Elementary and Early Childhood Education Lesson Plan Template

Name: Dianne Phillips Date: N/A

Course: ECE 4402 Lesson Plan #: 1
Subject Area(s): Social Studies Grade Level/Time Frame: 3rd / 45-60 minutes per day over the course
of approximately 5 days

Step 1: Identify Learning Context (3) Description of the learning environment(s) where the learning experience will take
Learners place
(Classroom
Context)  Are there any “special” areas (carpet, book shelves, “peace” chairs, etc.)?
 The classroom contains one interactive Smart board, both a free standing
white-board easel and a wall-based board. The wall-based white board and
Smart board are located at the front of the room, while the free-standing
board is located at the back of the room and relocated as needed. There are
content resources posted throughout the walls of the classroom. As well as a
word wall that is on the storage doors located directly inside of the classroom,
though it is not being utilized at this time.
 There is a kidney table located in the back of the room, where the majority of
small group activity occurs. There is also a rectangle table located at the front
of the room. There is also a trapezoid table in the library. The students sit at
individual desks that are arranged in four groups of five. They are clustered
together throughout the center of the classroom. They are arranged in their
groups where students can work with minimal distraction in order to be as
successful as possible.
 There are is one empty desk, the three larger tables, a cozy reading chair in
the library area, a fluffy carpet, as well as a bookshelves with leveled books.
Students are encouraged to go to the larger tables or desk throughout the
day to complete tasks. Often times students ask to relocate to refocus and
prevent redirection. On occasion, students will ask for a clipboard to relocate
to the front carpet to better focus as well.

Learner Description (1) Number of students in class:

 Number of males: 11
 Number of females: 8
Learning Needs Number of Supports, Accommodations,
Students Modifications
Students w/ IEPs or
N/A N/A
504 plans
Students w/ EIPs Small group setting, sentence stems,
8 purposeful partnering, differentiated
instruction
English learners N/A N/A
Gifted N/A N/A
Students with gaps in Small group setting, sentence stems,
academic knowledge 4 purposeful partnering, differentiated
instruction
Other learning needs 1 Additional time, purposeful partnering
Personal Assets, Cultural,
Assets, Community Assets  Personal: Students will have opportunities to make connections to the Bill of
(also referred to as Funds of Rights to their own life
Knowledge) (5)  Cultural: Students will be able to share the similarities and differences with
the ways of their native countries
 Community: Students will have opportunities to make connections to the Bill
of Rights to their own communities

