Indiana Wesleyan University

Elementary Education Lesson Plan

Social Studies- Direct Instruction Lesson Two

Student: Heather Dutton School: Allen Elementary

IWU Supervisor: Professor McCracken Co-op Teacher: Gina Burke
Teaching Date: 3/23/18 Grade Level: Kindergarten

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)—
 Students will understand how to collaborate and cooperate with classmates while
appreciating their strengths and differences.

B. Objective(s)—
 By completing the anticipatory activity, students will practice collaborating and
cooperating with classmates.
 After the read aloud, students will state an opinion about Duck using examples from the
text to support the opinion.
 Students will visually represent their favorite things on their All About Me sheet and then
discuss with a partner to see if they have similarities and differences.
 At the conclusion of the skits students will recognize simple ways that they can be a team
player.

C. Standard(s)—
NCSS:
 People, Places, and Environment
Indiana Academic Standards:
 K.2.4 Give examples of how to be a responsible family member and member of a group.
 K.3.6 Identify and compare similarities and differences in families, classmates, neighbors
and neighborhoods, and ethnic and cultural groups.

II. Materials and Management
A. Materials:
 Hula Hoop
 Book (Duck Stuck in A Truck)
 One All About Me sheet per student.
 Crayons.
 Skit Prompts/ Ideas typed out.

B. Time:
 Anticipatory- 5 minutes
 Read Aloud-10 minutes
 All About Me Activity -10 minutes
 Closure/ Skits - 10 minutes
 C. Space:
 I will have the students move to the front carpet for the hula hoop cooperation
activity.
 The students will then sit on squares at the front carpet while I read to them.
 They will sit in their assigned seats while filling out the All About Me sheet.
 They will present their skits at the front carpet.

D. Behavior:
 Some of our students struggle with behaviors like aggression or emotional
meltdowns. I know which students to push and how to meet each individual students’
needs. One student in particular may refuse to move to the carpet to watch the
presentation and videos but he can view from his seat and he loves to color so he’ll
enjoy the activity.

E. Technology:
 A computer and smartboard are necessary to view the video.

III. Anticipatory Set

 Hula Hoop Pass
 I will divide the class into four teams of five. I will loop a hula hoop over one player's
arm, and then have each team join hands to form a circle. Without letting go of the
other player's hands, the player with the hoop must step into and through the hoop, so
it rests on his other arm. Then, he can slide it onto the next player's arm and she must
repeat the same maneuver. Whichever team can pass the hoop all the way around the
circle first is the winner.

Purpose: “Today we are going to learn how to use teamwork and collaboration with each other to
help make our class a fun place to be. By learning to work together well and appreciate our
similarities and differences, we will have a better classroom environment.”

IV. PLAN FOR INSTRUCTION

V. Adaptation to Diverse Students—
Remediation- In order to help my students who struggle with reading I will explain
what each section of the All About Me sheet says before and during the guided
practice.

Enrichment- I have six students who are academically advanced and often finish their
work much faster than others. When they are finished with their All About Me sheet,
they can help aid their peers if they would like or they can read. I will provide books
that are relevant to teamwork that they can read when they finish. These books will
help deepen their understanding of how to work well with others.

 Up The Creek (Life in the Wild) by Nicholas Oldland (see photos of books below)
 Swimmy by Leo Leonni
 Franklin Plays the Game by Paulette Bourgeois
  The Little Red Hen by Lucinda McQueen

Exceptional Needs- This lesson will be great for my students with attention deficit
hyperactive disorder (ADHD) because it is very hands on. They will especially enjoy
the excitement of our anticipatory set activity. My students with emotional disabilities
(ED) were very strategically placed into groups with peers that would not bother them
and with a friend who could help them to stay calm.

VI. Lesson Presentation (Input/Output)

 Read the book Duck In A Truck by Jez Alborough
 How did this book make you feel?
 What was the problem in this book?
 Do you think that duck could have gotten out of the muck by himself?
 Was it right for him to drive away and leave his friends behind, stuck?

“This book was about teamwork and collaboration. Collaboration is when a group of people
work together to accomplish a goal or complete a task. Duck wasn’t being a team player at the
end but I want to focus on the middle of the story when they were working together. Duck, Frog,
Sheep, and Goat were all important because they each had different ideas for how to get out of
the mud. This book reminds me of Martin Luther King Jr and Rosa Parks! Do you remember
how they worked together with other people to march and boycott? They all worked together
because their goal was to fight for equal rights. In order to work well with your friends in a group
and in our class you must remember that every single student is important to the group.”

VII. Guided Practice/ Check for understanding:

“I want everyone in the yellow row to return to your seats. Now, the blue row. Now the
green row can return. Now the purple row can return. (Mrs. Burke will have placed a
worksheet at each seat while I read) Okay this is the super special All About Me sheet
that we will be working on today. (I will show on the document camera). Everyone pick
up your pencils and hold them up so that I can see you are ready. First, you will write
your name in the big rectangle with stars. Once you have done this step hold up a thumbs
up. Next, you will write how many years old you are in the cloud. Greaat! Now, you eill
draw your favorite food on the plate… Good job listening guys! Now, use your favorite
color to color the box of crayons. Next, you will write your birthday on the birthday cake.
(I will have these written on a sheet of paper and I’ll be able to tell them if they don’t
remember). Now, on the book I want you to write your favorite special down. Hold up
your thumbs up again when you are done. Okay, now in the middle square you will draw
yourselves. I’ll give you about two minutes to do this. Now, color the ball or object in the
picture that is from your favorite sport…. I’m so excited to get to know you guys better!
On the bottom rectangle you will write or draw what you want to be when you grow up.
And on the oval you will draw your family.”

“WOW! I’m so proud of you guys for listening so well during this super special activity!
Now, everyone grab your paper, stand up, and find a partner (it can be anyone in the
room). You will take turns telling your partner about your favorite
things.”………..“Hocus Pocus!” (Students: “Everybody Focus”) Okay, head back to your
 seats in five, four, three, two, one. Can one person raise your hand and tell me something
that you and your partner both had written down as your favorite things?” Magnificent!
Now, who can share something that your partner had written down that was different than
yours?” “Okay, so we have quite a few similarities and differences in this class. It is
important that we remember that even though one of our classroom friends may be
different from us, they are still just as important and we need to work together as a
class”

VIII. Review learning outcomes / Closure

Teamwork and classroom relationship skits
Skit. -2 minutes to perform each skit. 8 minutes to brainstorm who is playing what.
They have never done a performance in front of their peers before so this will stretch some of our
students out of their comfort zone but I believe it will help foster respect for each other.

PLAN FOR ASSESSMENT

Formative assessment: Our grand conversation will be the formative assessment.
Summative assessment: The skit will be their summative assessment.

REFLECTION AND POST-LESSON ANALYSIS

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?
a. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences
Did the students seem to understand the Big Idea of the lesson?
Books For Enrichment: