Teacher: Mr. Young Room #:
Lesson # in unit: #1
Period (s):
Topic: Introduction, guidelines, and ice breaker
Social Studies Lesson Objective:
By the end of class the student will be able to: recognize the classroom procedures and rules. They will also be able to
identify some background similarities with one another based on shared experiences. Students will also identify their
strengths in social studies content knowledge.
https://learningconnection.doe.in.gov/Standards/PrintLibrary.aspx
Indiana Standard:
SS.6.3.1 2007
The World in Spatial Terms: Identify and locate on maps the countries and capitals of Europe and the Americas such as Great Britain,
Russia, Mexico, Canada and Brazil.
NCSS Thematic Standards
Common Core Literacy Standard:
https://learningconnection.doe.in.gov/Standards/PrintLibrary
.aspx
Culture and Cultural Diversity
Power, Authority, and Governance
Time, Continuity, and Change
Production, Distribution, and Consumption
People, Places, and Environments
Science, Technology, and Society
Individual Development and Identity
Global Connections
Individuals, Groups, and Institutions
Civic Ideals and Practices
Supporting Diverse Learners
Student Assets:
Students will likely be from diverse backgrounds, which will make exchanges insightful and interesting.
Anticipated Challenges
I anticipate that many students will be apprehensive about sharing any details about their backgrounds. I
will need to make sure that every student feels comfortable and safe in my classroom.
Special Considerations for IEP and/or ILP
Checklist Overview: Use the checklist below to select your method(s) and your support strategies for this lesson. In the agenda
section that follows, be sure to name the strategies in the appropriate section.
Methods for Instruction
Class/Group Discussion
Cooperative Learning
Small Group
Guided Practice
Lecture or Direct
Instruction
Bookwork (Reading)
Question/Answer
Learning Stations
Teacher Modeling/Demo.
Journal writing
Role Play
Hands-on
Inquiry Learning
Game
Simulation/Role Playing
Independent Learning
Other
Use of Materials
Teacher Manual pg #
Student Text pg #
Picture Books
More Activities That Teach
Handouts:
Manipulative
Maps
Artifacts
Related Equipment:
Other:
Adapted materials
Use of Technology
Cell Phone
PollEverywhere.com
CPS Clickers
Elmo Document Camera
Software
Student Computers
Teacher Computer w/LCD
Video Clips/DVD
Website
Other
Study Skills
Two column notes
Guided note taking
Opinion-proof chart
Problem-solution chart
Venn diagram
Cause and effect frames
MVP (most valuable point)
20 Questions
What’s it say/mean/matter
Creating metaphors
Mnemonics
Other Mark up text (MUTT)
Reading Strategy
Writing Strategy
Vocabulary Strategy
KWL or EQW
4 As
Text rendering
Text Structures
Reciprocal teaching
Save the last word for me
Anticipation guides
Jigsaw
Opinionnaire
Coding the text
Open mind portrait
Sketch to stretch
Read-talk-write
Directed reading thinking
activity
Zooming in/ zooming out
Anomalies
Other
Sentence frames
Paragraph frames
Imitation writing
RAFT
SPAWN
Sentence combining
Social-academic language
translations
Graphic organizers
Outlining
Frayer model
List-group-label/affinity
mapping
Semantic feature analysis
Word maps
Alphaboxes
Tree map for wordsmithing
Vocabulary self-awareness
activity
Creating metaphors
Word Walls
Tossed Terms
Other
Other
Agenda:
Day One: Introduction Day I.
II.
Introduction: Introduce myself with Prezi. Afterwards, I will go through classroom guidelines and procedures by passing out the sheet and encouraging students to mark up the text (MUTT). Activity: Students create name cards to place on their desk with one interesting fact about an interesting place they have been. Students will then circle up and name that interesting fact. If anyone can relate to it then they will take a step into the circle. I will then facilitate the conversation and ask how the students relate to each other’s special fact. III.
Exit slip: Students will be given index cards and asked to answer the following question: “What social studies subject do you know most about?” (Ex: civil rights, WWII, industrial revolution, etc.) Please be as specific as you can. Anticipatory Set: How will you support students in accessing prior knowledge, personal, real world and/or
cultural connections?
As an introduction to the class, I will talk about my background and the places that I have
been. I will then encourage the students to think about what places they have visited.
During: What support strategies will you use to scaffold students learning so they meet or exceed targeted
objective?
I will model the procedures and facilitate student simulations in order for them to recognize it
Wrap up/Closing: How will you engage students in self-assessment and/or reflection on key concepts?
I will have them actively participate in class discussions and activities. I will continually assess their understanding of
classroom content using Thumbs up, neutral, or down. I will also use an exit slip.
Rationale for Methods and Strategies selection:
Daily Assessment How do you know your
students met your lesson objective(s) and to
what degree?
Bloom’s Taxonomy
Formative:
Class discussion
CPS clickers
Email teacher
Entrance/Exit slip
Teacher Observe
Summative:
Test
Project
Report
Presentation
Final Exam
knowledge
comprehension
application
analysis
synthesis
evaluation
Listened to conversations
Quiz
Thumbs up, neutral, or down
Homework check
Video quiz
Voting
Whiteboard Check
Other
Other
Additional Teacher Preparation:
Copy:
Locate:
Additional Reference/Sources of Information:
Daily Reflection This would be a section at the end for the teacher to note any strengths or weaknesses of the plan. What are next the
steps for students and how will you get them there? What worked well?