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Step 2: Identify Georgia Standard (s) of
Curricular Excellence, WIDA Standard(s),
Priorities etc. (1)
Prior Academic Knowledge
and Prerequisite Skills (5)
Central Focus, Overarching
Goal, Big Idea, or Essential
Question(s) (5)
Learning Objective(s) or
Learning Target(s) (5)
Potential Misconceptions
and/or Developmental
Approximations (2)
Academic Language (10)
Vocabulary
 Words and phrases
with subject specific
meanings that differ
from meanings used
in everyday life (e.g.,
table, ruler, force)
 General academic
vocabulary used
across disciplines
(e.g., compare,
analyze, evaluate)
 Subject-specific
words defined for
use in the discipline
 SS3CG2 Explain the importance of Americans sharing certain central
democratic beliefs and principles, both personal and civic.
o b. Explain the necessity of obeying reasonable laws/rules
voluntarily, and explain why it is important for citizens in a
democratic society to participate in public (civic) life (staying
informed, voting, volunteering, and communicating with public
officials).
 ELAGSE3W1 Write opinion pieces on topics or texts, supporting a point of
view with reasons.
 Students need to know what a right is
 Students need to know what a responsibility is
 The significance of rights and responsibilities
The central focus for this learning segment is for students to be able to explain the need
and importance of rules and following them voluntarily. To be successful students need
to be able to identify a right and a responsibility and the significance of both. The
purpose of this segment is for to successfully identify and explain their rights and
responsibilities as it pertains to the world around them.
EQs:
 What is a right?
 What are the Bill of Rights?
 How does the Bill of Rights apply to my life?
 I can explain my rights as a citizen and how it effects the world around me.
What potential misconceptions or developmental approximations are possible with
this content and how will you address each?
 Possible misconception or developmental approximation: students may think
that rights are the equivalent to a law.
If the student does confuse a right with a law, I will provide them with
examples and non-examples of each as we compare and contrast them..
Academic Language Whole Class Supports Differentiated Supports
Language function: Sentence stems Sentence stems, individual
checklists to help ensure
Explain that all prompts are met.
Multiple meaning words: Anchor Chart with N/A
visuals/examples to show
Bill the multiple meanings
Rights
Academic vocabulary: Anchor chart with N/A
definitions and synonyms
Apply
Compare
Support
Identify
Design
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 Language Function: the
content and language focus of
the learning task (e.g.,
activities, discussions)
represented by the active verb
in the learning objective(s) or
learning target(s) (e.g., apply,
evaluate, cause and effect,
sequence, hypothesize, infer,
summarize, describe, explain)
Language Supports:
instructional supports that
help students understand and
successfully use the language
function (e.g., sentence
starters, graphic organizers)
Syntax: set of conventions for
organizing information (e.g.,
sentences, graphs, tables);
organizes language to convey
meaning
Discourse: how members of
the discipline talk, write, and
participate in knowledge
construction using the
structures of written and oral
language; discipline specific
discourse has distinctive
features or ways of structuring
oral or written language, or
representing knowledge
visually.
Step 3: Design Type of Assessment
Assessment
Framework
Pre-assessment (2)
Formative assessment(s) (2)
Summative assessment(s) (2)
Standard(s)
SS3CG2 Explain the
importance of Americans
sharing certain central
democratic beliefs and
Subject-specific N/A N/A
vocabulary:
Bill of Rights
Syntax: Writing folder Sentence stems
Sentence Structure
Discourse: Teacher led with guiding Teacher led with guiding
questions questions
Class Discussion
How will students demonstrate understanding of the academic language in the
different language demands (e.g., writing, speaking, reading, listening) in the lesson?
Students will demonstrate understanding in writing as they compose a writing piece
on adding a new amendment and justifying its relevance. They will present their
presentation to the class, at which time they will demonstrate reading, listening, and
speaking.
Reading and speaking will also be seen in the “I have…Who has…?” game as they are
reading what they have and speaking out their responses.
Speaking and listening are seen in the mini review of the amendments and freedoms
they provide.
Format of Assessment (e.g., Supports, Evaluation Criteria
quiz, test, checklist, KWL Accommodations, How will you know or
chart, performance task) Modifications measure if the students
have met the learning
objective(s) or learning
target(s)?
Bill of Rights Short Form N/A Key
Observation and
“I have…Who has…?” game N/A
guiding questions
 Graphic
organizer
 Sentence stems
Writing Piece Rubric
will be provided
to help guide
student thinking
Assessment Plan Alignment (5)
Corresponding Learning Format of Assessment(s)
Objective(s) or Learning
Target(s)
I can explain my rights as This would be a continuation lesson. Students will
a citizen and how it have already been introduced to the Bill of Rights;
effects the world around being familiar with what the Bill of Rights are. As a
me. result, there will not be a pre-assessment. However,
3
 principles, both personal and
civic.
b. Explain the necessity of
obeying reasonable laws/rules
voluntarily, and explain why it
is important for citizens in a
democratic society to
participate in public (civic) life
(staying informed, voting,
volunteering, and
communicating with public
officials)
ELAGSE3W1 Write opinion
pieces on topics or texts,
supporting a point of view
with reasons.
There is not any pre-assessment data to summarize at this time.
Step 4: Create Materials Needed (4)
Learning
Activities
Technology Connection (2)
Supporting Diverse Learners
(5)
Culturally Responsive
Teaching (5)
Research and Theory, or
Principles of Child
Development (5)
after opening the lesson the teacher will pass out the
game “I have…Who has…?” Students will use the
information that they have learned to respond to the
