USF Elementary Education Lesson Plan Template (rev.

F18) Name: Kaleah Wagner

Grade Level Being Taught: 2nd Subject/Content: Social Studies Group Size: Date of Lesson: 10/17/18
Whole group

Part 1: Lesson Content

What Standards (national or SS.2.C.3.1
state) relate to this lesson?
(You should include ALL applicable Identify the Constitution as the document which establishes the structure, function, powers, and limits of
standards.) American government.

Objectives- What students will Some examples:

know or be able to do after the --Students will be able to accurately (measure- how well) differentiate (action- how) between potential
instruction – the learning and kinetic energy (content- what).
outcomes --Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
Content (WHAT students are reasonable (measure- how well) prediction (also part of the action) for how the main character will
learning- look to the standard) respond to a challenge in the second half (content- what).
Action (HOW students will show it- -------------------------------------------------------------------------------------------------------------------------------------
there might be clues in the
standard) Students will be able to:
Measure (HOW WELL they need to -Justify what the Constitution is and why colonists established a structure of government for the
do it) people of the United States
(Note: Degree of mastery does not
need to be a percentage.)

Level(s) of Thinking Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard? Evaluate

Which level(s) of thinking is/are called for in your objective? Evaluate/Justify

Why did you choose this level(s) of thinking?
I chose this level of thinking because students and I will act out the events of colonial America and
how it led the Revolutionary War, instigated the signing of the Declaration of Independence, and
thus, created the Constitution of the United States. Students will then use this information to
justify why the citizens revolted and created a new nation.
USF Elementary Education Lesson Plan Template (rev. F18) Name: Kaleah Wagner

Grade Level Being Taught: 2nd Subject/Content: Social Studies Group Size: Date of Lesson: 10/17/18
Whole group

Assessment Plan- How will you Describe your assessment plan:

know students have mastered
your objectives? After lunch, students will come back and write for five minutes about what they remember from
the lesson. I will explain to them that I want to see in their writing why the colonists formed a
new nation and wrote a new government outline (Constitution of the United States). They can
write as much as they want and tell me their thoughts and feelings towards the ideas/concepts
we learned before lunch.

Is your assessment formative or summative? Why did you make that assessment decision?

This is a formative assessment because it is not the end of the unit. It is a sum up of the lesson but
it will be a guide for me and my CT to evaluate what we should teach the students again, or if we
can move on to other standards and objectives of learning.

How does it align with your objective?

This aligns with my objective because it has them justify their thoughts and reasoning of why
colonists of early America declared independence from Great Britain and how they formed a new
government for the people.

Assessment Scoring/Rubric
What are the criteria for how you 0-Student did not attempt to write
will assess student 1-Student wrote but did not mention information about creation of the Constitution
learning/student work? If you’re 2-Student wrote about why the constitution was formed or how it created a new government
using a rubric, include your rubric 3-Student wrote about why the constitution was formed and how it created a new government
here.

Understanding the standards Trace the standard to the previous grade level. What have students already learned or been exposed to
over time related to this standard?

SS.1.C.3.2
Recognize symbols and individuals that represent American constitutional democracy.
USF Elementary Education Lesson Plan Template (rev. F18) Name: Kaleah Wagner

Grade Level Being Taught: 2nd Subject/Content: Social Studies Group Size: Date of Lesson: 10/17/18
Whole group

Students have been exposed to what symbols and individuals represent the United States and
democratic republic.

Trace the standard to the next grade level. What will students learn next related to this standard?

SS.3.C.3.4
Recognize that the Constitution of the United States is the supreme law of the land.

Students will learn how the Constitution of the United States establishes the rules of our nation
and how we as citizens follow these laws so everyone has a voice and can be prosperous in all
aspects of their lives.

What misconceptions might Some misconceptions students may have about the Constitution is that it is the Declaration of
students have about this Independence., Articles of Confederation, and the Constitution are all the same document and have the
content? same purpose. Some students may also think we are democracy; we are actually a democratic republic.

Part 2: Lesson Implementation

Management & Environment The students and I will be on the carpet. I will be either standing and/or sitting on a chair so every
(integrated throughout your student can see me. This lesson requires space to move and interact with other students to engage in the
step-by-step plan): learning process.
 How will you arrange
yourself and the students The procedures I will use will be statements like “class, class” or “waterfall, waterfall” to make sure I
(location in the classroom, have students’ attention so we can discuss, review, and transition to the next part of the lesson. I will
seating)? communicate this to students when it gets too noisy or if we need to move on to the next part of the
 What processes & lesson.
procedures will you use?
How and when will you My expectations for this lesson is that every student is actively participating, learning, and
communicate those to communicating with their peers about their feelings and thoughts towards this topic. I will communicate
students? this at the beginning of the lesson when I state the objectives.
 What expectations will you
have for the students? How If students do not meet these expectations, I will remind them of the CHAMPS procedures and classroom
and when will you rules. I will also remind myself to give me and the CT a point on the behavior class board if rules are not
USF Elementary Education Lesson Plan Template (rev. F18) Name: Kaleah Wagner

Grade Level Being Taught: 2nd Subject/Content: Social Studies Group Size: Date of Lesson: 10/17/18
Whole group

communicate those to followed and reward the students with points if they do what is expected. I will also give multiple
students? reminders if needed for my students who require more intensive management skills. I hope to see no
 What strategies will you use students pull a behavior card.
if students do not meet your
expectations? Are there If lesson gets done quickly, I will have students write in their writing journals how they see the
specific students who Constitution in action in their community.
require a more extensive
management plan? What
will that consist of?
 What will students do it
they complete the task
quickly?
Materials  Props for teacher to dress up
(What materials will you use? Why  Declaration of Independence
did you choose these materials?  Thirteen original colonies flag
Include any resources you used.  Parchment paper and quill
This can also include people!)  Constitution preamble on anchor chart display
 Declaration of Independence

Differentiating Instruction How will you differentiate instruction in this lesson? Circle those that apply:

Process Product Content Readiness Interest Learner Profile

Describe what/how you will differentiate:

I am differentiating this lesson based on the interests of my students and their learner profile which is
second grade. I want the lesson to be interactive and I want them to experience history like the people
and events they are learning about.

