SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC Family CK
Name Mackenzie Kilduff
Subject Social Studies
Grade Level 1st Grade
Date/Duration 30-40 minutes
Big Ideas There are different types of families.

Essential Questions What is a family?

What does a family look like?
Who makes up a family?
What kind of people are in a family?
What does a family do?
What do the people in the family do?

PA/Common Standard 6.4.K.4: identify the specialized role performed by each

Core/Standards member of the family.
Standard 6.1.K.B: Identify family wants and needs.
Standard ELP.5.R.PK-K.2: Identifies self and family members in
drawings or photographs.

Objective Independently, the first grade students will identify the members of
their family by drawing a picture and labeling the parts of their family
with 100% accuracy.

Formative & Formative Assessment: The students will each individually create
Summative their own picture of their family and turn their drawing in. The
Assessment Evidence teacher will access their drawing for correctness.

Summative Assessment: At the end of the unit, with the help of their
parents, students will create a mobile of their families.

21st Century Skills The students will be able to utilize technology while viewing the
Technology example of the activity on the projector. The students will watch as
the teacher uses the smart board to label parts of her family.
Accommodations, The teacher will stand by Mary while the group discussion is going on
Modifications about the family.
The teacher will also ask Mary independently about her family and
the members that are in her family.
This was used as a specific for my Science class. Ignore for this class.
SUPERVISING
TEACHERS
SIGNATURE
 Seton Hill University Lesson Plan Template Step-by-Step Procedures
RATIONALE for the CK
Learning Plan
Introduction Activating Prior Knowledge
Before starting the lesson, the teacher will ask the students about their
family. The teacher will ask questions such as:
o What is a family?
o What does a family look like?
o Who is in your family?
o What do people in your family do?
Students will have potential behavior problems at this stage. Many students
struggle with peer and teacher interaction.
To address these potential behavior problems, the teacher will instead display
a variety of pictures on the overhead and have the students raise their hands
if they think that this is a family. This will give students a chance to see all of
the different types of families, but take away some of the potential poor peer
interactions.

Hook/Lead-In/Anticipatory Set
Whos in a Family? By Robert Skutch
Teacher will read students this book and explain that not all families
are the same and some in many shapes and sizes.
Students will have potential behavior problems at this stage as well, due to
their peer interactions.
The teacher will read the book to the class, but the students will also have an
opportunity to listen to a recording of the reading separate from the group.
Explicit Instructions Big Idea Statement
There are different types of families.

Essential Questions Statement

What is a family?
What does a family look like?
Who makes up a family?
What kind of people are in a family?
What does a family do?
What do the people in the family do?

Objective Statement
Independently, the students will draw a picture of their family and
label the members of their family.
 Transition
To receive their materials, the teacher will call the students up by
command to get their supplies. For example, the teacher may say,
Everyone wearing a blue shirt may go to the art center and get their
materials.
The teacher can call the students one at a time to avoid poor peer
interactions.

Key Vocabulary
Family
Different
Similar
Members

Lesson Procedure Pre-Assessment of Students

Before this lesson, students will have the opportunity to use the
interactive bulletin board. They will be able to take a piece of paper
and draw a family different from their family.

Modeling of the Concept

Directions to model concept:
1. Show students your drawing of your family on the projector.
2. Label the parts of your family using the smart board
3. Assure them that no family is the same.

Guiding the Practice

Questions to ask students while they are working:
o Who is that?
o Where are you in the picture?
o Why did you draw your family like that?
Look Fors:
o Are the students drawing their families?
o Are the students labeling their families correctly?
o Are the students talking with other students about how their
families are similar or different?

Providing the Independent Practice

Directions for students:
1. Gather materials needed for completion.
a. Paper
b. Pencil
c. Markers/paints/crayons
2. Draw all the members of your family.
a. Separate the students into groups that will not disturb
one another.
3. Label the members of your family.
 Transition
The students will be able to work anywhere in the classroom to
complete this activity.
Ensure that the students are in groups that will not cause poor peer
interactions. Separate students that become aggressive and have
them sit on their own.

Reading Materials Materials:

Technology o Construction Paper
Equipment o Pens
Supplies o Pencils
o Markers/crayons/paints
Possible Behavior problem for student that throws books and pencils.
Make sure he is on his own and is unable to throw things at his peers.

Evaluation of the Formal Evaluation

Learning/Mastery of The students will be assessed on their mobile. If more than 85% of the
the Concept students complete the mobile with success, the lesson will be a
success.

Informal Evaluation
After turning in the drawing, the students will have a discussion about
what they learned. The students will share their drawings with each
other. The teacher will take down notes on a check-list observation
sheet to assure that all students are grasping the knowledge.
The students will have potential behavior problems during this discussion.
Many students could become angry or frustrated with their peers. Some peer
may tease others.
To avoid these problems, the teacher will sit down with the students
individually. She will talk to them about what they learned and ask them to
share their drawings.

Closure Summary & Review of the Learning

The informal evaluation above will allow the teacher to know if the
lesson was a success.

Homework/Assignments
For homework, the students will go home and share their drawings
with their parents.
Teacher n/a
Self-reflection