Social Studies Lesson Plan Template

Group Members/Group Name: Janessa Carratala

Thematic Unit Theme/Title/Grade Level: Second Grade
Group Weebly space address: https://janessathreebranches.weebly.com/
Daily Lesson Plan Day/Title: Day Four: Who’s’ Going to Be Our New (Line) Leader?
Lesson Length: 35 Minutes

Rationale for Instruction As an adult, voting plays a crucial role in being a member of society; we vote for our Senates, for our Mayors, Presidents,
A rationale is an essential part of we even vote for things such as minimal as a contestant on American Idol. In today’s lesson, the students will get to have a
thoughtful planning of classroom hands-on experience with the voting process as they take their vote on who will be the next line leader for the upcoming
instruction. This is a brief written week. Voting is something that all Americans must do, and so it is why it is important for the students to understand why we
statement of the purpose for instruction do it and why it is so important.
and the connection of the purpose to
instruction that has come before and will
follow.
NCSS Theme/Next NCSS Themes:
Generation Sunshine State
Power, Authority, & Governance: Understanding the development of structures of power, authority, & governance & their
Standards/Common Core evolving functions is essential for the emergence of civic competence.
Standards (LAFS/MAFS)
List each standard that will be addressed
during the lesson. Cutting and pasting
- SS.3.C.3.Su.a: Recognize a leader of local, state, or federal government, such as the mayor, governor, or president.
from the website is allowed. You must
have a minimum of 3 standards that - LAFS.3.RI.3.AP.7a: Use illustrations (e.g., maps, photographs) in informational texts to answer questions.
represent multiple content areas identified
in this portion of the lesson plan.

These can be downloaded from the

Florida Dept of Education
www.cpalms.org/homepage/index.aspx.
Learning Objectives The students will be able to understand the voting process and will be able to apply that information to what they have
What will students know and be able to learned about each branch of government.
do at the end of this lesson? Be sure to set
significant (related to NGSS Themes, ESOL/ELL: The students will be able to understand that when we come together and choose someone for a leadership role,
CCSS, and NGSSS), challenging, that is the process of voting.
measurable and appropriate learning
goals!
The students will be able to recognize why it is that we vote, and why it is so important. They will also be able to understand
the proper behavior when a leader is chosen.

Modified 2/18 – Van De Mark from document created by L. Spaulding


Student Activities &
Procedures
Design for Instruction
What best practice strategies will be
implemented?
How will you communicate student
expectation?
What products will be developed and
created by students?
Consider Contextual Factors (learning
differences/learning environment) that
may be in place in your classroom.
Assessment
How will student learning be assessed?
Authentic/Alternative assessments?
Does your assessment align with your
objectives, standards and procedures?
Informal assessment (multiple modes):
participation rubrics, journal entries,
collaborative planning/presentation
Social Studies Lesson Plan Template
The students will arrive into the classroom, and in the very front will be a small table with a medium sized box on it. Beside
the table will be a cart which is filled with various coloring materials and various colors of construction paper. Written on
the board will be a set of three questions, as well as a word bank. The students will begin the lesson by taking 15 minutes to
complete the questions in their journals by matching the word in the bank to it’s appropriate question.
ESOL/ELL Students: The students will be expected to grab their journals from their desks and gather at the back table
together. They will be revisiting the Scholastic book, and using the entries already made in their journal as well as the book
they will try their best to answer the questions on the board.
Once they have completed their journal assignments, they will put away the journals and clear their desks to prepare for the
next activity. They will, one by one, stand from their desks and come up to the cart at the front and grab their choice of
colored paper and coloring materials, once everyone has chosen their materials they will be instructed to draw or write
something they have learned about this week’s lesson, these writings or drawings will be cut out and used in order to
decorate the class ballot box. After everyone has finished their drawing they sheets will be collected and they will be
instructed to clean up their areas and prepare for the next lesson.
ESOL/ELL Students: The students will be instructed to use the information from their journals, all of the key words and
journal entries they have taken note of and use it in order to draw something they best think represents any of the branches
or what they have learned in the lesson.
Later in the day, the children will return from their lunch or special area course and will come to see their ballot box has
now been decorated with everyone’s art work, with a small stack of white slips of paper beside it. They will come into the
class and take their seats to prepare for the next portion of the lesson.
They will be provided with information for today’s activity; written on the board, now, will be a list of three students, who
will be the candidates for today’s vote. These students will be chosen based on behavior during this past week and how well
they participated in the class activities.
Each student will receive a white slip of paper, where they will be able to write the name of the person they would like to
become the new line leader for next week- but they will also be advised to not vote for themselves should their names be one
of the candidates. After they have all chosen their candidate, they will line up at the table, without telling each other or
showing each other who they voted for and drop their slip into the box.
ESOL/ELL Students: The students will be told that, out of the three students on the board, who do they think should be line
leader. But they will also be instructed to not vote for themselves (if applicable). Then, they will be told to line up with
everyone else and put their vote into the box.
The students will prepare for their dismissal, and the winner would be announced tomorrow after their end of week quiz.
Unit Pre-Assessment:
- We will start the lesson by going over a few vocabulary terms, including the word vote. In their journals, they will
be asked to match to the word as written on the board at the front of the class.
1. What is a rule made by a government?
2. Who are the groups of people that make and enforce laws?
3. What is a choice that it mad?
- Using the word bank also written on the board, they will match the appropriate word to each question.
Modified 2/18 – Van De Mark from document created by L. Spaulding

notes
Resources/Materials
Exceptionalities
What accommodations or modifications
do you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities,
etc.
These accommodations and/or
modifications should be listed within the
procedures section of the lesson plan as
well as in this section of the document.
Additional Comments and
Notes
Social Studies Lesson Plan Template
Unit Post-Assessment:
- The students will use sheets of construction paper to draw pictures, and those pictures will be used make a collage
for the ballot box.
- They will be able to contribute to the class ballot box by adding a piece of their own work to it, to also symbolize
the coming together of a community to build something wonderful.
Daily Lesson Plan Assessment:
- Informal discussion prior to activities and throughout lesson.
- Use of imagery and creativity when creating their work for the ballot box.
- Using the information given in the text to identify important key terms
- Hands-on learning when coming together as a class to cast their vote for the class. .
Vocabulary Terms:
- https://quizlet.com/283550638/second-grade-government-vocabulary-quiz-flash-cards/
Ballot Box Activity:
- https://www.mpmschoolsupplies.com/ideas/2899/election-day-lesson-the-true-story-of-the-three-little-pigs/
ESOL; Students with Learning Differences:
- The students will be expected to use the information they have been given along with the source of the Scholastic
book in order to provide them with a little push into being able to understand the terms given to them.
- They will be able to participate by coloring their own artwork and will be able to help create the ballot box for the
class. They will also be able to participate in the voting and will be walked through the process a bit more than the
other students.
Gifted/Talented:
- The gifted students will be able to analyze the information using context and vocabulary. They will be able to also
gain more access to higher level of understanding and will still be able to interact with the activities in the
classroom especially the voting activity. They will also ask higher level questions and will be able to use the
compare and contrast method to see how our class votes compares to that of a real-world voting process.
Modified 2/18 – Van De Mark from document created by L. Spaulding