questions. Throughout the game the teacher will
stop to ask if everyone agrees. This will lead into the
application activity, which will prepare the students
for the summative assessment. The summative
assessment will be a writing piece. Students will
compose a writing piece on an amendment that they
would add and how it would pertain to their lives
today. They will then present their final product to
the class.
Pre-Assessment Data Summary (1)
Teacher Resources (must include podcasts):
 Student friendly Bill of Rights
 Quotes for students to discuss and observe the various
Student Resources:
 Student friendly copy of the Bill of Rights
 Laptops/Desktop Computers/iPads - enough so that each group would have
access to a device to compose their presentation.
 Notes
How will you, the teacher, use technology?
 The teacher will present quotes on the SMART board for students to discuss.
How will the students use technology?
 Students will use technology to present their final product. They may use
Nearpod, Discovery Education, PowerPoint, PowToons, or a Word
Document.
I will support my students who struggle with reading and that have academic gaps
by providing them the opportunity to work with partners as well as providing them
with a checklist to ensure that they are able to self-assess that all of the components
have been met for the writing piece. I would also recommend that they also
complete either a PowToon or Discovery Education interactive presentation as they
will be able to be able to be more concise in their presentation.
Students will be looking at how the amendments are relevant to their lives as well as
how they could add an amendment that will improve and apply to their own lives.
 Partners – I am having students work cooperatively to complete the writing
assessment. I choose to incorporate purposeful partnering, which is a part of
informal cooperative learning. “Using informal cooperative learning can help
to transfer ideas between individuals much quicker, which in turn helps
students develop a better understanding of the assigned material in a small
amount of time such as one class period (Johnson-Johnson 1999).” (Cloud, T.
n.d.). It is my intention that this will assist students in applying what they
have learned about the amendments and what they represent and
transferring that information in ways that support both learners.
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Instructional Strategies and
Learning Tasks (include
activities, discussions, or other
modes of participation that
engage students to develop,
practice, and apply skills and
knowledge related to a specific
learning objective(s) or
learning target(s). Learning
tasks may be scaffolded to
connect to prior knowledge
and often include formative
assessments) (10)
Day 2
Days 3-5
Day 1
 The teacher will begin the lesson by having student’s the complete the Bill of
Rights Short Form. Students will be instructed to complete the handouts to
the best of their ability.
 Once completed in approximately 15-20 minutes, the teacher will show
students an image of a student friendly Bill of Rights and an image of the
original Bill of Rights. The teacher will share with the students that they just
put together the Bill of Rights and as a class we will check to see how many
we were able to place in the correct order.
 The teacher will explain that the original is a formal document and the other
is one that helps us to better understand the document, since we no longer
speak in the same way as when the document was written.
 The students will then be given handouts of the student friendly BoR and
look for patterns and discuss each one and what they mean.
 Review the BoR and look at how they are relevant to the world around us.
 The teacher will also lead the class in a discussion on what the BoR do and
what they are, how they still apply today, as well as compare and contrast
them with responsibilities and laws.
 The teacher will provide students with real world scenarios and students will
determine which amendment that it aligns with.
 Time permitting, students can share their own experiences and examples of
how they see the amendments in the world around them.
 Before the lesson begins the teacher will have placed one “I have…Who
has…?” card on each student’s desk.
 To begin the lesson the teacher will have the students pick up their card and
look at. The teacher will call the class back together and explain how the
game will work using two cards that were kept out. The teacher will start the
game and then monitor the game as it continues. The teacher will stop and
ask for whole class agreeance and guiding questions throughout the lesson.
Students will be asked to provide justification for their responses as needed
to demonstrate understanding. They will then be instructed to place their
card on their desk and quickly rotate to the next table. The game will be
played once more, allowing students an opportunity to demonstrate
mastery without teacher interference.
 Once the students have played two rounds of the game, they will then
transition to the carpet. At which time they will be shown a slideshow of five
quotes about freedom. The teacher will lead the class in a short discussion
concerning the rights and how freedom can mean different things. That in
some cases it allows you to do things and in other cases it provides
protection from certain things.
 A Bill of Rights is what the people are entitled to against every
government, and what no just government should refuse, or rest on
inference. - Thomas Jefferson (Famous Quotes)
 “The ordaining of laws in favor of one part of the nation,
to the prejudice and oppression of another, is certainly the
most erroneous and mistaken policy. An equal dispensation
of protection, rights, privileges, and advantages, is what
every part is entitled to, and ought to enjoy.” – Benjamin
Franklin, Emblematical Representations, ca. 1774 (Founders
Quotes)
 If the freedom of speech is taken away then dumb and silent we
may be led, like sheep to the slaughter. - George Washington (Famous
Quotes)
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  True freedom requires the rule of law and justice, and a judicial
system in which the rights of some are not secured by the denial of
rights to others. Jonathan Sacks (Famous Quotes)

