KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate:

Christopher Weiss

Cooperating Teacher: Mr. Joseph Dietz

Group Size: 20-23

Date: 2/23/16-2/25/16
Coop. Initials

Allotted Time: 3 40 minute periods Grade Level 6th Grade

Subject or Topic Social Studies: Final France Days

Sections: D, S, N, B

STANDARD:
PDESAS 7.3.6.A
Describe the human characteristics of places and regions using the following criteria:

Population
Culture
Settlement
Economic activities
Political activities

PDESAS 8.1.6.A
Explain continuity and change over time using sequential order and context of events.
PDESAS
8.4.6.A
Explain the social, political, cultural, and economic contributions of individuals and
groups to world history.
PDESAS 8.4.6.B
Identify and explain the importance of historical documents, artifacts, and sites which are
critical to world history.
PDESAS 8.4.6.C
Explain how continuity and change have impacted world history.

Belief systems and religions

Commerce and industry
Technology
Politics and government
Physical and human geography
Social organizations.

PDESAS 8.4.6.D
Examine patterns of conflict and cooperation among groups and organizations that
impacted the development of the history of the world.
I. Performance Objectives (Learning Outcomes):
Day 1- The student will be able to complete a biographical Famous Person Wheel
using teacher made examples, articles selected by the teacher, and a rubric for guidance.
Day 2- The student will be able to complete a review of the materials to be covered on
the posttest about France, using a pencil and paper review sheet as well as a review
game.
Day 3- The student will be able to accurately complete a test on the France Unit.
II. Instructional Materials
Teacher:
World Explorer: Eastern Hemisphere Teachers Manual
Examples of the Famous Person Wheel
Students
World Explorer: Eastern Hemisphere Textbook
Famous Person Wheel Template (88)
Famous Person Wheel Rubric (88)
Copies of Articles about and photos of (2 per class unless otherwise specified):
o Marquis de Lafayette
o Pierre-Auguste Renior
o Rene Lacoste (3)
o Louis Vitton
o Samuel de Champlain
o Alexandre Dumas
o Coco Chanel (3)
o Jules Verne
o Suzanne Lenglen (3)
o Louis Braille
o Andre the Giant
80 treasures (For Pirates Treasure Game)

III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
Students should be able to read a multiple page article and pull out
the most important pieces of that article.

 Students will also have previous knowledge of things to properly

highlight important information in an article.
Students have previously completed review sheets for other social
studies tests.
B. Key Vocabulary
Vocabulary is based on vocabulary from the past five lessons. This
will all be tested in the conclusion of this lesson.
C. Big Idea
Students will be able to make a graphic display about a famous
person from France.
Students will also know the importance of taking good notes and
studying for an exam.
D. Content
Day One:
1. Student will complete and hand in the Famous Person Wheel
with rubric.
2. Students will receive and complete the review sheet for
homework.
Day Two:
1. Students will review the review sheet that they were supposed
to have completed for homework the previous night.
2. Students will play a review game to help them focus on the
content for the test.
Day Three:
1. Students will be completing the test. The teacher will have
supplemental materials for those students who finish the test
early.
IV. Implementation
A. Introduction (Day 1)
1. Students will walk in and receive the articles and pictures of the
person that they are completing their Famous Person Wheel on.
2. The teacher will also provide students with a choice about what
color they may want their project to be done on (depending on
the copier situation).
B. Development (Day 1)
1. Students will begin working on their Famous Person Wheel.
The teacher will be around to monitor progress and assist
anybody who may need help.
2. Students will have this class period to complete the assignment.
3. Those who finish early may gladly begin working on the review
worksheet, which will cover most of the material that will be
given to the students on the exam.
C. Closure (Day 1)
1. Students will hand in their Famous Person Wheel.

D.

E.

F.

G.

2. If students have not completed the wheel, it is up to the teacher

to determine whether or not their effort supports them getting
extra time on the project.
a. If the student was working and just needs a little more
time, the teacher will gladly give it to them.
b. However, if the student was not working and was
joking around or off task, they will hand in the
assignment and get whatever grade they deserve.
Introduction (Day 2)
1. Students who may have had extra time will be required to turn
in their Famous Person Wheel.
2. The teacher will ask all students to get out their review sheets
prior to the review beginning.
Development (Day 2)
1. The teacher will review the sheet that the students completed
over the night.
2. The teacher will ask for any student questions. The teacher will
then split the students up into four teams.
3. The teacher will begin the review game of Pirates Treasure.
4. The teacher will explain the rules of Pirates Treasure.
a. Game was found using
http://www.theologetics.com/2015/08/reviewgames.html?m=1
b. Students are split into five teams (teacher determined
teams).
c. Each team gets 16 treasures.
d. The teacher goes around the room, asking review
questions to each team.
e. For each question the team gets incorrect, the teacher
takes away two treasures. Those treasures are
permanently out of the game.
f. If students get the question correct, the team gets to
take two treasures away from other teams. (Could be
one from two teams or two from one team)
g. Whoever has the most treasures at the end of the game
wins.
Closure (Day 2)
1. The teacher will remind students to study study study for the
test the following day!
2. Agenda Write-Up- Study for Social Studies Test tomorrow.
Day Three- Post Test.

H. Accommodations/Differentiation
Lower Level Students- Students usually have an aide with them at all times. They will
also have class time the next day to work on the assignment with a shorter article that the
teacher will edit down for them.

I. Assessment/Evaluation Plan
1. Formativea. Students will be turning in the completed Famous
Person Wheel by the end of class on the first day. This
will be graded using the rubric.
b. The review sheet and game will also serve as a sort of
formative assessment for students. Teacher will have
the chance to see which students are answering the
most questions and which ones seem to be struggling.
2. Summative- The test is given out and completed on Day Three.
V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)

Over all, I have been pleased with the classes that I have
had so far. Many of them are willing to work on the task
quietly without a lot of off task behavior. It is clear that even
the students who are talking are doing so with questions
about the project itself. The teacher and aid are currently
loving this project and having the students dig for
information in an article, and also seeing me be flexible at
times with what Im looking for, depending on the student.
B. Personal Reflection (Questions written before lesson is taught. Reflective
answers to question recorded after lesson is taught
Did students enjoy this lesson? Why or why not.

The projects that have currently been turned in (writing this

mid-day 1) have actually turned out really well. Its given me
a chance to also experience the loads of questions that
students can have surrounding a project. Im enjoying
watching these students try at something that is kind of
different for them.
How well did students understand the project based upon todays lesson? Explain.

Ive been through three of the four sections, and only section
S had an extreme amount of questions on it. Section D and N
had some, but at one point for section S had a line of
students asking questions.

Would you use this lesson again? Explain.

This kind of goes off of yesterdays reflection as well, but I

could definitely see myself using this lesson again, as the
students have seemed to really get into it, and that makes
me as a teacher get into it as well.
VI. Resources (in APA format)
Dietz, K. (2015, August 3). 10 Awesome Review Games. Retrieved February 18, 2016,
from http://www.theologetics.com/2015/08/review-games.html?m=1
Printable Concept Wheel. (n.d.). Retrieved February 18, 2016, from http://www.teachnology.com/worksheets/graphic/neworg/wheel.html