioneers south of the Great Lakes.
 Log Cabin/Home  Congress--Formal meeting of the representatives of different
 Ammunition countries, constituent states, organizations, trade unions,
 Courage political parties or other groups. 
 Settlers--someone who settles in a new region or colony
 Acres of land--a common measure of area: in the U.S. and
U.K., 1 acre equals 4,840 square yards (4,047 square meters)
 Frontiersmen--a person who lives or works on a frontier
 Covered wagons--a large wagon with a high, bonnetlike canvas
top, especially such a wagon used by pioneers to transport
themselves and their possessions across the North American
plains during the westward migrations in the 19th century.
 Pioneers--a person who begins or helps develop something
new and prepares the way for others to follow
 Log Cabin/Home--small log house, especially a less finished or
architecturally sophisticated structure.
 Ammunition--the material fired, scattered, dropped, or
detonated from any weapon
 Courage--mental or moral strength to venture, persevere, and
withstand danger, fear, or difficulty.