USF Elementary Education Lesson Plan Template (S 2014) Name: Caitlin Snider

Grade Level Being Taught: Subject/Content: Social Group Date of Lesson: 4-5-17
4th Science Size:
Whole
Class

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely SS.4.C.3.1 - Identify the three branches (Legislative, Judicial, Executive) of government in Florida and
do teachers use just one:
theyd never get through the powers of each.
them all.)

Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
Why are judges important? Why do we need judges and a jury for trials?
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 Students will identify key details from the read aloud that will help them form an opinion if the Wolf is
the ABCDs of objectives:
action, behavior, condition, guilty or innocent.Students will also determine the Wolf is guilty or innocent based on arguments
and degree of mastery, i.e.,
"C: Given a sentence written presented in a trial.
USF Elementary Education Lesson Plan Template (S 2014) Name: Caitlin Snider
Grade Level Being Taught: Subject/Content: Social Group Date of Lesson: 4-5-17
4th Science Size:
Whole
Class

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
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)

Rationale
Address the following My rationale for teaching this lesson is to teach students why judges are important to our nation. The
questions:
Why are you teaching this decisions they make affect our everyday lives from what we can buy to if we get money back if
objective?
Where does this lesson fit something is stolen. Students need to understand that judges do more than just sitting up in a
within a larger plan?
Why are you teaching it courtroom with a hammer. They interpret the law, look closely at all the evidence thats been
this way?
Why is it important for presented, control the courtroom, and make hard decisions based off of what they believe is right.
students to learn this
concept?

Evaluation Plan- How will Formative: for the formative I am taking a quick assessment on my clip board to
you know students have see how many students understand exactly what a judge is.
mastered your objectives?
Summative: The students are writing in their journals what a judge is, their new
Address the following:
understanding of a judge, and why they believed the wolf was guilty or innocent
What formative evidence
after the trial.
will you use to document
student learning during
this lesson?
What summative evidence
USF Elementary Education Lesson Plan Template (S 2014) Name: Caitlin Snider
Grade Level Being Taught: Subject/Content: Social Group Date of Lesson: 4-5-17
4th Science Size:
Whole
Class

will you collect, either

during this lesson or in
upcoming lessons?

What Content Knowledge

is necessary for a teacher The teacher needs to know what a judge is, why it is important, and how a mock
to teach this material? trial works.

What background
knowledge is necessary for
a student to successfully
meet these objectives?
Students need to know how to take down facts on characters actions and
How will you ensure thoughts and understand rules of a debate.
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
USF Elementary Education Lesson Plan Template (S 2014) Name: Caitlin Snider
Grade Level Being Taught: Subject/Content: Social Group Date of Lesson: 4-5-17
4th Science Size:
Whole
Class

might students have about

this content?
*What judges are.
*How to use the STAR chart correctly.
*What a jury is.
*What a lawyer is.

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson? Scaffolding- students are taking notes and then we are building evidence from the trial.
Examples include guided Then after we build it up and then they used the information and they were able to do
release, 5 Es, direct the trail fro yourself.
instruction, lecture,
demonstration, partner word,
etc.)

Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use
(What exactly do you plan to responsibl whichever plan is appropriate for the content taught in this lesson.
do in teaching this lesson? Be e (Teacher For example, in science, you would detail the 5 Es here
thorough. Act as if you needed or (Engage/Encountering the Idea; Exploring the Idea;
a substitute to carry out the Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
lesson for you.) Evaluation).
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: Subject/Content: Social
4th Science
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
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?
Name: Caitlin Snider
Group Date of Lesson: 4-5-17
Size:
Whole
Class
Student Materials:
Pencils
Clip Board
Paper
Step By Step:
1. Students will get their Social Studies notebooks out while they are
asked if they have heard the story of the Three Little Pigs.
2. Ask the students based off of what they know about the story if they
think that the Wolf and Pigs are guilty or innocent by a raise of hands.
Use this information to take a quick poll using a tally chart on the
whiteboard to see what the class thinks.
3. Students will make a star chart four times in their notebook (for the
four main characters that they have not met yet. A Wolf, Pig with a
Straw House, Pig with a Stick House, Pig with a Brick House).
4. Explain to the Students that they will label the characters name as the
story goes along. Explain to the students that they will be taking key
notes under each characters STAR Chart that will help them to judge
if the character is guilty or not.
5. Once the students are done with this they will move to the carpet with
their notebooks, pencils, and clipboards if needed. The computer will
be turned on with the projector and the video of the read aloud for the
three little pigs will begin to play. (Link:
https://www.youtube.com/watch?v=vB07RfntTvw)
5. Pause the video after the Wolf has introduced the problem right before
he goes to the first pigs house.
5. Ask the students what notes they took based on their Star Chart. Have
the students turn to their shoulder partner and explain if they think the
wolf is guilty or not.
5. Play the video up to him eating the second pig. Allow students to take
USF Elementary Education Lesson Plan Template (S 2014) Name: Caitlin Snider
Grade Level Being Taught: Subject/Content: Social Group Date of Lesson: 4-5-17
4th Science Size:
Whole
Class