Which specific students will benefit, and why?

This lesson will benefit all my students because it gets them actively engaged with what they are learning
and requires the effort for every students’ participation to help form a new nation under laws they agree
USF Elementary Education Lesson Plan Template (rev. F18) Name: Kaleah Wagner

Grade Level Being Taught: 2nd Subject/Content: Social Studies Group Size: Date of Lesson: 10/17/18
Whole group

with. My students who have ADHD will enjoy this lesson because it gets them to move around and not
have to work on writing or solving but questioning their thinking.

Accommodations (If needed) What accommodations will you make for students who are English Language Learners? (Refer to
(What students need specific your ESOL Strategies checklist and list specific strategies)
accommodation? List individual  Pre-Production Level: Provide vocabulary list of words in both English and native language that
students (initials), and then explain are words of discussion based on government, civics, and the Constitution.
the accommodation(s) you will  Early Production Level: Provide vocabulary list of words in both English and native language that
implement for these unique are words of discussion based on government, civics, and the Constitution. Provide these
learners.) students with a matching game of vocabulary words and definitions. Have the Spanish word and
definitions following the English word and definition.
 Speech Emergence Level: Have them write down their thoughts on the Constitution and
government and how it applies to them. Have them write no more than 7 sentences.
 Intermediate Fluency Level: Have them write down their thoughts on the Constitution and
government and how it applies to them. Have them write no more than 7 sentences and then
orally read it to you. Encourage them to go back and edit/revise.

What accommodations will you make for students who have an IEP or 504 plan?

Two students in my class have IEP; one for a learning disability and another has visual impairments. For
my student with a learning disability, I will promote student interaction so they can learn from their
peers and provide them with more time to process their thinking. For my student with visual
impairments, I will blow up the fake paper money so he can analyze it and see what it represents. I will
also accommodate the learning area to make it more accessible for him to participate. He will also get a
chance to feel the flag and its texture.

What accommodations will you make for students identified as gifted and have an EP (education
plan)?
USF Elementary Education Lesson Plan Template (rev. F18) Name: Kaleah Wagner

Grade Level Being Taught: 2nd Subject/Content: Social Studies Group Size: Date of Lesson: 10/17/18
Whole group

For my gifted students I will probe with higher-order thinking questions and have them explain to me
and their classmates their thinking about the question and content of the lesson.

Meeting your students’ needs as If applicable, how does this lesson connect to the interests and cultural backgrounds of your
people and as learners students?

This lesson connects to their interests because they will learn how our government was established and
how it is formed to operate for us at citizens. From this lesson, they will better understand and justify
why we formed a new country and how it better meets our needs, values, and wants, as people of the
United States.

If applicable, how does this lesson connect to/reflect the local community?

This lesson plan models and reflects the local community because it promotes the American values
established in the Declaration of Independence and the Constitution of the United States and the
students can see how people use their rights and abide by the laws to live out the American dream.

Step-by-Step Plan
(What exactly do you plan to do in 1. What is the content area for this lesson? Social Studies
teaching this lesson? Be thorough. 2. What is the expected lesson structure for a lesson taught within this content area? In other
Act as if you needed a substitute to words, what lesson structure is appropriate for teaching within this content area? (5Es;
carry out the lesson for you.) guided/gradual release/etc.) Guided theatrical lesson
Where applicable, be sure to
address the following:
 What Higher Order Thinking 3. Step-by-step plan:
(H.O.T.) questions will you ask? Time: Action Steps:
 How will materials be
distributed? 11:30-11:35 “All hands on deck”. Have students move to carpet for story time. Explain to them
 Who will work together in they will be traveling back in time. During this time, put on costume of King George III. Explain to
groups and how will you them how you have won the French and Indian War and have gained more land in North
determine the grouping? America. Explain that you have gone in debt, owe lots of money, and have decided to tax the
 How will students transition people of the colonies to pay for your debt. Hand out colonial money to each student.
between activities?
USF Elementary Education Lesson Plan Template (rev. F18) Name: Kaleah Wagner

Grade Level Being Taught: 2nd Subject/Content: Social Studies Group Size: Date of Lesson: 10/17/18
Whole group

 What will you as the teacher 11:35-11:45 Go over each act and require the “colonists” to pay the “king” to repay his debts.
do? Ask the students after each act if they get more and more angry. Demand they do it or they will
 What will you as the teacher suffer the consequences, like prison or become an indentured servant.
say?
 What will the students do? 11:45-11:50 Give students the flag of the thirteen colonies and have them look at the
 What student data will be Declaration of Independence. Have them tell the teacher (king) they no longer want to be rules by
collected during each phase? you. Explain why that document was made. Have them pretend to sign it. Explain how Great
 What are other adults in the Britain (England) and the colonies went to war.
room doing? How are they
supporting students’ learning? 11:50-11:55 Explain to the students how the war ended and the colonists won their
independence. Explain how they wanted to form a more perfect union, establish justice, and etc.
From this, they were able to create the Constitution of the United States (show the Constitution).
Have them sign a mock Constitution with the parchment paper and quill.