Indiana Wesleyan University

Elementary Education Lesson Plan

Social Studies—2019

Student: Emily Gerycz School: Allen Elementary

IWU Supervisor: Professor Schuler Co-op Teacher: Ms. Johnson
Teaching Date: 3/20/19 Grade Level: 2nd

LESSON RATIONALE: Students have responsibilities in every area of their life. They have the opportunity to make choices that will impact
the places where they spend their time; therefore, it necessary that they know what choices will positively impact the places they are
involved in. In this lesson, students will consider the question “How can I be a good citizen at home, at school, and in my community?” in
hopes that they begin to understand that their choices are important in shaping the spaces around them.

READINESS
I. Goals/Objectives/Standard(s)
A. Goal: Students will identify and describe how they can be good citizens in different areas of their life.
B. Objective: Given ten scenario cards, students will identify at least nine of the ten correctly as to whether it describes a good home
citizen, school citizen, or community citizen.
C. Standards:
 IAS- 2.2.5- Identify people who are good citizens and describe the character traits that make them admirable.
 NCSS: Civics, ideals, and practices.
II. Management Plan
a. Materials: Anchor chart, markers, scenario cards, Elmo projector, sorting cards, paper for chain links
b. Time: 40 minutes
c. Space: Students will gather on their assigned location on the carpet. They will remain on the carpet while the class creates
the anchor chart on citizenship and during the “thumbs up or thumbs down” activity. The teacher will model the
individual activity while students are on the carpet, and then they will transition back to their seats. The students will
complete the individual card sort at their desks. They will also complete the good citizen chain link at their desks. The
class will move back to the carpet for a closure discussion.
d. Behavior: Students are expected to be active learners throughout the lesson. Students will be encouraged to answer the
questions and ask any questions they have during the activities. Throughout the lesson, students are expected to respect
others, the teacher, and themselves, and follow all classroom rules. Students who do not follow directions will receive a
verbal warning. If the behavior continues, they will get their number written on the board. If the behavior continues
further, they will receive check marks next to their number.
e. Technology: A PowerPoint will be used for the anticipatory set game. In addition, the Elmo projector to model the
individual activities.
III. Adaptation to Individual Differences and Diverse Learners
 Zeke, a student who has a difficult time sitting still, will be allowed to stay at his desk area instead of on the carpet during the
lesson.
 The anchor chart will be in the front of the room for students who have a difficult time remembering what the three areas of
citizenship are that were covered in class.
 Alayna and Addison are two students who struggle with reading. They will be in an area with a strong reader who can help tell
them what the cards say as they complete the card sort activity.

PLAN FOR INSTRUCTION

IV. Anticipatory Set
• “ We’re going to play a game. I am going to show you some pictures that all connect in some way. If you think you know what the picture
is on the screen, hold one thumb up. If you think you know how the pictures connect, put another thumb up. Don’t say the answer out
loud, because we are going to make it through all of the pictures before we talk about them. If you don’t know what the picture is,
that’s okay. Touch your nose if you’re ready to start.” When students show they are ready to begin, put the first picture up on the
screen. Give students time to look at it and think about what it is. After about 20 seconds, move on to the next picture. Repeat this
process will all of the pictures. At the end of the slide show, ask, “Can someone raise their hand and tell me what all of these pictures
had in common?” Call on students who have their hands up until someone says they are all in Marion. “That’s right! All of these
pictures are in Marion—the place where we live!”

V. Purpose: “Today we are going to learn how we can be good citizens in the places where we live, so that we can make choices to make
where we spend our time a better place.”

VI. Lesson Presentation (Input/Output)

 Write the word “citizen” on the anchor chart. Point to it and ask, “Can someone raise their hand and tell me what a citizen is?” Call
on one student to share with the class. If this student does not answer correctly, ask another student. Write the definition of a
citizen on the anchor chart and briefly explain it.
 “In order to be good citizens, we need to act a certain way. For example, it is important that a good citizen is respectful.” Write
respectful down on the anchor chart. “Can someone raise their hand and share another word that describes a good citizen?” Call on
a few students to share and write their responses on the anchor chart. “These are great words to describe good citizens!”
 Indiana Wesleyan University
Elementary Education Lesson Plan
Social Studies—2019
 “We can be good citizens in different areas of our lives—but today we’re going to talk about three ways we can be good citizens. We
can be a good citizen at school, a good citizen at home, and a good citizen in the community.” As the teacher says all of these, she
will write them on the anchor chart, drawing a quick picture to go with each.
 The teacher will ask the class to raise their hand to share what they think it means to be a good school citizen. She will call on a
few students to respond. This will be repeated with home and community citizens. After the students share their thoughts, the
teacher will fill in any gaps and explain each a little more.
 “For our next activity, I need some help from some of you! I have some cards with me and I am going to call on one person to come up
and pretend they are the person on the card. You will read the card and we are all going to decide if that’s a good citizen behavior or
a not-so-good citizen behavior. You will hold up a thumbs up for good citizen and a thumbs down for not-so-good citizen. I’ll read the
first one to show you what to do.” The teacher will read the first scenario. She will tell the students to think about it first, and then
on the count of three everyone will show their answer by giving thumbs up or down.
 For each scenario, the teacher will ask a specific student “Why do you say that?” after they hold up their answers. If the answer is
good citizen, the teacher will additionally ask, “Raise your hand if you can tell me if this is a good home citizen, a good school
citizen, or a good community citizen.” Call on one student to share a response.

