SOCIAL STUDIES LESSON TEMPLATE

Name of Teacher Candidate: Lily Baeder

Date: 9/12/2015
Length of Lesson: 20-25 minutes
Grade Level: Kindergarten
Name of Social Studies Lesson: Students, Students, What Do You See?
Utah Core Curriculum Objectives: Students will recognize their roles and
respons of being a good citizen. They will demonstrate appropriate ways to behave
in diferent settings.
Common Core Objectives (ELA or Math): Reading: Literature Standard 10:
Actively engage in group reading activities with purpose and understanding.
Language Objectives (Class Wide): Level 2 beginning, listening: Show
directionality of print in various sources in a large group (e.g., left to right,
beginning/ ending of pages, top/ bottom) according to oral commands. Level 3
developing, speaking, senses, Describe everyday activities that involve senses with
a partner in L1 or L2. Speaking, level 4 expanding, weather Compare/contrast
weather conditions in illustrated scenes. Level 5, bridging, reading, classroom:
Identify words or phrases within illustrated classroom scenes
Preparation: What materials will be needed?
Polar Bear, Polar Bear, What Do You See?
Camera
Supplies to make book
Academic Language/Vocabulary: appropriate, classroom, library, gym, recess,
computer lab, behavior, examples, five senses,
TIME:
10:00-10:05

LESSON:
Introduction:
I will introduce the lesson
by doing a group reading
of Polar Bear, Polar Bear
What Do You Hear? Before
the reading I would tell
students the name of the
book and make inferences
on what it is about. I
would ask the students if
they could think of places
we go to during school.
Such as, PE, library,
computer lab, etc. We
would make a list before
we begin the book. I will

MANAGEMENT:
I will start by asking the
students by individual
tables to stand up, push
their chairs in and come
sit on the rug. Once each
table has successfully
made it to the rug, I will
remind them that while we
do read aloud, we sit crisscross applesauce. I will
also remind them that we
do not interrupt the story,
if we have a question we
may raise our hand, and if
we have a connection with
tap our fingers together.

activate background
knowledge by doing two
things; first, asking
questions throughout the
book of places we go
during school and what we
would hear in those
places. Second, asking
them what appropriate
behavior in each place
looks like, and sounds like,
what should we hear and
see? Level 3
developing, speaking,
senses, Describe
everyday activities that
involve senses with a
partner in L1 or L2
I will connect this to
previous lessons by
making text connections.
Level 2 beginning,
listening:
Show directionality of
print in various sources
in a large group (e.g.,
left to right, beginning/
ending of pages, top/
bottom) according to
oral commands
To make sure ELL
students are ready, I
will do a picture walk,
using simple words to
describe the book. I
also will give extra
time and explanation
on the project around
the school, using
pictures from our daily
schedule to help them
understand where we
are going and why.

10:05-10:15

Content/Activity:
For the activity, I want to
create a shared
experience for all students
so that no one feels left
out or unprepared with
experiences because of
their culture.
While we go around to
different places in the
school, I will make sure
all my students are
paired up with
someone that can help
them understand
instructions. For
example and L1 may be
paired up with an L3 if
possible.
The main activity will be
the group reading and
having a discussion.
During the group reading I
will ask students if there
are places they go where
they hear or see different
things during school. For
example, I could say, One
of the places we listed was
the library, what do we
see in the library? After
the group reading I will
start sentence stems for
each of the places we
listed, for example, In the
library we see... Or In
the library we hear...
Finally, I will ask my
students what they think
about making our own
book based on the book
we just read. Ours could
be called, Students,
Students, What Do You
Hear? We would then look
at our list, and I could
explain to them that as we
go to each place this week

During the read aloud, I

will need to be paying
close attention to my
students who I know
struggle with whole group.
I will remind them the
procedures we have for
sitting on the rug. The
couple students I have
that struggle, I will keep a
close eye on and will call
them by name if they are
not listening. I will do
positive reinforcement for
students that are listening,
sitting on their pockets,
and using the sign we
have for making
connections. We also have
a para in our classroom, I
would plan on using her to
reward students for
following directions. We
use scholarly skittles, so
I would have her handing
those out to students who
are sitting on the rug
correctly.

in school, I will take

pictures of them showing
me what they see or hear.
I will take the pictures and
create 4 books, one for
each kindergarten class.
We will be sharing our
books with the other
classes, so they can see
the appropriate behavior
for each of these places.
Speaking, level 4
expanding, weather
Compare/contrast
weather conditions in
illustrated scenes
Technology-To put this
together, I will be using
a camera, and printing
out pictures. If I had an
older grade, it would
be an awesome
opportunity to let
groups create one page
of the book using an
app.
10:15-10:20

Closure: I will close my

lesson by reminding my
students what we may see
or hear in these different
places, and how important
it is that they show me in
the picture. I will also tell
them the first place we
will go, so they can be
thinking about that. I will
let students leave the rug
in small groups that are
still following directions.
Evaluation:
I will know they have
learned by monitoring the
discussion and asking
questions to all of the
students. I also will know
when we take pictures and

Continue with the

procedures I used earlier.
At this point I am probably
going to need to control
talking, so I am going to
ask students to keep a
bubble in their mouth. I
will remind them that
students who have a
bubble in and are sitting
on their pockets will get to
go to their seats first.

see if they act

appropriately in those
places. I will record
learning by seeing which
students are following
directions and engaged
during the read aloud, this
will be informal. I already
know of three students
who struggle during read
alouds so my focus on
records will be on them
mostly. As well as
informally noticing their
behavior, I will also be
asking questions and
having group discussions
to have a better
understanding on not only
their progress with
language objectives, but
also content.
Level 5, bridging,
reading, classroom:
Identify words
or phrases within
illustrated classroom
scenes
Adaptations: Which students may need specific accommodations in order to
successfully complete the lesson? (Special needs, linguistically diverse, hearing
impaired, etc.) What are the accommodations? What will you do for early finishers
or slow starters?
Because this is a group activity, the main thing I am going to concerned about is
keeping behavior in control. I do not have any students in my class that are ELLs. I
have four students that struggle with whole group time. For them I will make sure to
be interacting with them, calling out their name during the reading to keep them on
track, and remember to ask them question and keep them involved.
Integration: How would you take this topic and integrate it into other subject
areas? (Visual Art, Dance, Health, PE, Life Skills, Music, Drama, Writing, Listening,
Grammar, Math) How could you use technology to enhance this lesson?
This lesson is easy to integrate into visual art. I could have the students draw
pictures to go into the book. I could also have them help doing the cover of the
book. This also could go into drama; we could have students act out the book. Even
dance and music could be integrated; we could come up with a dance for each page
and turn the words into a song. We are using the camera to take pictures and put
them into the book, so it does have some technology. To enhance it more, I could
possibly use the smart board to show the process of making the book.