LESSON PLAN NUMBER 3
Teacher Education Candidate
Emily Richardson
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Supervising Teacher
Rebecca Bowman
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Date of Implemented Lesson Plan: February 15th, 2012
School: Western Elementary
Block No. 2
UWG Supervisor
Donna Nichols
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Subject: Social Studies and Reading
Grade Level: First Grade
Teaching Skills Focus for This Lesson: Questioning and Responding to Students
Stage 1 The Desired Results
Standards
ELA1R6 The student uses a variety of strategies to understand and
gain meaning from grade-level text. The student will:
g. Identifies the main idea and supporting details of informational text
read or heard.
Specific Learning Objective(s)
SS1CG2 The student will explain the meaning of the patriotic
words to America (My Country ‘Tis of Thee) and America the
Beautiful.
Student will learn the patriotic words behind the song, America (My
Country ‘Tis of Thee). Students will be answering two essential
questions.
EQ: How can knowing the main idea and details help me to
understand what I have to read? How do the words in America
and America the Beautiful show pride in our country?
Stage 2 Assessment Evidence
Assessment Instrument
(Ex. Test, Poster, Presentation,
Picture, etc.)
Students will be going on a gallery walk. Once they have completed
their illustrations and sentence, they will be going on a gallery walk to
look at their fellow students illustrations.
Evaluation (Grading)
Instrument
(Ex. Point System, Rubric,
Checklist, etc.)
Students will be evaluated by a ticket out the door. They will be
answering the question, “What is Liberty?” on a index card. This will
be used to assess what the students have learned that day.
Materials
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Stage 3 Learning Plans
Chart Paper
Lyrics to America ( My Country ‘Tis of Thee)
Worksheet that has a blank space for an illustration and the sentence, “In our
country we have liberty to….”
Marker to write on board
Pencils to answer question
Crayons for illustration
Mimio Board
.
The teacher will begin by having the word Liberty written on the
Sequence of Teacher Actions
*Attention-Getter/Motivator
*Tie to Previous Learning
*Significant Actions to
Introduce and Guide Lesson
Mimio Board. The teacher will ask the students what it means to have
liberty. The teacher will then write down student responses and have
the students come up to the board to pop the bubbles that have pictures
behind them that deal with liberty. The teacher will then have the
students come to the chart paper board where the lyrics to “America
(My Country ‘Tis of Thee)” will be written. The teacher will have the
words liberty, pride, and freedom highlighted. The teacher will discuss
the meanings of these words and the main idea and details of America.
After the teacher feels that the students have determined the main idea
and details of America as well as the meaning of the words liberty,
pride, and freedom, the teacher will have the students return to their
seats. The teacher will then hand out to each student the worksheet
which as a blank space for an illustration and the sentence “In our
country we have liberty to…”. The teacher will instruct the students to
finish the sentence “In our country we have liberty to…” They will
then illustrate their sentence of “In our country we have liberty to...”.
After they have completed their illustrations, they will leave their
papers at the desk. The teacher will have the students go on a gallery
walk to look at all of the illustrations.
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
Students will be following along with the teacher in answering
questions about the word liberty. They will be going up to the board to
pop the bubbles on the Mimio Board to see the pictures that relate to
liberty. The students will be listening to the teacher who is going over
the lyrics to the song on the chart board. They will be answering
questions about what they believe the words liberty, pride, and freedom
mean. Students will be completing the worksheets by completing the
sentence, “In our country we have liberty to…” and then going on a
gallery walk to look at other student illustrations. Students will then
answer the ticket out of the door.
Teacher’s Lesson
Closure/Wrap-Up/Transition
The teacher will then have the students go back to their desks and
instruct them that there will be a ticket out the door. The teacher will
then ask the students to answer the question, “What is Liberty?” on
their index cards. The teacher will take this up and also ask the students
if they understood the meanings behind the words, liberty, pride, and
freedom or have any other questions.
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
Students who need additional help will be assisted by the teacher who
will be walking around the room to make sure they are doing their
illustrations correctly and sentences.
Students who feel they need more in this lesson will be asked to
research the words to other patriotic songs and see if they can find the
words liberty, pride, and freedom in those songs.
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Writing
Government
Lesson Plan Agenda:
1. Teacher will go over the word liberty on the board.
2. Teacher will have students come to the chart board and go over the words
liberty, pride, and freedom in the America song.
3. Teacher will have students fill out worksheet.
4. Students will answer the question, “What is liberty?” as a ticket out the
door.
5. Teacher will ask if there are any further questions.