Elementary and Early Childhood Education Lesson Plan Template

Name: Lauren Dellojoio Date: March 23rd, 2022

Course: ECE 4410/4402 Lesson Plan #: 1
Subject Area(s): Social Studies/ELA Grade Level/Time Frame: 2nd

Step 1: Learning Context Description of the learning environment(s) where the

Identify learning experience will take place
Learners ● Describe the various boards/wall-based resources
(Classroom (e.g. white boards, smart White board with dry
Context) erase markers and Smartboard at the front of the
room
● Desks place in a L shape to make room for dots on
the floor that are use daily.
● Desks in a group of 12, group of 4 and a line of 4.
● Teacher’s desk at the front of the room.
● Wall at the back of the room is divide into
“Reading”, “Writing” and “Math” with informative
posters that are update based on the progression of
the class.
● Small group table (Crescent shaped) on the side of
the room for small group time with teacher.
● Two table at the back of the room with three
Chrome books each. Table by the small group table
with two desk top computers. Two Chrome books
placed at the extra desk by the door, and by the
storage cubbies. 10 total computers.
● Sink with water fountain on side of room.
 Storage with paper, pencils, erasers, and more for
student resources.
Learner Number of students in class: 20
Description ● Number of males: 10
● Number of females: 10
 Class Demographics: 4 African American and 16
White

This is a small group lesson

Number of students in small group: 6
Males: 3
Females: 3

All small group needs/demographics will be in parenthesis.

Learning Number of Supports,
Needs Students Accommodations,
Modifications
Students w/ 0 (0) N/A
IEPs or 504
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 plans
Students w/ 2 (0) DI Reading time small
EIPs group and 15 minutes extra
of iRead
Small group math time
Reading fluency progress
tracking four times a
month.
English 0 (0) N/A
learners
Gifted 2 (2) Venture or accelerated
programs every
Wednesday
Students with Math: 5 Intentional MKO partners
gaps in Reading: 6 during activities
academic (0) Receive more frequent
knowledge fluency progress
monitoring
30 minutes of iRead
instead of 15
Work with teachers during
small group time
Students do regular fluency
tests to track reading
progress
Other learning N/A (0) N/A
needs
Personal Assets, Personal: 
Cultural, Assets,
Community Assets Most the students in this classroom have average interests
(also referred to as for children. They enjoy playing outside, animals, reading
Funds of fantasy or adventure chapter books, and playing games
Knowledge) online. Some of the books they enjoy are Dog Man, Magic
Tree House, and Diary of a Whimpey Kid. Some of the
online games they enjoy are Fortnite, Minecraft, Mario
games and Among Us. Many of the student come from
homes with divorced, separated, or single parent
household, but some do have two parent households as
well. Due to this, sending home emails of newsletters or
important updates on the student to both parents can
ensure they are both receiving this information and feel
included in the education of their child.

Cultural: 

In the classroom, there are 20 total students. 15 are of

white/European racial backgrounds. Five are POCs, four
are African American and one is of African American and
white mixed race. All of the students are of either

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 Christian or non-religious households. The racial makeup
of Dallas is: 47% white, 36% African American, 9.5%
Hispanic, 5.6% Mixed, 1.3% Asian, .17% Native
American and .08% Pacific Islander. At Poole Elementary,
52% of students are from low-income families. Only 3%
of students at Poole are English Language Learners. When
it comes to worldviews, most people in Dallas are of a
traditional and politically and socially conservative
households.

Community: 

This lesson takes place at Poole Elementary in Dallas,

Georgia located in the Paulding County School District.
The school is located near a segment of the Silver Comet
Trail and several parks and neighborhoods. The school is
15 minutes from the Hiram shopping area where most
students and their families do their shopping and run
errands. Students mostly spend their own free time playing
in their local neighborhoods and with other children who
live there as well. The school is also 6 minutes from
historic downtown Dallas. The area has regular events to
celebrate holidays for children to attend. Dallas is also
located 30 miles from Atlanta, where there are several
museums and educational places for students to explore.
Step 2: Georgia Standard Write out standards that apply to the lesson. Write the
Identify (s) of Excellence, number and the statement. Remember to include those that
Curricular WIDA Standard(s), apply to every subject area you are integrating in the
Priorities etc. lesson.
SS2CG2 Identify the following elected officials of the
executive branch and where they
work:
a. President (leader of our nation) and Washington,
D.C. – White House
ELAGSE2RI1 Answer such questions as who, what,
where, when, why, and how to demonstrate understanding
of key details in a text.

