Elementary and Early Childhood Education Lesson Plan Template

Name: Gloria Fleming Date: October 18, 2018

Course: Social Studies Lesson Plan #: 1
Subject Area(s): Social Studies Grade Level/Time Frame: 1st Grade/ 1:00-1:45

Step 1: Identify Learning Context (3) Description of the learning environment(s) where the learning experience will take
Learners place
(Classroom  Are there various boards/wall-based resources (e.g., whiteboards, smart
Context) boards, word wall, etc.) and where are they located?

The room is equipped with one Smart Board in front of the classroom,
with two whiteboards on either side. Also, on the other three walls
are Bulletin Boards. On each side, the bulletin boards are divided into
sections that house strategies for Writing, Science, Social Students,
and Phonics. In the back of the classroom, the Bulletin Boards are
separated for the Work Wall and Reading Strategies. There is enough
whiteboard for each student to have their own, on the manipulative
center. There are four iPad assigned to this room.

 How are the desks/table(s) arranged and why?

The students sit at tables. There are four students at each table.
There is one round table in the middle- and three-square tables, two
to the side and one behind roundtable.

 Are there any “special” areas (carpet, bookshelves, “peace” chairs, etc.)?

Learner Description (1)
There is one rug housed in front of the Smart Board, one in the
Reading Area, and the small one in the back of the room in front of
Math Manipulatives.
A number of students in class:
 Number of males: 7
 Number of females: 8
Learning Needs Number of Supports, Accommodations,
Students Modifications
Students w/ IEPs or 2 1-Reading
504 plans
1-Reading and Math
Students w/ EIPs
English learners
Gifted 1 Pulled for 2nd Grade Prep

More difficult text

High Comprehension assignments

Students with gaps in
academic knowledge
Other learning needs 7 On the track of becoming Gifted
students

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 Personal Assets, Cultural,
Assets, Community Assets
(also referred to as Funds of
Knowledge) (5)
Step 2: Identify Georgia Standard (s) of
Curricular Excellence, WIDA Standard(s),
Priorities etc. (1)
Prior Academic Knowledge
and Prerequisite Skills (5)
Central Focus, Overarching
Goal, Big Idea, or Essential
Question(s) (5)
Learning Objective(s) or
Learning Target(s) (5)
Potential Misconceptions
and/or Developmental
Approximations (2)
 Personal: How will you use students’ interests, knowledge, everyday
experiences, family backgrounds, etc. to support learning?
Teacher will discuss with students about their ability to go to different
places (school, store) without worrying about police, etc.
 Cultural: How will you use students’ traditions, languages, and dialects,
worldviews, literature, art, music, dance, etc. to support learning?
Video of Rudy Bridges can be played in Spanish and with Closed Caption.
 Community: How will you use students’ community resources, such as local
landmarks, community events, and practices, etc. to support learning?
Talk about local stores and landmark where some people could not go to at
one point in time.
Write out standards that apply to the lesson. Write the number and the statement.
Remember to include those that apply to every subject area you are integrating into the
lesson.
ELAGSE1RI3: Describe the connection between two individuals, events, ideas,
or pieces of information in a text.
SS1H1 Read about and describe the life of historical figures in American
history.
What prior academic knowledge and/or prerequisite skills will this lesson activate?
What prior academic knowledge and/or prerequisite skills will students need for this
lesson?
 The student will need to know about Martin Luther King and Civil Right
Movement.
What prior academic knowledge and/or prerequisite skills will students need for this
lesson?
 Students will be able to sound out words and know their meaning of keywords
in the text, related to the Civil Rights Movement.
(Boycotted, integrate, mob, marshals)
What are the important understandings and/or core concepts that you want students
to develop?
 The central focus of this lesson segment is for students to describe
how Ruby Bridges embodied freedom and fight for her and others
right.
This (or these) should support the central focus, overarching goal, big idea, or essential
question(s); should be measurable; should indicate what students will be able to do at
the end of the lesson (These can be written as “I can” statements)
 The student will be able to identify the main events of Ruby Bridges
life.
What potential misconceptions or developmental approximations are possible with
this content and how will you address each?
Possible misconception from this lesson that students may have is
that Ruby Bridges is a fictional character. I anticipate students having
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 trouble identifying problems faced by Ruby Bridges to their lives
today.

