Elementary and Early Childhood Education Lesson Plan Template
Name: Lyndsey Hilligoss
Course: YCE 2
Subject Area(s): Social Studies
Step 1: Identify Learning Context
Learners
(Classroom
Context)
Learner Description
Personal Assets, Cultural,
Assets, Community
Assets (also referred to as
Funds of Knowledge)
Step 2: Identify Georgia Standard (s) of
Curricular Excellence, WIDA
Priorities Standard(s), etc.
Prior Academic
Knowledge and
Prerequisite Skills
Overarching Goal, Big
Idea, or Essential
Question(s)
Learning Objective(s) or
Learning Target(s)
Date: 10/16
Lesson Plan #: 3
Grade Level/Time Frame: 2/ 45 minutes
In our classroom, we have a smartboard at the front of the room with white
boards on both sides. The students are in rows of three that are all facing the
board. We have a computer table near the back of the room where students can
work during centers. The back of the room also has a bench with a fuzzy pink
rug in it where we do read-alouds this space also has book shelves where
students can pick books to read independently. We have two desk top
computers, 8 iPad, and 8 laptops so not enough technology for each student.
The back of the room also has a kidney table where we work with small
groups.
Number of students in class:21
 Number of males:14
 Number of females:7
Learning Needs Number of Supports, Accommodations,
Students Modifications
Students w/ IEPs or
504 plans
Students w/ EIPs
English learners
Gifted 7 When completed with their work, I
give them a challenge.
Students with gaps 2 Pairing them with a student with
in academic higher ability.
knowledge
Other learning
needs
 We are learning about the Native Americans that used to inhabit
the land that we currently live on. Students will find a similarity
between themselves and the nation that they are assigned.
SS2H2 Describe the Georgia Creek and Cherokee cultures of the past in terms
of tools, clothing, homes, ways of making a living, and accomplishments. a.
Compare and contrast the Georgia Creek and Cherokee cultures of the past
to those of Georgians today.
Students will be working with a program called PebbleGo which they have
used in the past.
This will be an introduction to this standard for students.
Students will be able to describe how the Creek and Cherokee Nations have
lived in the past including their homes and clothing. Students will also be able
to determine similarities in themselves.
I can do my own research.
I can determine how the Creek and Cherokee Nations lived.
I can find similarities between myself and Native tribes.
I can collaborate with my peers.
1
 Vocabulary: Includes Vocabulary Language Supports
words, phrases and symbols
used within disciplines. Multiple meaning words (if
 Multiple meaning words applicable): n/a
are words and phrases
with subject specific
meanings that differ from
meanings used in
Academic vocabulary:
everyday life (e.g., table,
Research n/a
ruler, force)
Graphic Organizer
 General academic
vocabulary used across
disciplines (e.g., compare,
analyze, evaluate) Subject-specific vocabulary: n/a
 Subject-specific Creek
vocabulary defined for Cherokee
use in the discipline (e.g., Nation
vowel, numerator, Beliefs
constitution, Traditions
photosynthesis) History
Home
Language Supports: instructional Government
supports that help students
understand and successfully use
the language function (e.g.,
sentence starters, graphic
organizers)
Step 3: Assessment Plan
Design
Assessment Georgia Performance Standard(s) Corresponding Format of Assessment(s)
Framework Learning
Objective(s) or
Learning Target(s)
I can do my own Students will do their own research on their
SS2H2 Describe the Georgia Creek research. assigned nation (Creek or Cherokee). They will
and Cherokee cultures of the past I can determine complete a graphic organizer using the
in terms of tools, clothing, homes, how the Creek and resource PebbleGo that has categories of
ways of making a living, and Cherokee Nations introductions, family life, traditions, and
accomplishments. a. Compare and lived. traditional homes, food and clothing.
contrast the Georgia Creek and I can find
Cherokee cultures of the past to similarities
those of Georgians today. between myself
and Native tribes.
I can collaborate
with my peers.
Type of Assessment Format of Supports, Evaluation Criteria
Assessment (e.g., Accommodations, How will you know or
quiz, test, Modifications measure if the
checklist, KWL (Differentiated students have met
chart, Assessments, the learning
performance task) Culturally Relevant objective(s) or
Assessment) learning target(s)?
Pre-assessment We will complete a Students can give a This is used as an
KWL chart. This is thumbs up if they introduction activity
an introduction so agree. and we can see how
this will also help much students
guide my already know about
instruction for the these tribes.
rest of the week.

