Indiana Wesleyan University

Elementary Education Lesson Plan Template

Social Studies--2018

Student: Micah Hendriksen School: Allen Elementary

IWU Supervisor: Dr. Karr Co-op Teacher: Miss Johnson
Teaching Date: 11/16/18 Grade Level: 2nd Grade

LESSON RATIONALE
Big Idea: Navigating the Unknown
Through critical thinking and application, students will discover the various traditions involved with
Thanksgiving in order to increase their awareness of how other people in their community celebrate the
holiday.

READINESS
I. Goals/Objectives/Standard(s)
a. Goal: Students will understand why traditions are important, as well as the various traditions
involved in the Thanksgiving holiday.

b. Objective(s):
i. Through working in groups, students will identify different traditions for the Thanksgiving
holiday.
ii. After the minilesson, students will be able to explain what traditions are and why they are
important.

c. Standards:
i. IAS
1. 2.1.4 Identify and describe community celebrations, symbols and traditions and explain why they
are important.
ii. NCSS 4: Individual Development and Identity

II. Management Plan

a. Time: 45 minutes
i. Anticipatory set/Purpose: 6 minutes
ii. Minilesson: 10 minutes
iii. Group work: 24 minutes
iv. Closure: 5 minutes

b. Materials
i. Three anchor chart sheets – two previously made
ii. Marker for anticipatory set
iii. “Exploring traditions” information sheets
iv. Recording sheet  Students will turn this sheet in to Miss Johnson’s table after the closure
v. Candy (for incentive)

c. Space
i. Anticipatory set: students are seated on the rug
ii. Mini lesson: students are seated on the rug
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
iii. Expert groups:
iv. Teaching groups:
v. Closure: students are seated on the rug

d. Behavior
i. To get students attention I will you the call and respond, “Class, class” to which they will respond,
“Yes, yes.” When they respond, they are expected to turn and look at me.
ii. When a student’s voice is above the expected level, or they are not following directions, they will
get two warnings. After two warnings, they will have their card flipped.
iii. I will inform students at the beginning of the lesson that they have the opportunity to receive candy
at the end of the lesson, but if they do not follow directions, they will not earn the candy.
iv. General Expectations during the lesson:
i. Student’s voices will be at a level three during whole group discussions, and a level two
during group work
ii. Students will follow directions, although they may ask clarifying questions if need be
iii. When sitting on the rug, students are to sit on their bottoms facing me
iv. If students do not follow directions, they will not receive their candy at the end of the
lesson.
v. If the whole class does well in the lesson, they will earn a “warm fuzzy.”

III. Anticipatory Set:  5 minutes

a. Students are gathered on carpet
b. “Did you guys know that thanksgiving is coming up? It is next week Thursday! What are some
things that you do for Thanksgiving? Turn to the person next to you and whisper to them your
ideas. When you are done give me a thumbs up!
c. *Allow time
d. “Okay now can you tell me what you told your partner?”
e. As students share ideas, write them on an anchor chart paper, titled with “Things we do to
celebrate Thanksgiving”

IV. Purpose  1 minute

a. These things you do are called traditions! Today we are going to learn more about traditions as
well as some other Thanksgiving traditions!

PLAN FOR INSTRUCTION

V. Adaptation to Individual Differences and Diverse Learners
a. I have created groups specifically so that students who have clashing personalities are not
together, and that students who need more support are with peers who can help provide that
support.
b. For students who are slow processors, I have included multiple times in which they are able to
discuss their thoughts with peers before sharing with the larger group.
c. If Ethan or Ezekiel will perform better by working with Miss Johnson or Miss Bedle rather than
with a group, I will allow them to do so by giving them all of the tradition sheets and a recording
sheet.
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
VI. Lesson Presentation (Input/Output): 30 minutes
a. Mini Lesson: 10 minutes
i. Ask students what they think traditions are.
ii. *Flip to anchor chart for traditions, have definition covered with paper
iii. Show students definition of tradition
1. A way of thinking, behaving, or doing something that has been used by the people in a
group, family, or community, for a long time. Traditions have been passed down over a long
time.
2. Example: I play a game called Bunko with my family every Christmas. Every year I look
forward to it because it is so fun! My great-grandparents started playing that game during
Christmas with my grandparents, and then my parents, and then me  passed down over a
long time.
iv. Comparing what two kids do for Thanksgiving
1. On a new anchor chart sheet, I will have the following chart that explains what two make-
believe children do to celebrate Thanksgiving (each of the bullet points will be on sticky
notes so that I can move them)

