Terilyn Bufkin

Date of Lesson: September 25, 2018

Social Studies Lesson Plan

Part One:
1. Student Learning Objectives:

State Standards [e.g. CCSS, NGSS, HGSS]

Economic (E) - 1st Grade
Events: Going to Work/Getting Paid
Skill: Explore Jobs

Student Learning Objectives [i.e. Domain, Level] [audience, behavior ONLY]

The student will be able to identify the importance of a particular job.

2. Assessment [based on Student Learning Objective]:

Objective 1 Objective
2 [if
needed]

Assessment Crystal Ball Activity

Score/Level/Criteria N/A
needed to master
Objective

Scoring Guide This activity will be evaluated by informal observation. I will be

working with K-2 all in one classroom, during PBL time. Each
student will have different accommodations. Kindergarten will
be drawing a picture of their future career, while writing the
name of the job. As for first and second grade, they are required
to draw a picture of their future career, plus a sentence
explaining what they want to be and why. If each of these
requirements are met, they have mastered the objective.

3. Description of Classroom Environment

Arrangement of -Well organized, easy to get around
Classroom
-Windows along the wall facing the playground for recess
-Desks are all connected (side by side)
-Library is located next to the teacher’s desk
-Word Wall is located at the back of the room
-Manipulatives and Computers are located in a cabinet next to the word wall
-Clip chart for math and reading rotations is located next to the horseshoe
table at the front of the room by the smartboard

Technological Resources -Chromebooks (5)

-Smartboard

Instructional -Construction Paper

 Terilyn Bufkin
Date of Lesson: September 25, 2018

Resources -Colored Pencils/Crayons/Markers

-Book: “When I Grow Up.”

Environmental -Classroom door open/closed

Distractions
-Disruptive and defiant students
-Weather
-Windows that face outdoor recess

4. Description of Students
ELL 1 male student
1 female student

IEP [speech, PT, OT, gifted, academic] 1 male student (Speech)

Behavior 1 male student is easily distracted and needs extra

encouragement to work
1 male student is moody, usually for attention
1 male and 1 female that are clingy

Other Male (4) Female (1)- 5 students total

[e.g., gender]
1 - Puerto Rican
4 - Caucasian

Direct Instruction/Gradual Release

Introduction
Anticipatory Set
 Review why we have a job, what jobs are in Emporia, and our classroom jobs.
 I will display a chart that is titled, “When I grow up, I want to be…”
 Discuss: Our Future Career
 What are you passionate about? What do you love?
 What kind of job does your parent have? (Mom, Dad, Grandma, Grandpa, etc.)
Communication of Objectives
 Today, we will continue learning/reviewing the importance of jobs.
 Can someone remind the class why we have jobs?
 What kinds of jobs are in Emporia? (Review class chart that is already made)
 Now, we are going to be talking about what we want to be when we grow up.
 Before starting the main activity, I am going to read the book, “When I Grow Up.” While I read this
book, I want you to listen for key words and pictures that help you to understand what the character
wants to be when they get older.
 I am looking for some friends that are ready to get their sit spot, and get ready for read aloud.
 As students get their sit spots and sit down, I will wait until everyone is quiet and ready.
 After reading the book, we will have a class discussion.
 Terilyn Bufkin
Date of Lesson: September 25, 2018

 I want everyone to put their sit spots away, and sit back down at their seats.
 On the board, I have displayed a chart that is titled, “When I Grow Up, I Want to Be…”
 I am going to give an example *shows and reads sample*
 Can someone raise their hand and tell me what they want to be when they grow up? (While students
are giving ideas, I will write their ideas on the chart)
 Several of you have shared some great careers, and now that you understand, we are going to start
our writing/art activity.
 I am going to pass out a piece of yellow construction paper, and when I say, “Go,” you are going to
grab some crayons or markers to use.
 We are going to be drawing a picture of yourself as who you want to be when you grow up. (Refer
back to the chart we just created as a class)
 This yellow construction paper is going to represent a “Crystal Ball.” Can someone tell me what a
crystal ball is?
 A crystal ball is a fantasy used to look into the future.
 After drawing your picture, you will either write the name of the job on your construction paper, or
you will write the following sentence: “I want to be ___ when I grow up, because ___.”
 If you know that you can’t write a complete sentence, I want you to write the name of the job
(Kindergarten and some first).
 I want all second graders to write the entire complete sentence down with their picture.
 When we are all finished, and if we have time, we will share with the class.
 Does anyone have any questions? Okay, GO!
Input
 I will provide future job examples, while allowing the students to share their ideas as well.
Modeling
 I will read the book, while pointing out illustrations and key points that could help the students
understand what the character wants to be when they grow up.
 When asking students for their own future jobs, I will model by writing on the board why I want to be
a teacher.
 Before starting the main activity, I will share my own crystal ball example, to spark ideas and
creativity.
Guided Practice
 As a class, we will review what we have acquired the past couple of weeks (Emporia Jobs, Classroom
Jobs, Importance of Jobs)
 As a class, we will share different examples of what they want to be when they grow up and why, to
ensure the students understand the main objective of the lesson.
Checks for Understanding
 Why do we have jobs?
 What is your classroom job, and why is that job important?
 Does your crystal ball include a picture and description of why you chose that job?
 If you are writing a complete sentence, did you use proper punctuation and start your sentence with
a capital?
Independent Practice/Assignment
 After reviewing and providing examples of the importance of jobs, the students will create a crystal
ball that “predicts their future.”
 The students will grab the necessary materials (crayons and markers) to draw themselves as their
future career.
 After drawing the picture, the student will either write the name of the job (Kindergarten and some
First) or write a complete sentence explaining what job they chose and why (Second Grade).
 Terilyn Bufkin
Date of Lesson: September 25, 2018

 When the activity is finished, we will share as a class.

Closure
 As a group, we will discuss what they learned from this assignment, and how it could be applied
outside of the classroom.
 Concluding Statement: You are capable of being anything you set your mind to. Do what you love, and
love what you do!

5. Differentiation [based on Descriptions of Classroom Environment and Students]:

How will the teacher make the learning objective accessible for students identified in Description of
Students?
Who? What will I How will I differentiate?
differentiate?

ELL male  content Students may need extra time to complete the writing/art portion of
and female  process the activity (might need to finish during extra time)
student  product

 content
 process
 product

How will the teacher provide enrichment for students identified in Description of Students?

Who? What will I How will I differentiate?

differentiate?

None  content If a student were to finish early, I would ask them to look over their
identified at  process work and make sure they have all of the elements that they need to
the time  product master. If so, they can try to think of a back-up job that they would
want to be when they grow up.

 content
 process
 product

5. Integration within and across content fields with the goal of extending student learning and fostering a
deeper understanding of the content.
Within Content Fields [if Across Content Fields [if applicable]
applicable]

_ [insert topic] is integrated Social Studies is integrated with Language Arts when the students use their
with _ [insert topic] when _. acquired knowledge to write complete sentences with proper punctuation,
while learning the importance of jobs.

6. APA Reference List: