Teacher Education Lesson Plan Template

Teacher: Mrs. Clay Date: 9/9/19

Title of Lesson: Where do I Live? Grade: 3rd

Core Components
Subject, Content Area, or Topic
Social Studies, Diversity and Citizenship
Virginia Essential Knowledge and Skills (SOL)
SOL 3.1d, 3.11(a-f), 3.12(a-c), 3.13
VBO 3.1.1, 3.1.3, 3.1.4
Lesson objectives
Students should be able to recognize that Americans come from diverse origins and have different customs
and traditions. They should also be able to recognize the importance of Government in their city, state and
country. This will be a lesson that continues to explore their knowledge of diversity and also introduces them
to our Government.
Materials/Resources
● Vocabulary (rules, laws, citizens, community, government)
● Image Flood Powerpoint
● “Where Do I Live” by Neil Chesanow
● “Where Do I Live” Integrated Circle Worksheet
● Diversity Quilt Worksheet (Homework)
Safety (if applicable)
n/a

Time
(min.) Process Components
5-10 *Anticipatory Set
min. The students will gather on the carpet to view a powerpoint with various pictures on each slide.
The students will discuss their thoughts on each photo slide with the teacher. Each photo is related
to Government, citizenship, and diversity. The teacher will allow the students to lead the
conversation and simply ask why they think what they think to deepen the conversation.
*State the Objectives (grade-level terms). The student should be able to say:
I can…Recognize that Americans are a people of diverse ethnic origins, customs
1 to 2 and traditions. (SOL 3.13)
min. I can…Recognize the importance of government in the community, Virginia and the
United States. (SOL 3.1d) (SOL 3.12a, b, c)
I can…Explain the responsibilities of a citizen. (SOL 3.1i) (SOL 3.11a-f)
5 min. *Instructional Input or Procedure
TTW Discuss the essential vocabulary for the unit and go over what it means to be a citizen, what a
community looks like, and what the term government means. TTW stress the importance of
Government looking different in our community versus our country and briefly get into how it
works (city has a mayor and USA has a President who does NOT actually make the laws).
10 *Modeling
min. TTW read “Where do I Live” to the students. Briefly pausing after each section and discussing it
with the students as to how it relates to our lives and put it in the perspective of us reading it as if
they were in Virginia Beach. At the end of the book, TTW give a worksheet to the students to
create their own “Where do I Live” integrated circle.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 2 min. *Check for Understanding
TTW ask what the purpose of our government is throughout each aspect of the city, state, and
country.

10 *Guided Practice
min. TSW complete their integrated circle worksheet drawing themselves in the middle circle, what city
they live in in the next, the state in the next, and the country in the last. The student is expected to
put what type of government goes in each circle as well (ex. City=Mayor, State=Governor)
*Independent Practice
TSW take home a Diversity quilt panel worksheet and fill it out with what makes them diverse.
Assessment (formal or informal)
TTW collect the Integrated circle worksheets as a method to see how well students understood the
lesson.
*Closure
TTW ask students to recite or show their understanding of the vocabulary by asking what they
think the words mean after learning more about them.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

TTW ask stronger students deeper questions if they are adamant in what they think is right. Whether they are
right or wrong, it is important to ask them for evidence so they think deeper about their answer and learn why
they were right or why they may have been wrong.
Classroom Management Issues (optional)

Lesson Critique. To be completed following the lesson. Did your students meet the
objective(s)? What part of the lesson would you change? Why?
This lesson did not go quite as planned. The students were having issues with controlling themselves all day
and that rolled over into the lesson as well. I did not feel like I knew the curriculum as well as I should have
and therefore was not able to keep up a long enough conversation that spiked the students interest and kept
them focused. For next time, I would like to be more prepared and confident because the faults in the lesson
were on me, and I think the lesson could have been good if I executed it better.
*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Date

Signature

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015