VII. Check for understanding.

 “During our next activity, I am going to give everyone a set of new cards. When I tell you to, you are going to go back to your seat and
sort these cards into three groups on your paper: a home citizen group, a school citizen group, and a community citizen group. Let’s do
a few examples together.” The teacher will pull out one card and put it under the Elmo projector so the class can see. She will read it
out loud and use a think-aloud strategy. She will then start a pile for whichever area of citizenship it represents. She will model two
more examples for the class so they can see what they should do when they go back to their seats. “When you’re done sorting, raise
your hand and I will come by and check them. Before you pick up your piles, I have to take a picture of them. Then, I’ll give you a chain
link and you are going to write one way that YOU can be a good citizen. Write whether it means you’ll be a good citizen at home,
school, or in the community. How would you start your sentence?” Call on a student. When someone says “I will be a good citizen
by…” write this sentence starter on the anchor chart. “When you’re done, keep it at your desk and we will talk about them when
everyone finishes. You’ll have fifteen minutes to complete the activities. If you finish early, you can complete another good citizen chain
link.”
 “When I say one, I would like you to stand up. When I say two, I would like you to go back to your seat but stay standing. When I say
three, I would like you to sit down at your seat. When I see that you are ready to start, I’ll come by and hand you cards.” Count to three
slowly for students to transition back to their seats. Give the students fifteen minutes to complete the activity. When the teacher
checks their responses, either tell them to fix a few that are incorrect and explain why they are incorrect, or collect the cards for
students who got all of the answers correct.

VIII. Review learning outcomes / Closure

 Transition back to the carpet after the timer goes off. “Can someone share what they wrote on their citizenship chain?” Call on a few
students to share their response. Then, the teacher will ask, “Can someone raise their hand and share why it is important to be a good
citizen?” Call on a few students to share.

PLAN FOR ASSESSMENT

Formative
 During the group time on the carpet, the teacher will observe which students are struggling to give a definite thumbs up or thumbs
down answer. The teacher will also look for students who confidently give the correct answer without looking at others first.
 During the individual card sort activity, the teacher will circulate around the classroom looking for students who are struggling and
students who confidently sort the cards correctly.
 When students complete the card sort, they will raise their hand and the teacher will come by and quickly check it.
 Students will write a one sentence chain link on how they can be a good citizen. Students will write whether it applies to home,
school, or community citizenship.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
All but three students did not achieve the lesson objective. One student got multiple in the wrong column that I had to explain to
her. The other student put three cards in the wrong piles (90% was the number in my objective). Another student finished at the
last minute and got multiple wrong.
2. What were my strengths and weaknesses?
I think that a strength of mine was staying consistent and keeping expectations clear. I used the same management techniques
and language throughout the lesson. I also think I scaffolded them well. One weakness would be figuring out some aspects of
management. The teacher told me after that I could have written some students' numbers on the board/pulled their cards
because of their behavior.
3. How should I alter this lesson?
Next time I gave this lesson, I would have them glue it onto a paper instead of me running around to check everyone's cards. I
could then use these paper's to figure out what I still need to work on and who did not grasp the concept. In addition, I would
have different scenarios for different people so I could tell them to switch with their partner if they finish early (like Professor
Schuler suggested).
4. How would I pace it differently?
 Indiana Wesleyan University
Elementary Education Lesson Plan
Social Studies—2019
Originally, I did not know how much time to plan for the individual activity. I had eight minutes on the timer, but they ended up
needing about five more minutes to finish.
5. Were all students actively participating? If not, why not?
I had one student who sat with his head down for most of the individual activity. When I went over to help him, he really had to
be coached through it. He often does this in lessons that he doesn't want to complete. All other students were actively engaged in
both the whole group time and the individual time.
6. What adjustments did I make to reach varied learning styles and ability levels?
I had the students move from the carpet to their desks so they were not sitting in the same location for the entire lesson. In
addition, I made sure strong readers were near struggling readers so that they could ask a friend to read the card if they could
not. I did not want reading to hinder them from doing the social studies content.
7. Was each student able to identify three areas in which they can be a good citizen?
Yes, each student could name the three areas of citizenship that we talked about: home citizens, school citizens, and community
citizens.
8. Was each student able to accurately sort the scenarios into home, school, and community?
All but three students got 90% or more of the scenarios correct. The three that had trouble got many correct, and one student did
not put much effort in until the last minute or two. I think some of the issue with the other two was reading hindering them from
understanding what the card said. This is something I would try to change next time.
9. In what ways could I have made my instructions simpler for students to understand?
I gave them many instructions on the carpet. One thing Miss Johnson has been doing is making a checklist for things they have to
accomplish or steps they have to take to reach a task. I think my instructions would have been simpler if I made a visual of steps
for students to complete.

