Indiana Wesleyan University

Elementary Education Lesson Plan Template

Social Studies/ DSSM rev.2019
Student: Sophia Roselle School: Northwestern Elementary
IWU Supervisor: Dr. Soptelean Co-op Teacher: Mrs. Merrell
Teaching Date: April 3rd Grade Level: 1
Audit Trail:
Date Written/Completed: 3/29/19
Date Approved by Professor: 4/1/19
Date Sent to Supervisor: 4/2/19
Date Sent to Cooperating Teacher: 4/1/19

LESSON RATIONALE
This lesson gives students the opportunity to learn more about who contributes to the common good of their school while at the same time
reflect on how their own actions can also affect the common good. (CAEP K-6 1.a)

READINESS
I. Goals/Objectives/Standard(s)
A. Goal: Students will identify community helpers within their school and explain how they can help them.
B. Objective: Given at least one example of a community helper in their school, students will explain what they do and how they can
help them.
C. Standards:
IAS:
• 1.2.3: Describe ways that individual actions can contribute to the common good of the classroom or community.

NCSS:

• Civic Ideals and Practices

II. Management Plan

a. Materials:
• Power point presentation of previous helpers learned about and school community helpers
• 5 large post it note posters with scaffolded questions
• Anchor charts about community helpers in the school environment

b. Time: 25 minutes
c. Space
• During the lesson, students will be sitting at their desks for the anticipatory set and mini lesson about community helpers. Then, after
explaining the activity, students will be in different groups around the room completing their own poster cooperatively.
• Groups:
o Group 1: Jackson A., Callie, Owen, Alayna, Baley
o Group 2: Gracie, Cooper, Catie, Parker, Kinley
o Group 3: Marie, Landon, Sam, Ryleigh
o Group 4: Addi, Tyler, Harley, Evan, Maddison
o Group 5: Eli, Marley, Jaxson W., Ben, Kenzi

d. Behavior
• A “Drop Bucket” class-wide behavior management plan will be used throughout the lesson to reinforce positive and cooperative behavior.
• An individual behavior management card flipping system will be used when negative behavior is present.
• During the small group activity, I will set a timer for students so they work efficiently on their poster.
• Necessary transition techniques, such as call and response, the clapping method, or the counting down method will be used.

III. Adaptation to Individual Differences and Diverse Learners—

• During instruction, pictures that accurately portray different community helpers within the school will be used to reach learners who may
not be able to interpret written words as quickly or easily. The group of students at the front cluster of desks who need this assistance will
also be located closer to the presentation.
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019
• On the poster, the question will be previously written and a model for the drawing will be provided to create a developmentally appropriate
activity for all learners to participate in.
• Several anchor charts will be provided for students to refer back to when extra modeling regarding this topic is needed.
• Several students who sometimes have trouble coming up with their own ideas or who verbally process will have the opportunity to process
in this way during instruction and the small group activity. Teacher will frequently visit groups these students are located in to assist when
needed.

PLAN FOR INSTRUCTION (CAEP K-6 1.b)

IV. Anticipatory Set
• Instruct students to transition from their previous activity, put all materials away, and head back to their seats.
• Discuss with students how earlier this year, they talked about individuals in their community and town that help people
(Firefighters, police officers, mailmen). Then, go through the first part of the power point reviewing community helpers they are
already very familiar with.
• “You all have talked about many people in your entire town that work to help others. These people contribute to your community in
many ways. As I go through the powerpoint, raise your hand if you recognize them, and tell me what they do to help our community.”

V. Purpose: “Just like how your entire town or city has community helpers, your school by itself also has a lot of community helpers.
Today, we are going to look at some examples of people in your school that are community helpers, what they do, and how you can
help them.”

VI. Lesson Presentation (Input/Output)

• For instruction, the same power point used in the anticipatory set will be used to transition to the definition of community helpers
in relation to individuals within the students’ school.
• Introduce the concept of a community helper within the students’ school, “A community helper is a person who works in a
community to help the lives of others. A community helper in our school is someone who works to help all of you learn and grow! Do I
have about 3 friends who want to guess some examples of community helpers in our school?” Allow 3 students to answer.
• “Good! Those are some great examples of community helpers. Now we are going to go through some pictures of examples of community
helpers in our school. When we get to each one, I want a friend to raise their hand and tell me who they think that community helper is,
and what they do to help our school.”
• Go through the rest of the power point containing pictures of a school nurse, janitor, lunch lady, teacher, and principal. Allow
students to answer accordingly, and prompt/model when needed. Make the instruction interactive and allow students to have a
discussion about the responsibilities of these community helpers if the opportunity arises.
• Put up an anchor chart titled “Community Helpers in Our School” that contains the definition and pictures of examples. Tell
students they can use this as a reference for the later activity, “Here is a poster with some examples of community helpers that we just
discussed. You can use this while we do our group activity later.”
• Then, read the next slide that says, “How can we help these community helpers in our school?” Ask students this question, and
write their answers on a different anchor chart titled “How Can We Help?”
• Explain that students can also use this during the later activity, “Friends, make sure to also use this poster to complete your later
group activity.”
(CAEP K-6 3.d)