Academic Language (10) Academic Language Whole Class Supports Differentiated Supports
Vocabulary
Language function: Go over and define Provide Photos to go with
 Words and phrases
Identify, Civil Rights, words. Will be placed on
with subject-specific
character trait, boycott, K-W-L Chart.
meanings that differ
riot
from meanings used
in everyday life (e.g., Multiple meaning words: March Explain and provide
table, ruler, force) photos to show different
 General academic meanings.
vocabulary used
across disciplines Academic vocabulary: Identify, Recall Use Sentence Frame ‘I
(e.g., compare, know because’ when
analyze, evaluate) explaining Academic
 Subject-specific words.
words defined for Subject-specific Describe, Identify Explain the meaning of the
use in the discipline vocabulary: words with pictures
attached
Language Function: the
content and language focus of
Syntax: How do you think she felt? Student will use a
the learning task (e.g.,
What are some words that Sentence Frame: I know
activities, discussions)
describe Ruby? because ___________.
represented by the active verb
in the learning objective(s) or
_____ describe Ruby
learning target(s) (e.g., apply,
because___________.
evaluate, cause and effect,
Discourse: Turn and Talk Student will turn and talk
sequence, hypothesize, infer,
to peer about how Ruby
summarize, describe, explain)
felt and words to describe
her.
Language Supports:
instructional supports that How will students demonstrate understanding of the academic language in the
help students understand and different language demands (e.g., writing, speaking, reading, listening) in the lesson?
successfully use the language
function (e.g., sentence Writing:
starters, graphic organizers)
Students will complete a Graphic Organizer on event in Ruby Bridges Life.
Syntax: set of conventions for
organizing information (e.g., Listening:
sentences, graphs, tables);
organizes language to convey Students will listen to a BrainPOP about Rudy Bridges Life.
meaning
Speaking:
Discourse: how members of
the discipline talk, write and Students will state what happened at the beginning, middle, and ending of BrainPOP
participate in knowledge about Ruby Bridges Life.
construction using the
structures of written and oral Reading:
language; discipline-specific
discourse has distinctive Students will read each sentence and share with a peer. Students can use Sentence
features or ways of structuring Frames if needed.
oral or written language, or
representing knowledge
visually.

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Step 3: Design Type of Assessment The format of Assessment Supports, Evaluation Criteria
Assessment (e.g., quiz, test, checklist, Accommodations, How will you know or
Framework KWL chart, performance Modifications measure if the students
task) have met the learning
objective(s) or learning
target(s)?
Pre-assessment (2)  Students will  Provide Visual  Students will
complete a K-W-L Support if be measured
Chart. needed by the
 The teacher will  Do a Picture information
have a photo of Walk of the collected
Ruby Bridges on the book to answer under the
chart. Students will the L part of “Know”
take a Gallery Walk Chart section of the
(See Link Below) chart. That
 Students will state will drive
what they know what I teach.
Ruby Bridges and
what they want to
learn about Ruby
Bridges
 Key Vocabulary
word will also be
discussed.
(Boycotted,
integrate, mob,
marshals)

Formative assessment(s) (2)  For the Formative  Word Wall  The students
Assessment,  Sentence Frames are measured
students will  Graphic on the
complete and Organizer information
graphic organizer on  Cut and Paste places on
Ruby Bridges. The Flip Book Graphic
graphic organizer Organizer.
will be used to help Each student
students combine should be able
what they learned to answer
from text and video, each topic.
to collect data about Then students
the life of Ruby will share
Bridges. This information
assessment will be class and tell
used to check for at least one
students fun fact they
understanding of the learned.
contributions made  Complete the
by Ruby Bridges. “L” on the K-
W-L Chart.
 As a whole
class, we will
then sequence
the event of
Ruby Bridges
life.
 Use of
adjectives
that describe
Ruby Bridges.
Summative assessment(s) (2) n/a n/a n/a

Assessment Plan Alignment (5)

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 Standard(s) Corresponding Learning Format of Assessment(s)
Objective(s) or Learning
Target(s)
 ELAGSE1RI3:  The student will
Describe the be able to  For the Formative Assessment, students
connection identify the will complete and graphic organizer on
between two main events of Ruby Bridges. The graphic organizer
individuals, events, Ruby Bridges. will be used to help students combine
ideas, or pieces of what they learned from text and video,
information in a to collect data about the life of Ruby
text. Bridges. This assessment will be used
to check for students understanding of
the contributions made by Ruby
Bridges.
 Each student will share something they
learned about Ruby Bridges with class,
which will complete the “L” on the K-
W-L chart. During this time the
students will sequence the events of her
life., orally.

