NCATE Assessment #3: Lesson Plans Common Plan Format Updated: September 2014

LESSON PLAN ELEMENTS FOR ELEMENTARY EDUCATION

Your Name: Sirissa Koebke School: Chester Miller Elementary School
Date Lesson will be Taught: April 11th, 2018 Host Teacher: Stacey Corrigan
Time Lesson will be Taught: 9:45am Grade Level: 2nd Grade
Select Grouping: Whole Class
Lesson Topic: How Communities Change Over Time
Prerequisite Knowledge and Skills:
Knowledge: Students will need prior understanding that there are differences between the past and present.
Students will need to know how to identify that something is from the past.

Skills: Students will need the skills to identify photos from the past.
Students will need the skills to find information on the history of our community.

Lesson Objective(s):
1. Given five squares of construction paper, and crayons, students will compare the present to the past by creating a flip book
containing drawings of 8 pictures:
a. Transportation, past and present
b. Buildings, past and present
c. Businesses, past and present
d. Land, past and present
2. Students will demonstrate knowledge of past and present by writing a sentence explaining the pictures they are comparing.

National and State Standards and Expectations:

National standards
 National Council for the Social Studies (NCSS) Strands:
 II. Time, Continuity, and Change
 III. People, Places, and Environments
 Common Core State Standards:
Reading Standards for Informational Text K-5
*Key Ideas and Details
 Grade 2: 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understandings
of key details in the text.

Writing Standards K-5

*Research to Build and Present Knowledge
 Grade 2: 8. Recall information from experiences or gather information from provided sources to answer a question.

Speaking and Listening Standards K-5

*Comprehension and Collaboration
 Grade 2: 2. Recount or describe key ideas or details from a text read aloud or information presented orally or through
other media.

State Standards
*Michigan GLCEs for Social Studies:
o 2-H2.0.4 Describe changes in the local community over time (e.g., types of businesses, architecture, land use,
jobs, transportation, technology, population).

Levels of Thinking, Bloom’s Taxonomy:

 Remembering how transportation is now, how we used land decades ago and how it looked, how businesses looked,
and how buildings looked decades ago.
 Understand how things such as transportation, buildings, businesses, and land have changed in the community based
off of pictures, prior knowledge, and class discussion.
 Creating a whole picture of how the community has changed over time.
NCATE Assessment #3: Lesson Plans Common Plan Format Updated: September 2014
Materials, Equipment, Technology:
 Five squares pages of the flipbook paper
 Crayons/markers
 Pencil
 Stapler

Teacher Preparation:
 Preview “Cars” clip.
 Create a sample flip book.
 Find pictures on Google Images that show how transportation, businesses, buildings, and land have changed over time.

Vocabulary:
 Transportation
 Community
 Change
 Past
 Present

Sources:
Cars clip. https://www.youtube.com/watch?v=ggtH05LFF3k
Flipbook idea. https://www.pinterest.com/pin/ASM1Sntpb75B1Qq0UT3i-tTYeDrVwuDnFzNLupHWVap1KA9xSe8dkBk/

Anticipatory Set/Launch:
1. Begin lesson by reviewing the previous two lessons that were taught.
2. Call on students to give a summary of what they have learned so far about the unit. “What differences did you learn about
the past and the present so far?” “How can we learn about history? What are the different tools we can use to gain
information about history?”
3. Ask students how people get from one place to another.
4. Ask students how they think people in the past got from one place to another.
5. Ask students how they think land was used years ago.
6. Ask students how they think land is used today.
7. Ask students what businesses and buildings look like. Do they all look the same? Similar? Are they shaped weird or just
squares and rectangles? Are some taller than others?
8. Ask students if they think buildings and businesses in the past looked like the ones today.
9. Display images of past and present transportation, buildings, land, and businesses.
10. Discuss with the students how the images they see are alike and how they are different.
11. Tell students that they may have seen this movie before and while watching the video look at the way the cars and how the
businesses and buildings look different than the ones today. Show “Cars” clip (stop at 2.05).
(https://www.youtube.com/watch?v=ggtH05LFF3k) Students may move to the carpet to see better.

