KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Lesson 5: Excel
STANDARD:
D2.Civ.10.K-2. Compare their own point of view with others’ perspectives.

1.Performance Objectives (Learning Outcomes):

Students will be able to create a realistic situation that applies the Pride rules, STEP
problem solving method, and calming strategies.

2.Instructional Materials
a. Second Step Kit
b. Groups list
c. 10 Pride Scenario Papers
d. Post-Test
e. Jersey Cut-Outs

3.Subject Matter/Content
a. Prerequisite Skills
i. Students know the Pride rules.
b. Key Vocabulary
i. Excel-​ ​be exceptionally good at or proficient in an activity or subject
c. Big Idea: Effective Problem-Solving

4.Implementation
a. Day 1: Introduction/ Authentic Assessment (15 minutes)
i. Explain that our next Pride rule is excel.
1. Excel means
ii. Today, students will group up in row teams to create their own
PRIDE scenarios.​ Samples have been provided throughout the
UNIT, but provide two again as a refresher.
 iii. Scenario must have:
1. Problem
2. S
3. T
4. E
5. P
6. a calming strategy

b. Development
i. Day 2: Post-Test (5 minutes)
ii. Share scenarios. (10 minutes)
iii. Day 3: Tide Pride Bulletin Board
1. Students will decorate jerseys to post on our bulletin board
showing their Tide Pride in knowing the Pride rules.
2. Play marching band music in the background while they work.
c. Closure
i. Students will submit their jerseys, and teacher will display them
outside the classroom.

d. Accommodations/Differentiation
Add special needs students to the groups of 5.

e. Assessment/Evaluation Plan

Assessment Evaluation Plan

Pride Scenario 4 point Rubric

Share Scenarios Checklist +/-

Tide Pride Jersey Checklist- 2 point rating scale

1. Formative

Students Pride Unit Pride Scenario Share Tide Pride

Post-Test D2.Civ.10.K-2. Scenarios Jerseys
All Standards Students create D2.Civ.10.K-2. D2.Civ.10.K-2.
Students a scenario to Students share Students recall
gained
review the big scenarios they one thing they
knowledge
ideas of the created about learned in the
from Pride
Unit. unit. the PRIDE Unit and
4 point rubric rules.
 +/- design a Tide
Pride T-shirt.
2 point rating
scale

M.A. 10 4 + 2

A.B. 10 4 + 2

P.C. 10 4 + 2

A.D. 10 4 + 2

Se.D. 10 4 + 2

St.D. 10 4 + 2

C.F. 10 4 + 2

T.F. 10 4 + 2

N.H. 9 4 + 2

R.J. 10 4 + 2

M.K. 10 4 + 2

C.K. 9 4 + 2

B.K. 10 4 + 2

V.K. refused 4 + 2

G.L. 8 4 + 2

N.L. 9 4 + 2

P.M. 9 4 + 2

T.M. 9 4 + 2

J.O. 10 4 + 2

L.P. 10 4 + 2

L.R. 9 4 + 2

I.S. 10 4 + 2
 B.S. 10 4 + 2

W.S. 7 4 + 2

B.V. A 4 + 2

D.Y. 7 4 + 2
Pride Scenario-​ 4 point rubric (see below)
D2.Civ.10.K-2.
Students create a scenario to review the big ideas of the unit.

Share Scenarios- ​Checklist​ +/-

D2.Civ.10.K-2.
Students share scenarios they created about the PRIDE rules.

Tide Pride Jerseys- ​2 point rating scale

D2.Civ.10.K-2.
Students recall one thing they learned in the Unit and design a Tide Pride T-shirt.
Rating Scale
2- Advanced
1-Basic
0-Did not participate

Pride Scenario Rubric

Task 4 Advanced 3 2 0
Proficient Basic No Attempt

Problem Identifies a Identifies a Identifies a Does not

realistic, 2nd realistic problem that identify a
grade problem that is not realistic problem.
problem is not nor
appropriate appropriate
for 2nd grade for 2nd grade

STEP Provides Provides Provides Does not

Method components components components provide any
for each letter for three for two or components
of STEP letters of less letters of for STEP
STEP STEP

Calming Provides a Provides an Provides an Does not

 Strategy discussed alternative inappropriate provide a
calming calming calming calming
strategy strategy strategy strategy.

5.Reflective Response
Students will be able to create a realistic situation that applies the Pride rules, STEP
problem solving method, and calming strategies.

Remediation Plan
Be sure to use photos from test through the unit. I would make vocabulary cards using the
photos in the future.

Continue to work with students on communicating ideas individually and in group

settings.

Personal Reflection
Were students able to remember the skills in order to create the scenario?
I was impressed with how the students jumped into the scenarios. Out of the
seven groups I had, only three groups needed scaffolding from step to step. Two
additional groups worked exceptionally well after initial scaffolding with the first portion
of the sheet. Afterwards, they were able to work independently.
How realistic were the scenarios?
They were very realistic. In the future or with more time, I would ask for more
details. Sharing the scenarios with one another added to the real-world aspect of the task.
6.Resources
Second Step: Skills for Social and Academic Success for Grade 2 from Committee for
Children
 Pride Scenario   
 
NAMES​:​____________________________________________________________
________________________________________________________________________

PROBLEM

SAY​ the ​problem. THINK​ about what you EXPLORE​ what you PICK​ what to ​do.
can ​do. can ​do.

Circle a ​CALMING Meditation

STRATEGY.
Belly-Breathing

Counting Down