VII. Check for understanding.

• To check for understanding, students will complete a poster covering the responsibilities of ONE community helper in their school.
Their poster will answer two questions:
o What do they do?
o What can we do to help them?
• The poster that students create will also have a title that says the community helper on it and a section where they will have the
responsibility to draw what their community helper looks like.
• Different community helpers at school:
o School Nurse
o Janitor
o Lunch lady
o Teacher
o Principal
• “Okays boys and girls, now that we have thoroughly discussed examples of community helpers in your school and what they do, you are
all going to make your own poster about ONE of the community helpers we talked about today. I have the groups that you will make
your posters with written on the board.”
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019
• “You are going to answer TWO questions about your group’s community helper on your poster.” Have a blank example of the poster
on the board. “ As you can see, I have the poster split into sections and the questions are already written. The first question is ‘What do
they do?’ In this section you will answer how this person helps your school’s community. The next question is ‘What can we do to help
them?’ In this section, you will write how you as a student can help these people in your school to create a better working community.”
• “In the last section of your poster, you will draw what your community helper looks like. Make sure to include things in your drawing
that your person uses. For example, for the school nurse, you might draw a thermometer that takes temperature.”
• Tell each group where they will be and what community helper they have, “Group 1, you will make a poster about the School Nurse.
Group 2, you will make a poster about the Janitor. Group 3, you will make a poster about a Lunch lady. Group 4, you will make a poster
about a Teacher. Lastly, group 5, you will make a poster about the principal.”
VIII. Review learning outcomes / Closure –

• To close, students will present their poster in their group to the rest of the class. Ask students to pick one or two people to tell
everyone else about the community helper they had, and what they would do to help them.
• After each presentation ask students some review questions covering this topic:
o What do community helpers in our school do?
o What are some examples of community helpers in our school?
o What can we do to help them?

PLAN FOR ASSESSMENT

(CAEP K-6 3.a)
A. Formative:.
• Throughout instruction, I will assess how students are responding to questions about and examples of school community
helpers, and what examples they give when it comes to how they can help at a student.
• During the check for understanding portion of the lesson, I will walk around to different groups and assess how each group is
cooperating and how individual students are contributing to the completion of the poster using what they learned from
instruction.
• Students will complete a poster project about a community helper in their school and present it to the class. I will assess their
understanding of the content based off of what they have written/drawn on the poster and what they say.

Not an exact example of what the anchor charts will look like, but a visual of the idea.

REFLECTION AND POST-LESSON ANALYSIS (CAEP K-6 3.b)

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?
Include additional self-answer questions that specifically address unique lesson content, methodology, and assessment.

Student: Sophia Roselle School: Northwestern Elementary

IWU Supervisor: Dr. Soptelean Co-op Teacher: Mrs. Merrell
Teaching Date: April 3rd Grade Level: 1st
Audit Trail:
Date Written/Completed: 3/29/19
Date Approved:
Date Sent to Supervisor:
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019
Date Sent to Cooperating Teacher:

OPPORTUNITY FOR IMPROVEMENT Format COMPETENT OUTSTANDING

Heading Student uses the provided template for Social

Studies content.
Template Student includes all of the information in the
template heading.
Audit Trail Student includes a list of dates and methods
for communicating with cooperating teacher.
Rationale Statement of rationale for the learning
experience and environment in this lesson.

Goals The lesson plan contains objectives that

connect goals and standards with lesson
Objectives
activities and assessments.
Standards
Each objective should include the
following: Conditions; Desired learning;
Observable behavior; and Accuracy (as
necessary)

IAS:

NCSS:

ISTE:

Management Plan A. Materials:

B. Time:
C. Space:
D. Behavior:
E. Technology: (as appropriate)
Anticipatory Set The anticipatory set is clear and direct and
focuses students’ attention on the lesson.

Purpose The statement of purpose is clearly connected

to the content of the lesson and is presented
in terms that are easily understood by
students.

Plan For Instruction

Adaptation to Instructional opportunities are provided in

Individual Differences this lesson. The opportunities are
and Diverse Learners developmentally appropriate and/or are
adapted to diverse students.

Early Finishers
Reteaching-
ELL –
Exceptional Needs-
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019
Lesson Presentation Candidates demonstrate understandings,
for Social Studies capabilities and practices associated with
the central concepts and tools in Civics,
Economics, Geography, and /or History
within a framework of inquiry.

Lesson Presentation The candidate’s lesson demonstrates an

understanding of developmentally
appropriate practice.

The candidate’s lesson includes both

modeling and guided practice.

The lesson presentation includes relevant

activities that encourage student
participation and critical thinking.

Check for The lesson plan includes a plan and the means
Understanding to check for student understanding of the
lesson. A provision is included to reteach all
[CFU] or part of the lesson to all or part of the class.

Review Learning Lesson closure relates directly to the lesson

Outcomes and/ or purpose and/or objective.
Closure

Plan for
Competent 3
Assessment

Formal and Informal A plan for formal and informal assessment [

Assessment mainly formative]throughout the lesson is
included. The assessment strategies are
uniquely designed for the students.

Reflection and Post- The lesson plan includes all required self-
Lesson Analysis answer questions.

SCORING
A lesson plan with elements that do to meet the A competent lesson plan earns a score of An outstanding lesson plan earns a
competent level will receive a score of 33 /40 or lower 34-37/40. score of 38/40-40/40

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