ELAGSE2W2 Write informative/explanatory texts in

which they introduce a topic, use facts and definitions to
develop points, and provide a concluding statement or
section

Prior Academic What prior academic knowledge and/or prerequisite

Knowledge and skills will this lesson activate?
Prerequisite Skills What prior academic knowledge and/or prerequisite
skills will students need for this lesson?
Students will be aware of how to recognize key detail in a
text. Students will activate this knowledge whilst the text
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 is being read and apply this knowledge while answering
the flip book’s Five W+H questions.
Overarching Goal, What are the important understandings and/or core
Big Idea, or concepts that you want students to develop?
Essential
Question(s) What are the main characteristics of the president of the
United States?
Learning This (or these) should support the overarching goal, big
Objective(s) or idea, or essential question(s); should be measurable;
Learning should indicate what students will be able to do at the end
Target(s) of the lesson (These can be written as “I can” statements)
I can identify who the president is and where they live.
I can explain what the president’s role is, why they are
needed, and how they are chosen/who chooses them.
I can reiterate these fact with my own paragraph.

Vocabulary: Vocabulary Language Supports

Includes
Multiple meaning words
words, phrases and
(if applicable): NA
symbols
N/A
used within
disciplines.
Academic vocabulary: NA
 Multiple N/A
meaning
words are
words and Subject-specific NA
phrases with vocabulary:
subject
 President
specific
 Election
meanings
that differ  Candidate
from  Politics
meanings  Campaign
used in
everyday life
(e.g., table,
ruler, force)
 General
academic
vocabulary
used across
disciplines
(e.g.,
compare,
analyze,
evaluate)
 Subject-
specific

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 vocabulary
defined for
use in the
discipline
(e.g., vowel,
numerator,
constitution,
photosynthes
is)

Language
Supports:
instructional
supports that help
students understand
and successfully use
the language
function (e.g.,
sentence starters,
graphic organizers)
Step 3: Assessment Plan
Design
Georgia Corresponding Format of Assessment(s)
Assessme
Performance Learning
nt
Standard(s) Objective(s) or
Framewor
Learning
k
Target(s)
I can identify Turn and Talk
SS2CG2 Identify who the Flip book
the following president is and Paragraph and Illustration
elected officials of where they live.
the executive branch I can explain
and where they what the
work: president’s role
a. President is, why they are
(leader of needed, and how
our nation) they are
and chosen/who
Washington, chooses them.
D.C. –
White House
identify main idea,
detail, sequence of
events, and cause
and effect in a social
studies context
Type of Format of Supports, Evaluation
Assessment Assessment Accommodations, Criteria
(e.g., quiz, test, Modifications How will you
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 checklist, KWL (Differentiated know or measure
chart, Assessments, if the students
performance Culturally have met the
task) Relevant learning
Assessment) objective(s) or
learning target(s)?
Pre-assessment Turn and Talk Students are Teacher is
delving into their generally looking
own prior to see what type of
knowledge to show background
the instructor what knowledge the
is most and least student is bringing
known by the into the topic.
students. Teacher will
Students will observe students
discuss with a while they speak
partner, and then to each other.
discuss with their
instructor to clarify
their answers.
Formative Flip Book I will support my Students should be
assessment(s). students who able to answer the
struggle with Five W+H
writing and reading questions of the
comprehension by flip chart that asks
differentiating the them to identify
instruction through key details and
adding fill in the main idea of
blank questions on presidents, and the
their flipbooks, and cause and effect of
a word bank. elections.
I will support my
students who
struggle with
writing and reading
comprehension by
differentiating the
instruction through
adding fill in the
blank questions on
their flipbooks.
I will support my
students who excel
with writing and
Summative Paragraph and Students will be Students will be
assessment(s). Illustration editing their list assessed using
(Extra) prior to making their following criteria.
paragraph in order Students must
to ensure they have include:

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 accurate  Who the
information. Student president is
will partner with (definition).
another student in  5 key point of
order to get second what they
opinions on the would do as
information in their president with
list. temporal
words in
between
statements.
 What type of
president they
think they
would be.
Paragraph
template:
The president is
(definition of
president under
the “Who” flap).
If I was president I
would (key point).
Then I would,
(key point). Also,
(key point). As
well as (key
point). Finally, I
would (key point).
I think I would
make a (adjective)
president!

Pre-Assessment Data Summary

Summarize the results of the pre-assessment data and explain how it will drive
your instructional practices.
Teacher will listen to students discuss with their peers the opening turn and talk
questions. They will use this information to steer the conversation during the book
in order to fill any gaps they may notice.