Pre-Assessment Data Summary (1)

Summarize the results of the pre-assessment data and explain how it will drive your instructional practices.

Step 4: Create Materials Needed (4) Teacher Resources (must include podcasts): List all textbooks, children’s literature,
Learning CDs/DVDs, videos, and online sources that are resources for you, the teacher, in
Activities determining the content and in teaching the lesson. Provide proper APA references.

(VIDEO-BrainPOP) (Level 2 Book)

(Picture Book) (Level 2/3)

Photo Gallery:
https://www.nola.com/300/2017/02/ruby_bridges_integrates_new_or.html
Student Resources: List, and include, all handouts, worksheets, and other materials,
including assessments, that you will have students use in this lesson. Please make sure
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Technology Connection (2)
Supporting Diverse Learners
(5)
Culturally Responsive
Teaching (5)
Research and Theory, or
Principles of Child
Development (5)
Instructional Strategies and
Learning Tasks (include
activities, discussions, or other
modes of participation that
engage students to develop,
practice, and apply skills and
you cite your reference in APA style. Include slide shows you plan to use. Note that
slide images can be copied from PowerPoint and pasted into Word documents. List all
other materials needed, and the amount of each.
How will you, the teacher, use technology?
 The teacher is using technology when showing BrainPOP Jr.
How will the students use technology?
 Students have access to iPad if needed for further research.
How do you plan to differentiate your instruction related to the learning objective(s),
learning target(s) and/or central focus (e.g., content, process, product; representation,
action & expression, engagement)? Explain how the support will assist a specific
student and/or group with respect to the specific learning objective(s) or learning
target(s). For example:
 I will support my students who struggle with reading by differentiating the
content using a cut and paste flipbook.
 Students will be given text about Ruby Bridges based on their reading level.
 Students will be given Sentence Frames.
 Target student will place his information into a PowerPoint.
How is the content of your lesson connected to the students’ assets (personal,
cultural, and/or community) within your classroom? Be specific to the content of the
lesson and the assets of your students.
 BrainPOP can be shown in Spanish.
 Close Caption will be placed on.
 Text in Spanish will be provided if needed.
What specific research, learning theories, and/or principles of child development
guided your instructional choices for this lesson? How are they applicable to your
learning objective(s) or learning target(s)?
K-W-L – is a learning strategy that assists the student with activating prior knowledge,
in addition to a metacognitive tool that helps students with having an active role in
their learning. Through this chart, the student assesses what they know, what they
want to learn and what they learned after the teacher provides them with additional
resources on the topic. (Ogle, n.d) The K-W-L Chart severs as an introduction to this
lesson, to assess what students know and what teacher need to teach.
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knowledge related to a specific
learning objective(s) or
learning target(s). Learning
tasks may be scaffolded to
connect to prior knowledge
and often include formative
assessments) (10)
Connection to the Arts (1)
Higher Order Thinking
Questions (HOTQs) (10)
Partners-Student will work in pairs to complete Graphic Organizers. By allowing
students to work in pairs, students are learning informal cooperative learning, which
helps them share ideas and help with understanding. By allowing students to work in
pairs, this allows each student with additional support.
 The teacher will start the lesson by having students come to the carpet and
show a photo of Ruby Bridges. She will ask the student if they ever heard of
her and write what they know under the “K” on the K-W-L Chart.
 If students have not heard of him, the teacher will do a picture walk
through the book Ruby Bridges, while reading some pages. (Go to
Journey Box and review additional pictures)
 The teacher will then ask the students what they want to know about Ruby
Bridges and fill in the “W” on the K-W-L Chart
 Before video, the teacher goes over the meaning of the word “identify” and
how to identify key detail in text or video. The teacher will read from the
picture book on Ruby Bridges and highlight critical information related to her
life. Students will be instructed to watch the video and think about key
details that they found to be significant. (We will discuss them as a class).
Then each reading level will be given books to identify key details within
their text.
 The teacher will then have students turn to Smartboard to watch BrainPOP
video about her life. (Go to Journey Box for video, also listen to Audio
clip)
 After the video, the teacher will give each student a Graphic Organizer and
level books for students to go back to their desk to fill out the sheet.
 After completing Graphic Organizers, students will return to carpet with their
partners. During this time the teacher will write down the new information
the students learned, under the “L” on the K-W-L Chart.
 The teacher will ask some of the Higher Thinking Questions. (Go to Journey
Box to see if students can answer question)
 Students will explore Journey Box at home and write down two new facts
that they learned about Ruby Bridges, for an exit into class tomorrow
morning.
How would you incorporate creative expression through drama, movement, visual
arts, and/or music into the lesson?
 Students will not incorporate art into lesson until day three, when they
complete a compare writing, along with an illustration.
Create at least 5 higher-order thinking questions (along with anticipated answers)
using Bloom’s Taxonomy or Webb’s Depth of Knowledge (DOK) levels, then identify
what level each question represents. Embed these questions into your instructional
strategies and learning tasks section above and highlight them in green. Remember
these questions will occur before, during and after the lesson.
 Why was it dangerous for Ruby to go to school?
 How did Ruby Bridges get to school?
 What are federal marshals?
 Why did many whites’ families refuse to send their children to Willian Frantz
School?
 What challenges did Ruby’s family face because of their decision to send
Ruby to William Frantz?
 Why do you think that a statue of Ruby Bridges now stands outside of
Willian Frantz?
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 Re-teaching, Re-Engagement, Describe at least one new strategy for re-teaching the content and/or skills presented
Practice (2) for students who did not successfully meet the learning objective(s) or learning
target(s) identified in the lesson.

