Dakota State University

College of Education

LESSON PLAN FORMAT

Name:​ Morgan Larson Date: ​September 19

Grade Level: ​1st Grade Time: ​2:15-2:25, 2:55-3:15
School: ​Canistota Elementary

Reflection from the prior lesson:

I have not previously completed a lesson. Yesterday, students finished their unit on butterflies and took
a test over the content. I will be starting the new Social Studies unit today.

Lesson Goal(s)/ Standards:

1.L.1​ Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.​ j.​ Produce and expand complete simple and compound declarative, interrogative,
imperative, and exclamatory sentences in response to prompts.

1.L.2​ Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing. ​d.​ Use conventional spelling for words with common spelling patterns and for
frequently occurring irregular words. ​e.​ Spell untaught words phonetically, drawing on phonemic
awareness and spelling conventions

1.C.2.1​ Explain who makes decisions and rules in the school.

Lesson Objectives:
After reading the book ​If Everybody Did, ​students will be able to orally tell ways they can be a good
citizen without error.

After orally discussing ways to be a good citizen, students will be able to draw a picture and write a
caption to answer the question “How can you be a good citizen?” with 100% accuracy.

Materials Needed:
● If Everybody Did ​by Jo Ann Stover
● Lined paper with space for drawing (attached)
● Whiteboard

Contextual Factors/ Learner Characteristics:

There are 13 students in the class - 5 girls and 8 boys. Currently, none of the students are on IEPs, but
there is a student recently tested and 2 students who are being watched. There are 3 students who
receive Title I services in reading and 2 that receive Title services in math. I conducted a learning styles
inventory on students, and the top classes were self, nature, and body. This means that these students
will work best on their own work, naturalistic students will like to use their senses of touch and doing
things hands-on but preferably outdoors, and body (kinesthetic) are very similar to nature, but don’t
need the outdoor involvement. Social studies and science is at the end of the day and can be
segmented depending on specials. Specials include counseling (Mondays 2:00-2:30), PE (Tuesday,
Thursdays 2:25-2:52), and computers (Friday 2:45-3:15). There is also time that students have snack, so
the ‘lecture’ part of the lesson is best at the beginning and the activity after they get back from their
activity.

A.The Lesson ​(​30 minutes​)

1. Introduction ​(​3 minutes​)
a. Getting attention ​“Come up to the front of the classroom when you have gotten your
PE shoes please.”
b. Relating to past experience/ prior knowledge “​Does anyone know what it means to be
a good citizen? Right, being a good citizen may be picking up garbage or holding the
door open, but being a good citizen can mean a lot of things.”
c. Creating a need to know ​“In order to make the whole world go around, we need to
have good citizens. In the story we are going to read today, we are going to see
examples of things we could do that makes us a good or a bad citizen.”
d. Sharing objective ​“Today, we will be discussing how you can be a good citizen in your
community.”

2. Content Delivery (​25 minutes​)

I. Read Aloud (​7 minutes​) - I​ f Everybody Did ​by Jo Ann Stover - “I am going to read you a
book called, ​If Everybody Did​. The author of this story is also the illustrator, will
someone remind of the difference between an illustrator and an author? Good, so Jo
Ann is both of those in this story, and you’ll see that for her illustrations, she stuck to
using only black and white pictures. While I read this story, I want you to think about
how you can be a good citizen.” During reading, we will discuss the main idea and any
supporting details from the story. I will ask students questions like, what is the main
idea, how does the author show the idea, and how do you know these details support
the main idea. These will be translated to our discussion on the board after the reading.
II. Discussion (​8 minutes​) - How can I be a good citizen? - I will write up on the board “How
can I be a good citizen?” I will ask the students questions about how they can be a good
citizen and relate it to the book we just read and what the people did in that book that
made them good citizens. Some ideas that I want students to come up with are
following rules, be kind, pick up garbage, help others, being respectful, and being
responsible.
III. Assessment (​10 minutes​) - Students will choose one of the ways they come up with to
be a good citizen and draw a picture of it. In reading, we have discussed using a caption
to tell about a picture, so students will have to write their own caption for what their
picture depicts. “I am going to give you a piece of paper with a box and 2 lines for
writing. You are going to draw a picture of something you can do to be a good citizen
and then you are going to write what you are doing in the picture to be a good citizen.”
 While students are working, I will walk around and talk to them about what they are
drawing and why.

3. Closure (​2 minutes​)

“Today, we discussed how to be a good citizen. Being a good citizen is important whether you
are in school, at home, or in your community. What are some examples that we discussed of
being good citizens? Tomorrow, we will be talking about your role in the classroom and
following rules which is an important part of being a good citizen and a good citizen.”

B. Assessments Used
● Students will draw an example of how they can be a good citizen at school, home, or in the
community. Then, they will write at least one sentence about what their picture depicts.
● Students will orally talk about what they can do to be a good citizen after reading the story.

C. Differentiated Instruction
● Advanced - Learners who are above level will be expected to write longer, more complex
statements regarding their drawing. If these students finish early, they will have the time to
complete the backup plan options.
● Average - The average learner will participate in the discussion without assistance and they will
be able to write a caption without assistance in writing articulation. They should be able to keep
themselves on task and complete their work and will follow the backup plan options when
necessary.
● Below - For below level learners, there will be the discussion points up on the board about what
it means to be a good citizen, so when it comes to spelling or forming ideas as to what to write/
draw they will have something to go off from the board. They may also need assistance with
staying on task and focusing on completing their work as well as forming their caption into an
effective sentence.

D.​ ​Back Up Plan

If students finish early, they will work on their corrections from earlier in the day first. Once they have
completed these, they will have the time to get their papers and put them in their folder in their
backpack. If all the students finish early, we will have a class discussion about what some of the students
drew.

E. Resources
Lined paper from Primary Handwriting Paper -
(​https://www.allkidsnetwork.com/lined-paper/handwriting-paper/handwriting-paper-large-lines-picture
-landscape.pdf​)

F. Reflection
Today was the start of our first social studies unit. I decided to start the unit with a read aloud because
our school is currently in the transition to new curriculum in both science and social studies because of
the new standards. I am trying to mesh together the old curriculum with the new curriculum which does
not always align with the textbook students have in social studies. Students enjoyed the read aloud and
the funny images in the story. Citizenship is a concept students cover during character counts time as
well, so they knew a lot of the material very well. They enjoyed getting to draw a picture and reflect on
it and reading what the students wrote was great. They all met the objective and understood what being
a good citizen met. I could tell this through their drawings.