Body of the Lesson/Main Lesson Activities/Tasks/Problems:

1. After the video clip, have students move back to their seats if they moved to the carpet. Explain to students that they are
making a book with drawings of past and present transportation, businesses, buildings, and land.
2. The students will get five squares of paper. On the front of the first sheet of paper every student will write their name. On
the back of their paper with their name they will draw their first picture of a past transportation, business, building, or land.
They will then draw a present version of what they have drawn. They will draw one past and one present version of
transportation, buildings, businesses, and land.
3. After they draw and color each picture they will write one to two sentences explaining what they have drawn, comparing the
two pictures.
4. When each picture is drawn, colored, and written about, the teacher will then come around and help staple their books
together.
Filler:
1. Students can turn to someone next to them and talk about the different drawings they have done.
NCATE Assessment #3: Lesson Plans Common Plan Format Updated: September 2014
2. Students can get out their Chrome books and work on their Fast Math. (Our host teacher normally has
students that finish their assignments get their Chrome books and begin working on their Fast Math until
everyone in class is finished).

Closure/Summarize/Next Steps (e.g., looking back and looking forward):

1. Briefly review what we have learned today. (How things in our community have changed over time, such as buildings,
businesses, transportation, and land).
2. Inform students of what they will be learning next time.
3. Have students go home and share with their friends and family of what they have learned about how transportation,
buildings, businesses, and land in their community have changed over time.

Evaluation Plan:
1. Objective #2: Given five squares of construction paper, and crayons, students will create a flip book by drawing 8 pictures
of one past and one present transportation, one past and one present building, one past and one present business, and
one past and one present piece of land and write one to two sentences explaining the pictures they are comparing. Using
the rubric below, the teacher will determine each student’s individual grade.
Criteria 5 Points 2.5 Points 0 Points
Student has included Student has included one past Student completed both past Student did not complete one
transportation and one present drawing and present pictures. Student past and present picture.
displaying their gained did not write one to two Student only completed one of
knowledge on the change of sentences comparing the the pictures and did not
transportation. Student also drawings. display gained knowledge of
included one to two sentences the differences or similarities
comparing what they drew. of transportation in the past
and present.
Student has included Student has included one past Student completed both past Student did not complete one
businesses and one present drawing and present pictures. Student past and present picture.
displaying their gained did not write one to two Student only completed one of
knowledge on the change of sentences comparing the the pictures and did not
businesses in the area. drawings. display gained knowledge of
Student also included one to the differences or similarities
two sentences comparing what of businesses in the past and
they drew. present.
Student has included buildings Student has included one past Student completed both past Student did not complete one
and one present drawing and present pictures. Student past and present picture.
displaying their gained did not write one to two Student only completed one of
knowledge on the change of sentences comparing the the pictures and did not
buildings in the area. Student drawings. display gained knowledge of
also included one to two the differences or similarities
sentences comparing what of buildings in the past and
they drew. present.
Student has included land Student has included one past Student completed both past Student did not complete one
and one present drawing and present pictures. Student past and present picture.
displaying their gained did not write one to two Student only completed one of
knowledge on the change of sentences comparing the the pictures and did not
land and how we use it. drawings. display gained knowledge of
Student also included one to the difference or similarities of
two sentences comparing what how land is used in the
they drew. present and previously in the
past.

Total Possible Points: 20

20= 100% 17= 85% 14= 70% 11= 55%
19= 95% 16= 80% 13= 65% 10= 50%
18= 90% 15= 75% 12= 60%
NCATE Assessment #3: Lesson Plans Common Plan Format Updated: September 2014

Grades will be recorded in grade book with necessary comments.

