Baker College Teacher Prep Lesson Plan Form
Unit: Social Studies
*Observation Lesson*
CCSS or State Standards:
Resources and Materials:
(can be attached)
Objective:
What students will know and be able to do stated
in student friendly language (use Bloom’s and
DOK levels for higher level thinking objectives)
Essential Question(s):
Over-arching questions of the lesson that will
indicate student understanding of concepts/skills
What is it you want the students to learn/know?
Why?
Inclusion Activity:
Describe an activity that will ensure that all
students and their voices are included at the
beginning of the lesson.
Sequence of Activities:
Provide an overview of the flow of the lesson.
Should also include estimates of pacing/timing.
Lesson Title: The Northeast
Grade/Period: 4th
4 – G2.0.1 Describe ways in which the
United States can be divided into
different regions.
-Student TextBook (Our Country and Its
Regions)
-Dry Erase Markers
-Laminated Index Card
-Glue
-Social Studies Notebook
-Northeast paper cutouts
-Tissue (Use as a eraser)
I can: Identify states that are in the Northeast region.
I can: define what a capital is.
I can: Identify the states of the Northeast’s capitals.
-What is a capital city?
-What are the capitals of the cities in the Northeast?
Students will each be able to express their answers to the capitals
by all writing down their answers on the laminated sheet. This
allows for the teacher to see if each student is understanding where
to find the capitals of each state. Also, students in the beginning will
have the chance to participate in discussion.
Students will transition into social studies after having silent
reading. Students will pull out their social studies textbook and sit
quietly while everybody settles in their chair.
(20 Mins)- I will start off the lesson by asking the students if they
know what a capital is.
I will explain to the students that capital in relation to social studies
is different from capital in ELA. Yes we use capital letters in the
beginning of sentences, but regarding states it is different. I will call
on students who may have thoughts or ideas of what a capital is.
Explain to students:
Baker College Teacher Prep Lesson Plan Form

-A capital or capital city is a city or town that serves as the

location of the government meeting places.
-Each state in the United States has a capital. For example,
Michigan's capital is Lansing and that is where our state
government location is (remind students we will later speak more
about Michigan in a different region later).
So today, we are going to cover the capitals of the 11 states that are
in the Northeast region. Each student will be handed a plastic bag
that will have paper cut out of the states. I will instruct the students
that we are going to take each of the eleven state cutouts and we
are going to glue them into our journals.

While students are gluing (which will be modeled by myself on the

projector on how they should organize and glue them in their social
studies notebooks). Example Below:

They should be glued in their journals as a flap so we can write

down under each one.

While the students are gluing down their states, I will hand each
student a laminated index card and a dry erase marker. I will ask
the students if they are completed gluing by having them show
their hands. Once they are completed, I will have a map of the
Northeast projected onto the screen. I will have students open up
their book to the same page to allow them to easily follow along.

We are going to go through and write down our capitals for the
states under each flap. I will explain to the students that on this
map and other maps we may look at they have symbols that show
us where the states capitals are. Let's look at Maine fist together as
a class. There are city labels, but there is one symbol that is
different that shows us the city that their government is located in,
 Baker College Teacher Prep Lesson Plan Form
Instructional Strategies:
Research-based strategies to help students think
critically about the concept/skill
Assessment:
List both formative and summative assessments
that you will use to assess student understanding.
Formative assessments are given during
instruction (check for understanding), summative
are after completion of instruction (how will you
grade – quiz, test, project, paper, presentation,
demonstration, etc.).
Differentiation:
Describe who will need additional or different
support during this lesson, and how you will
support them. Differentiated instruction could
include testing accommodations, preferential
seating, segmented assignments, a copy of the
teacher’s notes, assignment notebook, peer
tutors, etc.
Summary, Integration and
Reflection:
which is their capital. So for Maine, there is a symbol of a star and
the city named Augusta next to it (I will point to it on the projector
for the students to see.) Everyone points on their map to show me
you see the capital Augustus. I will quickly go around and see where
the students are pointing. Now we are going to lift up the flap of
Maine and together we are going to write, “Capital: Augusta”. Now
let's move down to New Hampshire. Let's all look for the capital
symbol and write down, using our index card and dry erase marker,
the capital of New Hampshire. Students will be given short time to
write down. I will count down 3, 2, 1 and show me your note cards.
Students will then show me their note cards to show they know
where the capital is. Yes, the capital is Concord. We will then write
down under the flap for New Hampshire, “Capital: Concord”. We
will then repeat for the next 9 capitals.
Once we are finished with the capitals, I will have the one paper
passer pick up note cards and the other to pick up the markers to
place back on the back table. Students will then clean up their areas
and prepare to complete their planners prior to going out to recess.
I will utilize the modeling strategy to show students how they are
going to glue their states into their notebooks along with showing
the class how they find the states according to the maps in our
books.
Formative:
Students are going to use dry erase markers and laminated sheets
to write their answers to what each of the states that is said
allowed, capitals. This allows for me to check their understanding
on where to find a capital along with practicing writing what each
capital is.
Summative:
Students in a later lesson, will be quizzed on the state capitals of
each state of the USA.
The students who utilize special education services will follow along
with the activity and participate by writing down the answers and
copying the notes that are projected on the screen.
In today's lesson, students will be asked about capitals and if they
know what they are. This will lead into a quick discussion of capital
 Baker College Teacher Prep Lesson Plan Form

List the way that you will bring students together
to integrate and reflect on their learning from this
lesson
cities and how each state has one. We will be covering and taking
notes in our notebooks of the capitals in the Northeast by using
picture cutouts of the states and gluing them in our notebooks to
look like flaps. We will also be practicing locating the capitals and
showing that knowledge by writing it on a laminated sheet of index
card.