Student: Emily Gerycz School: Allen Elementary

IWU Supervisor: Professor Schuler Co-op Teacher: Miss Johnson
Teaching Date: 3/20/19 Grade Level: 2nd
Audit Trail:
2/19/19- Communicated with teacher via email about lesson. She said she would think of a topic for me to teach on.
2/20/19- Talked with teacher before practicum about lesson and she suggested citizenship. I began looking at second-grade
standards and thinking of ideas that could go along with them.
2/21/19- Chose a standard and started working on lesson plan.
2/23/19- Continued working on the lesson plan and communicated with university supervisor via email about when to teach the
lesson.
2/27/19- University supervisor gave me a date to teach (3/20/19)
3/11/19- Finished working on lesson plan. Waiting to hear from cooperating teacher about a question I asked her regarding
grouping students.
3/13/19- I asked teacher about grouping. She said she thinks this particular activity would work best as individuals.
3/13/19- I finished lesson plan.
3/14/19- I turned in my lesson plan.

OPPORTUNITY FOR IMPROVEMENT Format COMPETENT OUTSTANDING

Heading Student uses the provided template for Social

Studies content.
Template Student includes all of the information in the
template heading.
Audit Trail Student includes a list of dates and methods
for communicating with cooperating teacher.
Rationale Statement of rationale for the learning
experience and environment in this lesson.
 Indiana Wesleyan University
Elementary Education Lesson Plan
Social Studies—2019
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.

Early Finishers
Reteaching-
ELL –
Exceptional Needs-
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
[CFU]
 Indiana Wesleyan University
Elementary Education Lesson Plan
Social Studies—2019
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 mainly formative]throughout the lesson is
included. The assessment strategies are
uniquely designed for the students.

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

SCORING
A lesson plan with elements that do to meet the A competent lesson plan earns a score of An outstanding lesson plan earns a
competent level will receive a score of 33 /40 or lower 34-37/40. score of 38/40-40/40

Additional Comments:

Whole Group Scenario Activity

I had a friend over to my house to play. We

played with Legos. When we were done, we

put all the Legos back where we found them.

 Indiana Wesleyan University
Elementary Education Lesson Plan
Social Studies—2019

When the class was packing up at the end of

the day, my friend dropped all of his papers. I

really wanted to go home, so I got in line

and did not help him.

I saw someone playing alone at recess,

so I asked them to play with me.

Someone’s papers were on my desk. I said “Can

you please put your papers on your desk?”

My mom asked me to clean my room. I like to

play with my toys more than clean, so that is

what I did.
 Indiana Wesleyan University
Elementary Education Lesson Plan
Social Studies—2019

When I was playing outside, I did not see a

trash can, so I spit my gum on the sidewalk.

I helped my mom plant a tree.

Individual Card Sort Activity

Following directions
given by the teacher.
 Indiana Wesleyan University
Elementary Education Lesson Plan
Social Studies—2019

Respecting the items

on your neighbor’s
desk.

Keep your area in the

Asking someone to
classroom clean.
play with you at
recess.

Listen to directions
Help wash the dishes.
that your parents give
you.

Using your manners Keeping your hands

when you are at the and feet to yourself
store. when you play with
your siblings.

Put away your toys.

Help plant a tree.

 Indiana Wesleyan University
Elementary Education Lesson Plan
Social Studies—2019

Throw your trash in

the trash can, not on
the grass.

Obey the laws