If a lesson needs to be retaught, students will be given a Ruby Bridges Flip Book.
Included in this flip book is a passage about Ruby Bridges, they will then take what
they read and complete the following tabs, Fact about Bridges, take a comprehension
quiz, explain how they felt about her treatments, and match vocabulary words, and
sequence the events of her life. By completing the flip book, I am given students the
information that I want them to learn about Ruby Bridges, instead of them writing their
own.
Extensions (2) Describe at least one new strategy for enriching, challenging or extending the content
and/or skills for students who successfully met the learning objective(s) or learning
target(s) identified in the lesson.
 I will read the additional text about Ruby Bridges.
 The student will complete a 3-2-1 on text
 The student will write a narrative about a new product that includes peanuts.

Lesson Closure (5)
Give a brief synopsis regarding how you will wrap up the lesson. How will students
summarize and/or share what they have learned related to the objective or learning
target?
 Students will complete the “L” on K-W-L Chart, stating the new information
that they found out about Ruby Bridges.
 The student will identify new information from their Graphic Organizer, on
the carpet at the end of class.
 The teacher will ask Higher Thinking Questions to see how much the students
learned.

Step 5: Post-
Instruction Lesson Implementation (Be sure to address both whole class and small group or individual learners)
Reflection  What went well and why?
 What did not work well and why?
 How did the learning environment and materials work together to support student learning?
 What improvements and changes would you make if you were to teach the lesson again and why?
 What did you learn about yourself as a teacher?

Learning Theories/Research Base

 To what degree did the implementation of your lesson utilize the learning theories that framed your
instructional plan? Provide examples from your experiences teaching the lesson.

Assessment Analysis
 What information about student understanding did you learn from your assessment(s)? How did the student
or student(s) do on the assessment? What patterns of learning do you see?
 How will you act upon, and will students be able to act upon, the feedback provided form each assessment
strategy used?
 Optional: Use the assessments and create a chart to analyze student learning across the class. Attach or paste
your chart and write a quick summary of what students learned or potential misunderstandings and how you
are drawing these conclusions.

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 Reference

BrainPOP Jr. https://jr.brainpop.com/socialstudies/biographies/rubybridges/

Ogle, D. (n.d.). KWL In Action: Secondary Teachers Find Applications that Work. Retrieved from
http://www.kendallhunt.com/contentarealiteracy/Articles/Ogle.pdf

Teachers Pay Teachers https://www.pinterest.com/pin/863002347317647039/

Teachers Pay Teachers https://www.pinterest.com/pin/158400111871965230/