 Freedom consists not in doing what we like, but in having the right
to do what we ought. - Pope John Paul II (Famous Quotes)

 They will turn and talk to their elbow buddy to determine the category in
which the freedom quotes falls under - for something or against something.
Students will share some of the their thoughts. The teacher will then pose
the question “If you could add an amendment to the Bill of Rights what
would it be?”

 Students will then, with their elbow buddy, come up with a new
amendment. They will provide a description of how the amendment would
provide freedom (to or from) along with an example of how it would apply
to our lives today. The amendment should also have a graphic to accompany
it that shows the freedom provided by the amendment.

 Students will have multiple options as to how they wish to present their
amendment to the class. Options may include but are not limited to:
Nearpod, Discovery Education, PowerPoint, Word document, PowToons, etc.

Connection to the Arts (1)

Students will have various options to present their final presentation both in written
form and the graphics produced.

Higher Order Thinking
Questions (HOTQs) (10)
Variations of the following will be provided throughout the lesson:
 Apply what you have learned to respond to the game prompts.
 Compare and contrast the amendments. How are they the same? In what
ways are they different?
 Identify the freedom provided and support your answers with what you
have learned.
 Design a new amendment. Use what you have learned to help you.
 Can you recall the ten amendments?
 What do the amendments provide us?
 Justify your reasons for the creation of your suggested amendment.

Re-teaching, Re-Engagement,
Practice (2)
To reteach the bill of rights I will provide students with a copy of the students friendly
Bill of Rights and have them use that to help them play the Bill of Rights folder game.
The reading and application will help them to practice and engage with the
amendments. As will the visuals that will help them to successfully associate them.

Extensions (2)
Students that need more of a challenge can turn their presentations into a PowerPoint
video and share it on the morning news. Making sure to include what an amendment
is, the freedom that it is providing, and the relevance that it poses to the students
lives.

Lesson Closure (5)

To bring the lesson to a close students will present their new amendments to the
class. Once all of the students have shared we will have a group discussion going over
some of the new amendments and the types of freedom they provide (for something
or against something).

Step 5: Post-
Instruction N/A
Reflection
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Cloud, T. (n.d.). Cooperative Learning in the Classroom. Retrieved from

http://teachingonpurpose.org/wp-content/uploads/2015/03/Cloud-T.-2014.-Cooperative-

Learning-in-the-Classroom.pdf

Famous Quotes at BrainyQuote. (n.d.). Retrieved from http://www.brainyquote.com/

Founders Quotes. (n.d.). Retrieved from https://billofrightsinstitute.org/founding-

documents/founders-quotes/