2
 Formative assessment(s)
Summative assessment(s)
I will use the information collected from our KWL chart to help guide my instruction for the rest of the
week. Depending on how much prior knowledge students have on each tribe will determine how much I
Step 4: Materials Needed
Create
Learning
Activities
Technology Connection
(OPTIONAL but should be included
as often as possible)
Connection to the Arts
(OPTIONAL but should be included
as often as possible)
Supporting Diverse Learners
Culturally Responsive Teaching
Research and Theory, or Principles
of Child Development
Higher Order Thinking Questions
(HOTQs)
Students will I will be walking around Students will be able
complete research to help students find to fill out their
on their assigned the answers. graphic organizers
nation and Students will also be fully and correctly.
complete the working in partners and They will also be able
graphic organizer. can use each other for to share the
support. information with
their peers.
Pre-Assessment Data Summary
need to go over each.
Teacher Resources (must include podcasts):
Smartboard
Georgia Standards
Blooms Verbs
PebbleGo
Microsoft Word
Student Resources:
iPad or laptop
pencil
Graphic Organizer
Students will be using the technology in the room to conduct their
own research using the website PebbleGo.
n/a
 I will support my advance learners by giving them an
extension to complete after they have finished the first
activity.
 I will support my students who struggle with reading by
pairing them with a strong reader to help them navigate
this lesson.
 I will support my students who do not like to talk in class by
allowing them to give visual clues that they agree.
 Students who struggle with reading can also have these
passages read to them.
Students will be connecting their research to themselves by
determining aspects of the Creek or Cherokee nation and how they are
similar to themselves.
Students, in this activity, will be self-directed learners. They will be
conducting research, which is normally done by the teacher,
themselves. Students will be working at their own pace and regulating
their behaviors to get through the class.
Relate your life to an aspect of the Cherokee or Creek nations.
(Blooms 3)
 Students will give answers like we lived in houses or my
mom cooks’ dinner, I love to dance.
Predict why these nations do not live in Georgia anymore. (Blooms 5)
 Student answers will vary from The Trail of Tears to we live
here now instead.
Choose one aspect from your research that you would use in your
own life (Blooms 5)
 Student answers will vary from food, clothing, housing, or
traditions.
Prepare the new information you have learned to share with your
3

Instructional Strategies and
Learning Tasks (Will VARY by
content area)
Lesson Closure
Re-teaching, Re-Engagement,
Practice
classmates (Blooms 3)
 Students will be split into groups researching either
Cherokee or Creek. They will have to share their information
with classmates who did research on the other tribe.
Compare the Creek and Cherokee, how are they similar? (Blooms 5).
 Student answers will vary some could include they both live
in Georgia.
I will begin this activity with a KWL chart. Students will be asked,
“What do you know about the Creek and Cherokee Nations?” Students
will be able to share the prior knowledge they have. Then I will ask
students, “What do you want to know about the Creek and Cherokee
nations?” Here students can share what questions they might have. I
will then introduce the activity. Students will be split into partners.
One student will be the researcher and one will be the scribe. Students
will sit with their partners. Then receive the technology they need to
research. Half of the class will be researching Creek and half will be
researching the Cherokee nation. Students will be given thirty minutes
to conduct their research using PebbleGo and complete their graphic
organizer.
Once the thirty minutes are up, students will be paired up with
another group who researched the nation they did not. They will share
their findings with each other. Then they will have to write down one
new fact they learned as a ticket out the door.
I will be looking at this activity to help determine what needs to be
gone over again. Students will be participating in more activities in this
context throughout the week.

Extensions Students who finish before the thirty minutes are up will complete a
list of challenge questions from the HOTQ section.

Optional Reflection Piece

Step 5: Post-
Instruction Lesson Implementation (Be sure to address both whole class and small group or individual learners)
Reflection  What went well and why?
 What did not work well and why?
 How did the learning environment and materials work together to support student learning?
 What improvements and changes would you make if you were to teach the lesson again and why?
 What did you learn about yourself as a teacher?

Learning Theories/Research Base

 To what degree did the implementation of your lesson utilize the learning theories that framed your
instructional plan? Provide examples from your experiences teaching the lesson.

Assessment Analysis
 What information about student understanding did you learn from your assessment(s)? How did
the student or student(s) do on the assessment? What patterns of learning do you see?
 How will you act upon, and will students be able to act upon, the feedback provided form each
assessment strategy used?
 Use the assessments and create a chart to analyze student learning across the class. Attach or paste
your chart and write a quick summary of what students learned or potential misunderstandings and
how you are drawing these conclusions.