Mikayla
 Before Mikayla’s family eats, they
each say one thing they are thankful
for
 Eats a big meal with her family
 Mikayla watches the Thanksgiving
Day parade with her grandma
 After dinner, Mikayla goes outside
and plays a game of tag football with
her family
 After football Mikayla’s family plays
board games together
David
 Eats a big meal with his family
 After eating, David and his brother
break the wishbone and whoever
gets the biggest piece makes a wish!
 David watches the football game
with his dad
 After dinner, David goes outside and
plays a game of tag football with his
family
 David makes a handprint turkey
with his brother and sisters

2. Right underneath the chart, I will have a pre-made Venn Diagram (the students have been
learning about Venn diagrams over the past week)
3. “Okay guys, I have two friends, one is named Mikayla and one is named David. They each
have Thanksgiving Day traditions, but some of their traditions are different, can you help
me sort them using the Venn Diagram? Raise your hand and tell me one tradition and
where to put it on the diagram.”
4. Check for Understanding: the Venn Diagram activity will not only tell me if the students
remember what a Venn diagram is, but also if they understand that not everyone has the
same traditions.
5. When a student says a tradition, move the sticky note to the corresponding area on the
diagram.
a. “Now, we are going to take a closer look at some of the most common Thanksgiving
Day traditions in America! First, you will be in an Expert Group. In this group, all of
you are going to become experts on one tradition! You will learn what the tradition is,
and maybe why people do it! If you have extra time before we switch groups, you can
talk about if your family does this tradition or if you would like to start this tradition.
After you all become experts, we will switch to your teaching groups. In your teaching
groups, you will each teach the people in your group about your tradition. So, if I were
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
teaching my group about the tradition, I just became an expert on, I might tell them
what the tradition is and what people do, just like how I explained Bunko to you guys!
The person whose name comes first in the group will come see me after you pick
where you are working to get the papers. While you are still sitting on the carpet, I
want you to move so that you are sitting with your expert group. I will pick the group
who gets together the fastest and is sitting quietly first to choose where they want the
sit in the room.
b. *Allow time to move
b. Groups: minutes  4 minutes total for transitions

Expert Groups
1 2 3 4 5
1 Javian Ezekiel Alayna Da’Mya Grace
Teaching 2 Ethan Lexi My’Lasia Cymaura Tyler
Groups
3 Katoria Sieana Jordan Katollie
4 Addison Nia Kendrick Hunter Halo

1. Expert Groups: each group becomes expert on one tradition  5 minutes

1. TV
2. Feast
3. Turkey pardon
4. Wishbone
5. Visit family
b. Pick groups and allow time for them to move to their space, hand papers to captains
after all groups are dismissed and explain that they are going to read the sheet and fill
out the important information on their recording sheet.
c. Check for Understanding: as groups work, I will walk around and observe. If needed,
I will prompt discussing with a few questions.
ii. Teaching Groups: students teach each other about the tradition they learned about  12
minutes
1. *After five minutes
2. “Okay, when I say so, you are going to get together with your teaching group. While you are
with them, you will teach each other about the tradition that you became an expert on! Use
the notes you took in your recording sheet, and make sure you write down important
information that the people in your group teach you. You may quietly find your group and
your new work space.”
3. Check for Understanding: I will walk around the room while students work. I may help
guide their discussions a little, but I want to see what they are capable of without me.

VII. Check for understanding

a. I will walk around and observe during group work to check their thinking processes as well as
their ability to absorb information and teach it to others.
b. Venn Diagram activity will serve as a quick formative assessment

VIII. Review learning outcomes / Closure  8 minutes

a. “Alright, keeping your papers with you, I need you to quietly walk over to the rug.”
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
b. *allow time
c. After all students are at the carpet, ask for one student each to explain what each tradition was.
d. Closing questions: I will provide prompts like these, but my students are very good at discussing,
so I am going to try and let the discussion flow as much as possible.
i. “Do you guys do any of these traditions at home?”
ii. “Why do you think we all have different types of traditions?”
iii. “Does the fact that we all celebrate holidays differently make our world more interesting?”

PLAN FOR ASSESSMENT

Informal: Observation and collecting their recording sheets after the lesson.

