Indiana Wesleyan University

Elementary Education Lesson Plan Template

Social Studies/ DSSM rev.2019
Student: Christina Montoro

LESSON RATIONALE
This lesson will conclude the unit and will wrap everything up. This lesson is built to show the power of civics and why it is important that
students are involved in the future of our country.

READINESS
I. Goals/Objectives/Standard(s)
A. Goal: Students will understand how they can make a change in their local government using the resources they have.
B. Objective: Students will write a letter showing their understanding of their civic duty.
C. Standards: 5.2.9 Examine ways by which citizens may effectively voice opinions, monitor government, and bring about change in
government including voting and participation in the election process.
5.W.3.1
Write persuasive compositions in a variety of forms that –
• Clearly present a position in an introductory statement to an identified audience.
• Support the position with qualitative and quantitative facts and details from various sources,
including texts.
• Use an organizational structure to group related ideas that support the purpose.
• Use language appropriate for the identified audience.
• Connect reasons to the position using words, phrases, and clauses.
• Provide a concluding statement or section related to the position presented.

II. Management Plan
a. Materials:
Granddaddy’s Turn: A Journey To The Ballot Box
Civic Note sheet
Brainstorming Sheet
Paper for letter writing
b. Time: 25-45 minutes
c. Space
Students will be in their seats for this lesson
d. Behavior
I will use the classroom management techniques of a clip chart and a classroom noise management system.

III. Adaptation to Individual Differences and Diverse Learners-- Demonstrate your understanding of individual differences and
diverse families, culture, and communities unique to the students in this class as you describe the specific instructional opportunities
provided in this lesson. [ELL, Exceptional Needs, G&T, Relational]

PLAN FOR INSTRUCTION (CAEP K-6 1.b)

IV. Anticipatory Set
• “We are going to read a book today. While I’m reading this book I want you think about what the characters are trying to do and why
it’s important.” *read the book* *ask these questions and allow for student discussion* “What happened in the story? Why do you
think that it’s an important story? What are they trying to do in the story? Why are their efforts important? Why is it important that
they are able to vote?”

V. Purpose: Today we are going to talk about civic duty and how we have power to make changes in our government.

VI. Lesson Presentation (Input/Output)
• “Does anyone have any guesses on what civic duty is?” *allow for student response* “Civic duty is the responsibilities of a citizen.
Can anyone tell me what some responsibilities of a citizen are?” *allow for student response* “There are two types of civic duty.
Mandatory civic duties, which every citizen is required to do. There is also volunteer civic duties which are a choice and are not
required. Some mandatory civic duties are paying taxes, obeying the law, jury duty, and serving as a witness. Examples of volunteer
civic duties are voting, writing to public servants, running for office, and volunteering for a campaign. Today we are going to
writing to our president about a problem that needs to be solved.
• “You are going to brainstorm about solutions to the problem of schools being forced to get rid of extracurricular activities due to
budget cuts. You will pick an activity that you love and write about why it needs to stay and how we can save it. There are some
examples and ideas on the board to help you start brainstorming. Once you have filled out the brainstorming page you can come
have it checked over and once it is approved by a teacher you can move on to writing your letter.”

 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019
VII. Check for understanding- While students are brainstorming, I will walk around answer questions and check the students’
understanding of the concept and assignment.

VIII. Review learning outcomes / Closure – When you have the rough draft of your letter done you can turn it in and read a book. I will
read over them and give you changes to make for your final copy.

PLAN FOR ASSESSMENT
A. Formative: This assessment will be the brainstorming. I will evaluate how the students are understanding the lesson while
walking around. If the students are not making the connections I will bring them back to whole group and reteach the lesson.
B. Summative: This assessment would be the letter and it will be graded using a single column rubric that is attached.

REFLECTION AND POST-LESSON ANALYSIS (CAEP K-6 3.b)
1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
Include additional self-answer questions that specifically address unique lesson content, methodology, and assessment.