USF Elementary Education Lesson Plan Template (S 2014)

USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being

Subject/Content: Social
Taught: 1st
Studies
Group
Size:
Whole
Group
Name: Elizabeth Andrade

Date of Lesson: November
1, 2016
Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
SS.1.C.2.1: Explain the rights and responsibilities students have in the school community.
SS.1.C.2.2: Describe the characteristics of responsible in the school community.
SS.1.C.3.1: Explain how decisions can be made or how conflicts might be resolved in fair
and just ways.
What is the importance of voting and how is it done?
Objective
Students will be able to explain the important of voting and participate in a mock
election.
I can statement
I can explain the importance of voting.

Grade Level Being
Taught: 1st
Studies
Group
Size:
Whole
Group

1, 2016
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Why are you teaching this objective?

I am teaching this objective to teach children from an early age that voting is
important and that they can make a difference.
Where does this lesson fit within a larger plan?
This lesson fits in with the larger plan on voting and elections that will be
throughout the week.
Why are you teaching it this way?
I am teaching it this way to ensure that my students understand the vocabulary
and can apply it in a real world situation.
Why is it important for student to learn this concept?
Although they cant do it no, students will one day be able to vote.
Evaluation Plan- How will

you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
Pre- and Post- Assessment: I have administered the pre-assessment to the students
that consist of true and false questions and one short response. At the end of the two
lessons that I will teach, I will give them this as a post-assessment to see how their
understanding of the subject improved.
I will also conduct a matching

Grade Level Being
Taught: 1st
Studies
Group
Size:
Whole
Group

1, 2016
I will also be using this rubric to grade students on this assessment on the basis of
content and writing since they will be combining both of these during the assessment
and lessons.

Grade Level Being
Taught: 1st
Studies
What Content Knowledge

is necessary for a teacher
to teach this material?
What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions
might students have about
this content?
Group
Size:
Whole
Group

1, 2016
The teacher will need to know the importance of voting as well as the definitions for all
the terms that will be taught (i.e election, candidates, president, responsibility)
Students will need to have an idea of what voting is.
How will you ensure students have this previous knowledge?
I will conduct the pre-assessment and analyze it to see what knowledge they have.
Who are your learners?
A group of 19 first grade students. They live in an upper-middle class community
and are mostly Caucasian students.
What do you know about their readiness for this content?
Based on the pre-assessment, I noticed that the students dont have much content
knowledge on the subject. They know what voting is, but they dont understand
the process or the importance of it.
Some misconceptions students might have in this area of content would be that all voting
is election based, and that there can only be two options at a time.

Grade Level Being
Taught: 1st
Studies
Group
Size:
Whole
Group

1, 2016
Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
Guided Release:
Turn and Talk
Interactive Modeling: We will be preforming a mock election were the student will get to
see firsthand how voting works.
Time
30
mins
Who is
responsibl
e (Teacher
or
Students)?
Both
teacher
and
students
will be
responsibl
e for this
lesson.
Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
Morning Work: Registration Card
Materials: Voter registration Cards
1. Students complete this at the start of the lesson
Vocabulary: Carpet
Time: 3 minutes
Materials: Can I Vote? Book
1. Review the vocabulary words discussed in the previous
lesson. For each of the words remind the students to think
about what they read during the read aloud, ask them
what they think the word means and write the word on the
board, ask the students to take with a partner what they
think the word means. Then let them share and compile
the things they say into one definition that is correct.

Grade Level Being
Taught: 1st
Studies
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?
Group
Size:
Whole
Group

1, 2016
1. Ballot
2. Voting Booth
Explanation: Seats
Time: 3 minutes
Materials: NA
1. Remind the students again what you read yesterday and how
the boy in was able to vote. Explain that they will be voting
today.
You Have my Vote!
Time: 10 minutes
Materials: NA
1. Pass out the You Have my Vote! writing page.
2. Encourage the students to think about the two different type
of cookies. Which one tastes better?, Which favor do you
like more? and Why are you choosing that cookie? are
some excellent questions to jump start their thinking.
3. Instruct them to first complete their sentence then they can
draw their picture after they have completed it.
4. Remind them that like in the story you vote and make a
choice based on what you think NOT what your partner thinks
so to make sure to keep their ideas to themselves.
5. After 8 minutes are up tell the students to wrap up what they
are working on.
6. After the 10 minutes are up go on to the voting ballot section.
Voting: Ballots
Time: 5 minutes
Materials: NA
1. Now explain to the students that now they will get to cast
their vote using a ballot in the voting booth set up.
2. Instruct them to carry their Voting sheet with them and line

Grade Level Being
Taught: 1st
Studies
Group
Size:
Whole
Group

1, 2016
up quietly. Then instruct them that inside the voting booth

there will be a ballot (show them the ballot), they are to
quickly check which cookie they choose and place the sheet
in the box in the booth, then turn in their voting sheet at the
table, and then quietly go sit at their seats for the next step.
Graphing and Results
Time: 9 minutes
Materials: NA
1. Take out the graphing and tally sheet that shows the two
cookies bringing it up on the document camera.
2. Explain to the students that now we are going to count the
ballots and votes to see which cookie won.
3. Pull out each ballot and say which cookie it is. Make the
coinciding tally of x for the graph.
4. Once all have been counted then pose the question to the
students Which cookie won? and have them talk with their
partner or table group about what they think.
5. Bring it back together with a share and then conclude which
cookie they will get at a later time.
What will you do if
a student struggles with the content?

If a student struggles with this content I will support them by having them discuss the
content more one on more with me.
What will you do if
a student masters the content quickly?

If a student masters the content quickly then I will have them think deeper about the
content ideas through discussion and reflection.

Grade Level Being
Taught: 1st
Studies
Meeting your students

needs as people and as
learners
Group
Size:
Whole
Group

1, 2016
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
This lesson connects with my students interests in group discussion as well as sweet
foods; this however it only slightly connects with the cultural background of snack foods
available to the area.
If applicable, how does this lesson connect to/reflect the local community?
This lesson reflects the local community gearing up to begin voting in the presidential
campaign.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
To differentiate for these students I will challenge them to maybe think about examples
they have seen so far in the world around them of voting.
How will you differentiate instruction for students who need additional
language support?
In general I would differentiate instruction for this lesson for students who needed
language support by allowing them to draw or speak their representations or answers for
assessments or ballot.
J: Since he has vocal skills in English. I will reading the book aloud and also will be
providing a large amount of opportunity to socially talk with his peers and discuss
through he content helping him learn the content.
Accommodations (If
needed)
(What students need specific
accommodation? List
C: will need to sit near the front of the classroom in order to be able to see

Grade Level Being
Taught: 1st
Studies
Group
Size:
Whole
Group
individual students (initials),

and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)
Can I Vote? Book

Lined Paper Pencils
Registration Cards (personalized)
Vocabulary Cards
Ballots (one per student)
Voting Booth
Ballot Box (one)
Crayons
You Have my Vote sheet (one per student)
Graphing and Tally Sheet (one per class)

1, 2016

USF Elementary Education Lesson Plan Template (S 2014)

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Grade Level Being

Name: Elizabeth Andrade