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Metroplex Center Lesson Plan Template For Formal Observations

This lesson plan template provides details for a 45-minute social studies lesson for 1st grade students on state and national patriotic symbols. The learning objectives are for students to describe the origins of customs, holidays, and celebrations, and explain state and national patriotic symbols. Assessments include a pre-lesson sort, informal checks during guided practice, and a post-lesson cut and paste test. The lesson will include reading a book, a symbols video, modeling a symbols sort, guided practice filling out foldables, and independent practice on the assessment. Behavior issues are anticipated for a few students.

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68 views3 pages

Metroplex Center Lesson Plan Template For Formal Observations

This lesson plan template provides details for a 45-minute social studies lesson for 1st grade students on state and national patriotic symbols. The learning objectives are for students to describe the origins of customs, holidays, and celebrations, and explain state and national patriotic symbols. Assessments include a pre-lesson sort, informal checks during guided practice, and a post-lesson cut and paste test. The lesson will include reading a book, a symbols video, modeling a symbols sort, guided practice filling out foldables, and independent practice on the assessment. Behavior issues are anticipated for a few students.

Uploaded by

api-484337136
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Metroplex Center Lesson Plan Template for Formal Observations

Intern/Resident: Victoria Huffman Date: 9-11-19


Subject: Social Studies Grade Level: 1st
Projected Length of the Lesson: 45 Minutes
Learning Objective (Learning Intention/ TEKS)

1A: Describe the origins of customs, holidays, and celebrations


14A: Explain state and national patriotic symbols

Criteria for Success (How will you know if students master the learning objective? How will students know they were successful?)

The teacher will know if the students have mastered the learning objective if the students can explain state and national
patriotic symbols and monuments and why they are important.

Relevance/Real World Application (Can your students explain to someone WHAT they are learning and WHY?)

Students need to know the importance of their national monuments and symbols to make them a more well rounded
citizen.

Interdisciplinary Connections (Other Subject Integration)


117.105.5A: sing songs and play musical games, including rhymes, patriotic events, folk music, and seasonal music

ELPS

B.1
B.2
B.3

Class Information

Group of 23 first graders. 4 in speech services.

Assessment Plans (Formal and Informal)


1. Assessing prior knowledge before the lesson:

Teacher will do a sort with students to see what they remember from the previous day’s lesson.

2. Assessing understanding during the lesson:

While filling in the facts from the symbols into their journals, students will give answers, allowing the teacher to assess what they know and what they need to revisit.

3. Assessing mastery after the lesson:

Students will complete a cut and paste American symbols test, showing the teacher what they learned.

Technologies and Other Materials /Resources

Elmo, Projector, Youtube, Glue, ‘A Is For America” Book

Academic Vocabulary
Monuments

2
Symbols

Presidents
Lesson Procedures/Learning Activities:
Introductory Activity/Opening:

Teacher will play the American Symbols youtube video from Jack Hartman.

Information Giving:

Teacher will gather students on the carpet and read “A Is For America” book.
Then, they will ask what the students remember from the day before, giving them time to talk and remind each other about the
previous day’s activities.

Modeling/Providing Examples:

Afterwards, teacher will lead a review sort on the TV using the Elmo where the students help sort between monuments and leaders.

Guided Practice:

Students will follow teacher’s lead and glue foldables into their interactive notebook. With student’s help, teacher will fill out the
foldables and students will copy into their own.

Higher Level Questions/Thinking Opportunities (List at least two questions):

What is the difference between a monument and a leader?

What do you think makes a monument important? Why do you think monuments are made?

Independent Practice:

Teacher will model how to cut and paste a few answer choices and then let the students complete the test.
Students will cut and paste American symbols on the American Symbols test.
They may color the pictures if they finish in time.

Closure/Culmination Procedure (Summary of what was learned):

Teacher will put the sort back up on the tv and complete it once more to emphasize the importance of the distinctions.

Instructional Strategies for High Student Engagement


-Cutting and pasting
-coloring
-Reading a book
-Discussions
-Student lead sorts

Differentiation (Content, Product and/or Process) (How are you challenging the able learners? How are you supporting the struggling learners?)

We are using a sort with multiple ways to sort, a cut and paste test, a music video for students who learn better with
music, and a book for students who learn that way.

Anticipated Student Difficulties or Misunderstandings:


Jayden may act up and not listen.
Jonathan may stop listening and talk to his table.

2
Adrian may stop listening and talk to his table.
Harper may talk the entire lesson and need to be redirected multiple times.
Julius will probably play with his papers and scissors and glue.

Don’t forget to type your lesson reflection in TK20 for your university liaison’s lesson evaluation. Use the following questions to
guide you:
1. What went well?
2. What would you change next time around?
3. Was the learning goal/objective met by most students? What did your assessments reveal?
4. What were your professional growth goal(s) and how was your progress toward your goal(s) reflected in this lesson?
5. What are your next steps?

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