Lesson Planning

Waynesburg University

Pre-Instructional Planning:
The thought process that leads to the development of quality,
meaningful lesson plans

Guiding questions that will provide the framework for the lesson. (Respond to each question.)
Who will you be teaching? (Identify student grade level as well as academic functioning level and specific needs of individual students)

I will be teaching a fourth grade social studies class in at Saint Louise de Marillac.

Who (if anybody) will assist with the presentation of this lesson, and what will their role be?

I will be the sole presenter.

What is the long range goal(s) that is tied to this lesson?

The students will memorize the fifty United States capitals.

What is the specific learning objective(s) for this lesson?

The children will view a YouTube video of the US capitals and create a Glogster poster using the information

obtained.

What prerequisite skills/knowledge will students need to effectively access and participate in this lesson?

The students will need to be able to use the Internet to find and use the two sites provided by the teacher. The

students will need to know how to save their project.

When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning fluency lesson, learning
maintenance lesson, or learning generalization lesson?)

This is a learning acquisition lesson.

When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?)

This is an introduction lesson with the students needing at least one additional day to create their Glogster

poster. The mastering of the memorization of the state capitals will be achieved at the end of four weeks.

Where should this lesson be presented to ensure maximum student access and participation? (computer lab, classroom, science lab…) AND
what materials will be needed?

This lesson will be presented in our computer lab. Each student will have his/her own computer and a teacher-

made study guide.

Why are you planning to teach this lesson? Why must this information/skill be presented to the students?

The fourth grade students are required to memorize the fifty state capitals. The song presented in the YouTube

video is a good audio tool and the Glogster poster will be a good visual tool for memorization.

How does this lesson relate to the PA Academic Standards? The academic standard is 7.1B basic geography literacy ~

locating places and regions (human features).

How does this lesson relate to the previous lesson? How does this lesson relate to future lessons?

The students have learned about all fifty states and the capitals. Since this is a culminating lesson, the students

will use the information in future grades when studying the US states.

How will you determine if students have met the lesson objective? (Think assessment)

The students will take a test on the fifty states and capitals. A score of 80% or higher will be the goal.

How should this lesson be presented to ensure maximum student access and participation? (lecture, whole group activities, small group

activities, cooperative learning groups) The children will view the lesson on a Smart Board as the teacher presents it to

the whole group.

Lesson Planning
Waynesburg University

Writing the lesson plan:

Translating thoughts into a plan of action
_____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson:
(Provide Standard number and statement) Basic geography 7.1B locating places and regions ~ human features

Lesson Objective(s)
(Stated in observable and measurable terms) The children will create a Glogster poster to aid in the memorization of the
fifty state capitals. The student will memorize the fifty state capitals achieving a goal of 80% or higher.

Assessment Plan
(What will be done to determine if lesson objectives have been met?) The students will create a Glogster poster of the fifty
states and capitals. The students will memorize the fifty state capitals with a mastery of 80%.

Materials: The materials needed will be: Smart Board, computers (one per student plus one for the teacher), and

a teacher-made study guide for each student.

Inclusion Techniques for Students with Special Needs: Students with special needs can receive one-on-one help from the
teacher before school, at recess, or after school. Also they will be serviced by peer-mediators.

Enrichment Techniques: The students who need enrichment can be peer- helpers.

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to

participate in the lesson): The teacher will monitor and adjust throughout the lesson. The lesson will be interactive.

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set: The YouTube video with its animation will be the motivational

introduction.

Detailed Teaching Sequence:

(Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred)

The YouTube video on the fifty states is viewed.

The Glogster site is introduced to the children and explained.

The teacher will provide a study guide on the use of Glogster plus a list of the capitals.

After using the provided login for Glogster, the student will create and save a poster to aid in the

memorization of the fifty state capitals.

The students will record the date of the goal to have the fifty states memorized on the study guide.

Guided Practice/Independent Practice/Assessment Activities The students will use the video and poster to memorize the

fifty state capitals.

Closure: The YouTube video is viewed as a review and the students will sing along.