Step 4: Materials Needed Teacher Resources (must include podcasts):

Create “P is for President” by Wendy Cheyette Lewison
Learning Anchor Chart Paper/White board
Activities Markers/Dry Erase Markers
5 Ws of Social Studies and History by Lauren Ayube
(https://www.storyboardthat.com/articles/e/5-ws)
Flipbook Template:
(https://www.teacherspayteachers.com/FreeDownload/
EDITABLE-Flipbook-Freebie-4427191)

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 Student Resources:
“P is for President” by Wendy Cheyette Lewison
Flip book
Anchor Chart Paper/White board
Markers/Dry Erase Markers

Technology How will you, the teacher, use technology to drive

Connection instruction?
(OPTIONAL but How will the students use technology to enhance their
should be included learning?
as often as possible) N/A
Connection to the How would you incorporate creative expression through
Arts drama, movement, visual arts, and/or music into the lesson?
(OPTIONAL but If time permits, student can create an illustration of
should be included themselves as a president to go with their paragraph.
as often as possible)
Supporting How do you plan to differentiate your instruction related to
Diverse Learners the learning objective(s), learning target(s) and/or central
focus (e.g., content, process, product; representation, action
& expression, engagement). Explain how the support will
assist a specific student and/or group with respect to the
specific learning objective(s) or learning target(s). For
example:
 I will support my students who struggle with writing
and reading comprehension by differentiating the
instruction through adding fill in the blank questions
on their flipbooks, and a word bank.
 I will support my students who struggle with writing
and reading comprehension by differentiating the
instruction through adding fill in the blank questions
on their flipbooks.
 I will support my students who excel with writing
and reading comprehesnion by differentiating the
instruction through giving them blank flipbooks that
only give them the basic question to guide their
inquiry.
Culturally How is the content of your lesson connected to the students’
Responsive assets (personal, cultural, and/or community) within your
Teaching classroom? Be specific to the content of the lesson and the
assets of your students.
I will create a meaningful connection to the content topic as
we are learning about the president of their own country.
Students will most likely be somewhat informed on who the
president is prior simply due to hearing their parents,
teachers, relatives, and other adults speaking about politics
in the past. If they aren’t aware of who a president is at all, I
feel that they will still find a connection as the book teaches
them how a president effects their own lives, how they can

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 pick their president and more factors that shown how they
are connected to the president. I also think that allowing
them to make an illustration that is up to their own
interpretation of how a president may look based on what
they have learned will make them feel more connected to the
content as they have control.

As well as students will be using the information they

learned from instruction to make their own personalized
writing piece of what they would do as the president. This
can include their personal beliefs and interests.

Research and What specific research, learning theories, and/or principles

Theory, or of child development guided your instructional choices for
Principles of Child this lesson? How are they applicable to your learning
Development objective(s) or learning target(s)?

Higher Order Create at least 5 higher-order thinking questions (along

Thinking with anticipated answers) using Bloom’s Taxonomy (level
Questions 3 and above) or Webb’s Depth of Knowledge (DOK) levels
(HOTQs) (level 2 and above), then identify what level each question
represents. Embed these questions into your instructional
strategies and learning tasks section below and highlight
them in green. Remember these questions will occur
before, during and after the lesson.

1. What are some things the president has to do again?

(Retell Level One)
2. What would you say is the president’s most
important job? (Evaluate Level 5)
3. Why do you think the president’s job is considered
the most important? (Evaluate Level 5)
4. Why do you think GW didn’t live in the White
House? (Analyze Level 4)
5. Who is George Washington? (Apply Level 3)
6. Do you agree that being the president is the most
important job in American? Why or why not?
7. Do you think you could handle being president? Why
or why not?
8. Who is the most important person in the United
States? Why are they the most important?
Instructional Step by step instructions
Strategies and
Learning Tasks DAY ONE
(Will VARY by Opener/hook
content area) Teacher will begin with the question,

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“Who is the most important person in the United States?
Why are they the most important? Turn and Talk with your
peers.”
Students will take around 1-3 minutes to Turn and Talk with
their peers nearest to them. The teacher will observe their
answers for the mention of the president or other figures
they think of as super important.

I do
The teacher will read the book “P is for President” by
Wendy Cheyette Lewison to the class. They will pause to
ask comprehension and HOT questions. Allow students to
raise their hands to give answers.

Page ending with, “And he or she must be born an American

citizen.”
Clarify that the president is the leader of our country.
Can you identify who the current president is or past
presidents?

Page ending with, “Must have a lot of energy to be president

of the United States of America!”
What are some things the president has to do again? (Retell
Level One)
What would you say is the president’s most important job?
(Evaluate Level 5)

Page ending with, “we call him a candidate.”

“So, what is a candidate? A person who is running for
president.”

Page ending with, “The most important job in America!”

Why do you think the president’s job is considered the most
important? (Evaluate Level 5)

Page ending with, “you will be able to help pick the next
president, too!”
We pick the president through “elections” every 4 years on
the 1st or 2nd Tuesday of November.

Page ending with, “president’s family the First Family.”