REFLECTION AND POST-LESSON ANALYSIS

(CAEP K-6 3.b)
1. How many students achieved the lesson objective(s)? For those who did not, why not?
I feel as though, overall, most of my students were able to meet my objectives at least somewhat.
My lesson did not go as well as planned, and due to behavior issues as well as organization and
management issues, I was unable to have my students take part in the originally planned activities.
But through my minilesson and my closure, I feel as though most of my students were able to meet my
objectives.
2. What were my strengths and weaknesses?
- Strengths: I persevered. Although my lesson did not go as planned, I did not give up. I used a
variety of management strategies I have seen Miss Johnson use, which helped the students stay
on-task during the minilesson.
- Weaknesses: I did not account for the fact that my students had no experience with this type of
grouping, which threw my students off. I also could have introduced the groups in a different
way, after giving directions. In the future, I would change the activity after I noticed that my
students couldn’t handle it.

3. How should I alter this lesson?

For my current students, I would start by modeling what I wanted them to do with the articles and
the recording sheet so that they knew what they needed to do. I also would not have them do the
expert groups and the teaching groups. Instead, I would use a different form of grouping.
4. How would I pace it differently?
I feel that my lesson was appropriately paced, but the mechanics of the lesson – management,
grouping, and methodology needed to be altered to fit the needs of my students.
5. Were all students actively participating? If not, why not?
As a result of the activity and other factors, students were not as engaged as I wanted them to be.
6. What adjustments did I make to reach varied learning styles and ability levels?
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
Within my minilesson, I tapped my students prior knowledge (through including the Venn
diagram).

7. Did the way in which I had my students first become experts and then teach others work?
No, because my students were not used to grouping like this, along with other factors, this strategy
did not work.

8. Did the way in which I grouped my students support learning?

If I tried this strategy on a different day and made a few adjustments to the way in which I
introduce it, it may have worked, but today this activity did not support student learning.

9. How smooth were my transitions?

Today, my transitions were not smooth. I did employ a variety of Miss Johnson’s management
strategies which seemed to help a little bit with management, but today was an off day for both me
and my students.
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018

Student: Micah Hendriksen School: Allen Elementary

IWU Supervisor: Dr. Karr Co-op Teacher: Miss Johnson
Teaching Date: 10/31/18 Grade Level: 2nd

OPPORTUNITY FOR IMPROVEMENT Format COMPETENT OUTSTANDING

Heading Student uses the provided template for Social

Studies content. Student includes all of the
Template information in the template heading.
Statement of rational for the learning
Rationale experience and environment in this lesson.

Goals The lesson plan contains objectives that

connect goals and standards with lesson
Objectives
activities and assessments.
Standards
Each objective should include the
following: Conditions; Desired learning;
Observable behavior; and Accuracy (as
necessary)

NCSS:

IAS:
Management Plan A. Materials:
B. Time:
C. Space:
D. Behavior:
E. Technology: (as appropriate)
Anticipatory Set The anticipatory set is clear and direct and
focuses students’ attention on the lesson.

Purpose The statement of purpose is clearly connected

to the content of the lesson and is presented
in terms that are easily understood by
students.

Plan For Instruction

Adaptation to Instructional opportunities are provided in

Individual Differences this lesson. The opportunities are
and Diverse Learners developmentally appropriate and/or are
adapted to diverse students.

Remediation –
Enrichment –
ELL –
Exceptional Needs-
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
Lesson Presentation Candidates demonstrate understandings,
for Social Studies capabilities and practices associated with
the central concepts and tools in Civics,
Economics, Geography, and /or History
within a framework of inquiry.

Lesson Presentation The candidate’s lesson demonstrates an

understanding of developmentally
appropriate practice.

The candidate’s lesson includes both

modeling and guided practice.

The lesson presentation includes relevant

activities that encourage student
participation and critical thinking.

Check for The lesson plan includes a plan and the means
Understanding to check for student understanding of the
lesson. A provision is included to reteach all
or part of the lesson to all or part of the class.

Review Learning Lesson closure relates directly to the lesson

Outcomes and/ or purpose and/or objective.
Closure

Plan for
Competent 3
Assessment

Formal and Informal A plan for formal and informal assessment

Assessment throughout the lesson is included. The
assessment strategies are uniquely designed
for the students.

ACEI 4.0

Reflection and Post- The lesson plan includes all required self-
Lesson Analysis answer questions.

SCORING
A lesson plan with elements A competent lesson plan earns An outstanding lesson plan
that do to meet the a score of 37-39/40. earns a score of 40/40.
competent level will receive
a score of 36 /40 or lower

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