notes on the First and Second Pig and the Wolf

5. Ask students to turn their shoulder partner and say if they think the
wolf is guilty or not and why. Ask the students if they think the First and
Second Pig is guilty or not.
5. Play the video till the end. Have the students write their final reflections
silently without telling their shoulder partner why they think the
characters are guilty or not.
11. Have the students move back to their desk while explaining to the
students that we will be doing a mock trial to see if the Wolf is guilty or
not.
11. Explain what a mock trial is to the students. Tell the students about the
three different roles (lawyer, judge, and jury) Explain how we will be
using accountable talk.
11. Have the students move to the right side of the room if they believe the
Wolf is Guilty. Have the students move to the left side if they think the
wolf is innocent.
11. Have students pick a representative (lawyer) from each side and give
them 5 minutes to brainstorm different points to argue. The rest of the
students will be moved to the jury section of the room (two rows of
desks). Give these students a sticky note and tell them to not write on
it yet.
11. Pull a name from the number jar. (this student will be the judge) Have
the judge put the wig on and give this student the hammer with
instructions on how it is to be used. Give the judge a timer.
11. Each side of the argument takes a turn on their point of view (guilty vs
not guilty) and will be given two minutes to argue their point. The judge
will set the timer for each side and hit the hammer on the desk (lightly)
once the timer is up.
11. After both sides have presented their case the jury will write guilty or
not guilty on the sticky note provided to them. Collect all of the sticky
notes and tally them up while the students are working on their closure
and assessment.
18. Have the students answer the closure questions on the board. They
get to pick two of the questions and write a few sentences for each.
USF Elementary Education Lesson Plan Template (S 2014) Name: Caitlin Snider
Grade Level Being Taught: Subject/Content: Social Group Date of Lesson: 4-5-17
4th Science Size:
Whole
Class

18. The students will then turn and talk about these questions with their
shoulder partner. Remind the students to use accountable talk and to
follow the discussion questions so that they do not get off topic.
20. Close the lesson by giving the students a final verdict on the Wolf
based off of their sticky note votes.
21. students will reflect in their journal by picking two of the following
questions:
Why do we have judges?
Why do some courts have one judge while others have up to nine?
Is it fair to have 1 or 9 judges in one court?
What do you think is the right number of judges?

What will you do if a student struggles with the content?

Pull these students aside for a reread of the read aloud where they can stop and
ask questions in a small group, before they break back into whole group.

What will you do if a student masters the content quickly?

I will have these students make sure their team mates agree with their facts and
turn and talk with other students who finished early to share their notes.

Meeting your students If applicable, how does this lesson connect to the interests and cultural
needs as people and as backgrounds of your students?
learners
We judge people all the time based on the cultural background. It is important to
understand how we need to find the facts out before we make a judgment on a
USF Elementary Education Lesson Plan Template (S 2014) Name: Caitlin Snider
Grade Level Being Taught: Subject/Content: Social Group Date of Lesson: 4-5-17
4th Science Size:
Whole
Class

person so that we can understand where we come from.

If applicable, how does this lesson connect to/reflect the local community?

It is important for students to be prepared and ready to be active and positive citizens within a
democratic society. What the students are learning in this class about judges will go above and
beyond to serve them well in everyday life as a citizen of the United States of America.

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?

Have these students use the six hats and allow them to explore the story using
the colored hat that they choose.

How will you differentiate instruction for students who need additional
language support?

I will give them explicit directions for each assignment. I will provide extended time, which will allow
students to not only explore magnets more but also grant them the time needed to complete the
assignment.

Accommodations (If T and K receive extra time.

needed)
(What students need specific
accommodation? List
USF Elementary Education Lesson Plan Template (S 2014) Name: Caitlin Snider
Grade Level Being Taught: Subject/Content: Social Group Date of Lesson: 4-5-17
4th Science Size:
Whole
Class

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 The True Story of the Three Little Pigs by John Scieszka Illustrated by Lane Smith
materials? Include any Toy Hammer
resources you used. This can Wig
also include people!)
Computer
Overhead Projector
Desks
STAR chart
Link to Read Aloud: https://www.youtube.com/watch?v=vB07RfntTvw
Pencils
Name Tags That Say Jury, Lawyer, and Judge
Sticky Notes
Tape
Clip Boards
Dry Erase Markers
Timer