LESSON PLAN NUMBER 1
Teacher Education Candidate
Supervising Teacher
Amanda Stephens, Jasmine Tranthom
School: University of West Georgia
Block No. 2
UWG Supervisor
Mrs. Steed
Date of Implemented Lesson Plan April 19, 2011
Subject: Social Studies: Famous People & Symbols
Grade Level: 2nd
Teaching Skills Focus for This Lesson:
V: Instructional Clarity
Stage 1 The Desired Results
Standards
SS2H1 The student will read about and describe the lives of
historical figures in Georgia history.
a. Identify the contributions made by these historic figures: James
Oglethorpe, Tomochichi, and Mary Musgrove (founding of Georgia);
Sequoyah (development of a Cherokee alphabet); Jackie Robinson
(sports); Martin Luther King, Jr. (civil rights); Jimmy Carter
(leadership and human rights).
SS2CG4 The student will demonstrate knowledge of the state and
national capitol buildings by identifying them from pictures and
capitals of the United States of America (Washington, D.C.) and
the state of Georgia (Atlanta) by locating them on appropriate
maps.
Specific Learning Objective(s)
The students will be able to identify historic figures that resided in
Georgia and be able to identify the state of Georgia’s capitol.
Stage 2 Assessment Evidence
Assessment Instrument
(Ex. Test, Poster, Presentation,
Picture, etc.)
Evaluation (Grading) Instrument
(Ex. Point System, Rubric,
Checklist, etc.)
The Georgia ABC Booklet will be the student’s assessment tool.
The evaluation will be based on the student’s ability to correctly
identify and match over half of the alphabet to symbols that
represent Georgia.
0-15- Needs Improvement
15-20- Meets
20-26- Exceeds
Stage 3 Learning Plans
Materials
Sequence of Teacher Actions
*Attention-Getter/Motivator
*Tie to Previous Learning
*Significant Actions to Introduce
and Guide Lesson
“P is for Peach” By: Carol Crane
Class set of Blank Books
Markers or Crayons
Teacher example of Alphabet Book
Artifact Bag: Coke Bottle, Peach, Honey, Vidalia Onion,
*The teacher will show the students the artifacts in the artifact bag.
Once everything has been identified, the teacher will ask what these
represent.
*The teacher will explain that they will be learning more about
Georgia and the symbols that represent our state.
Sequence of Student Actions
*Explain How Students Are
Engaged During Lesson
* Explain How Students Discuss
or Present Results of What
They Did During the Lesson
Teacher’s Lesson Closure/WrapUp/Transition
Adaptations for Exceptional
Students (Anyone who requires
modifications for their needs)
Related Activities/Extensions
(What can students do who need
more than is in the lesson? Should
be related to lesson.)
Connections to Other Disciplines
*The teacher will gather the students in the reading area where she
will read the book “P is for Peach”. Once finished, she will explain
that for today’s activity they will make their own ABC book like the
one they had just read. She will show them her ABC book and
explain that they are to draw a picture of what they think represents
that letter of the alphabet from Georgia. They will then label the
picture of what it is. The teacher will dismiss the students from the
reading area, where they will return to their desks and begin
working on their books. Once they have finished their books the
teacher will gather them back up to the reading area where they will
show and tell their books and some new symbols they put in their
books.
*The students will be listening to the story of the alphabet of
Georgia. They will then be actively engaged in making their own
ABC book of Georgia.
*The students will discuss their symbols they drew that they thought
represented Georgia and why. If a symbol is introduced that does
not represent Georgia the class will help that student think of one
that they can add that does and explain why it does not represent
Georgia.
*To close the lesson the teacher will explain some key people,
places, and items that represent Georgia and why.
Students who need adaptations will have the examples available to
view and will have the teacher booklet available too.
Students who finish early will have the matching symbols available
that extend the lesson into the official state symbols.
This lesson can be extended into literature by making them write a
story section for each alphabet symbol they come up with.