Home/School Connections: At the closure of the lesson I will state, “you can go home and talk to your friends and family about
how transportation, different buildings and businesses in Saginaw have changed as well as how the land we live on has been
changed.”

Legal/Ethical Issues: Students last names will not be used in the assessment data of grade books or written reflections. There will
be no videos or photographs taken of the students. Public materials used during the lesson are cited in the Sources section.

Diversity:
Situation #1:
Jimmy has a hard time staying focused during individual work time at his seat. He
often acts out when he is working with a small group or when the class is moved to the
carpet for reading or working time. He is in the process of being tested by the special education staff,
with a possibility of receiving help for an emotional impairment.
Situation #2:
Sarah can always be counted on to try her best. She is mildly cognitively impaired.
Situation #3:
Francisco is a new student in your class who speaks little English. His first language is
Spanish.
Situation #4:
Two of your students, Marcus and Fabian, have advanced skills in writing and have
reading skills 1 ½ years above grade level.

Differentiation:

Differentiated Instruction Details: Jimmy

Knowledge of Students
Differentiation based on student: Readiness Interests X Preferences
Other (e.g., environment, gender, culture)

Differentiated Instruction Response: Lesson Plan includes Differentiation for…

Content – Learning materials

Process – Ways of learning

Product – Ways of demonstrating learning

X Learning Environment – Allow Jimmy preferential seating. He can sit on his chair at his seat, stand, sit in his chair
backward, move to a table in the room, sit alone on the carpet, anywhere he feels comfortable and would be able to focus more
clearly. Monitor Jimmy while he is supposed to be doing work to make sure he is on task. Award behavior points to Jimmy every
15 minutes he is on task and does not distract other students with his behavior.

Differentiated Instruction Details: Sarah

Knowledge of Students
Differentiation based on student: X Readiness Interests Preferences
Other (e.g., environment, gender, culture)
NCATE Assessment #3: Lesson Plans Common Plan Format Updated: September 2014

Differentiated Instruction Response: Lesson Plan includes Differentiation for…

Content – Learning materials

X Process – Ways of learning. Sarah can work with another student in the classroom for better understanding of how to do
the assignment.

Product – Ways of demonstrating learning

Learning Environment –

Differentiated Instruction Details: Francisco

Knowledge of Students
Differentiation based on student: Readiness Interests Preferences:
X Other (e.g., environment, gender, culture)

Differentiated Instruction Response: Lesson Plan includes Differentiation for…

X Content – Learning materials. Have copies of the past and present pictures available for Francisco to refer to. Provide
written instructions in English and Francisco’s home language for him to refer to as well. Work one-on-one with him until he
understands what is being asked of him.

Process – Ways of learning

Product – Ways of demonstrating learning

Learning Environment –

Differentiated Instruction Details: Marcus and Fabian

Knowledge of Students
Differentiation based on student: Readiness X Interests Preferences
Other (e.g., environment, gender, culture)

Differentiated Instruction Response: Lesson Plan includes Differentiation for…

X Content – Learning materials. Marcus and Fabian will use their Chrome books to research information on how
transportation has specifically changed to include in the desired writing portion. They can also write a paragraph as oppose to
one to two sentences. They will use their Chrome books to do research on the other three domains they are writing about.
Again, they may write a paragraph as oppose to one to two sentences.

Process – Ways of learning

Product – Ways of demonstrating learning

Learning Environment –
NCATE Assessment #3: Lesson Plans Common Plan Format Updated: September 2014
NCATE Assessment #3: Lesson Plans Common Plan Format Updated: September 2014
NCATE Assessment #3: Lesson Plans Common Plan Format Updated: September 2014
NCATE Assessment #3: Lesson Plans Common Plan Format Updated: September 2014
NCATE Assessment #3: Lesson Plans Common Plan Format Updated: September 2014
NCATE Assessment #3: Lesson Plans Common Plan Format Updated: September 2014