Why do you think GW didn’t live in the White House?
(Analyze Level 4)
Who is George Washington? (Apply Level 3)

We do
The teacher will hand out flip book templates with who,
what, when, where, why, and how on the front flaps. On the
flaps will be the questions:

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  WHO is the President?
 WHAT does the President do?
 WHEN are Presidents chosen?
 WHERE does the President live?
 WHY are Presidents important?
 HOW are the Presidents chosen?
The students will take some time to answer the questions
with a partner.

You do
Each Student will be assigned one of the Five Ws+H.
Teacher will write the Five Ws+H beginnings on the
board/anchor chart paper, and students will go to the board
and write their answers to their assigned W/H. Students will
be given a short amount of time (3-5 minutes) to either
correct their answers, add to their own, or discuss with a
peer.

Day one closing: Students will Turn and Talk the questions:
 Do you agree that being the president is the most
important job in American? Why or why not?
 Do you think you could handle being president? Why
or why not?

DAY TWO

I do
Introduce students to the topic of their writing “If I was
president, what would I do?” Let them Turn and Talk with a
peer on the topic.
Then, show write your own list of what you would do as
president and point out errors. For example
“If I was president I would…
 Move to France
 Be the best leader ever!
 Play video games all day
 Never talk to anyone
 Make a national Ice Cream Day
 Get elected every 10 years on 3rd Friday of July
Can you point out the errors in my list? Why are they not
possible?”
Have students edit your list and rewrite them to be factually
accurate. They will all work together to erase and change
them.
Example of how the list may look at the end with
corrections:
If I was president I would…
 Move to France President must live in America.
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 Even more likely, in the White House in Washington
DC!
 Be the best leader ever!
 Play video games all day The president has big
responsibilities to worry about and cannot just
 Never talk to anyone The president has to campaign
and work with everyone they meet
 Make a national Ice Cream Day
 Get elected every 10 years on 3rd Friday of July The
president gets elected every 4 years on the 1st or 2nd
Tuesday of November.

We do
Students will then use the example of what you can and
cannot do as president to write their own list. Students can
use the examples of the board, the flip book they created and
their peers to come up with some ideas. They will then trade
with a partner and workshop and edit each other’s list to
point out factual errors. Teacher will guide and help with
major errors or problems within student work or thinking.
They must have at least 5 key points.

You do
Students will turn their own list into a paragraph with
temporal words using the prompt of what they would do as
presidents of the United States. They must have at least 5
key points that are factually accurate. They will use the
following paragraph template to guide their writing. They
may change the temporal words to fit their writing, but they
must be present. They must include:
 Who the president is (definition).
 5 key point of what they would do as president with
temporal words in between statements.
 What type of president they think they would be.
Paragraph template:
The president is (definition of president under the “Who”
flap). If I was president I would (key point). Then I would,
(key point). Also, (key point). As well as (key point).
Finally, I would (key point). I think I would make a
(adjective) president!

When finished, they can create an illustration of themselves

as the president. This can be as create and fun as they may
want. They should be colorful.
Lesson Closure Give a brief synopsis regarding how you will wrap up the
lesson. How will students summarize and/or share what they
have learned related to the objective or learning target?
Day One
End with the extension questions:
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 1. Do you agree that being the president is the most
important job in America?
2. Do you think you could handle being the president?
Why or why not?
Have students turn and talk for around 1-2 minutes for each.

Day Two
Students will tape their paragraph and illustrations to walls
in the classrooms. Other students will walk around the
classroom, and place sticky notes with what they agree on,
liked, would change about, disagree with and more about
their paragraph. Each students will place at least 3 sticky
notes total on their peer’s artwork.

Re-teaching, Re- Describe at least one new strategy for re-teaching the
Engagement, content and/or skills presented for students who did not
Practice successfully meet the learning objective(s) or learning
target(s) identified in the lesson.

Students who need extra help can be pulled to a small group

table or work one on one with the instructor. The instructor
will allow the student to look through the book and then
write down what they believe are key details on sticky notes
Extensions Describe at least one new strategy for enriching,
challenging, or extending the content and/or skills for
students who successfully met the learning objective(s) or
learning target(s) identified in the lesson.

Students who excel may explore the question: “Do you think
you could handle being the president? Why or why not?”
further. They can make a chart with their peer as to why they
could and could not handle being president.

References

Tattersall, A., & Hedington, E. (2016, March 24). Who, What, Where, When, Why: Using the 5 Ws
to communicate your research. Nature news. Retrieved March 24, 2022, from
https://npjbiofilmscommunity.nature.com/posts/5647-who-what-where-when-why-using-
the-5-ws-to-communicate-your-research

Welton, D. A. (2005). 10 Strategies for Effective Teaching. In Children and their world:
Strategies for teaching social studies (pp. 269–269). essay, Houghton Mifflin.

Materials:

Book “P is for President” by Wendy Cheyette Lewison

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Flipbook below with link

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