Student Teaching Lesson Plan Template (Direct)
Subject: Central Focus:
Citizenship Student will understand what it means to be a good citizen and how
citizens contribute to their community
Essential Standard/Common Core Objective: Date submitted: 9/21 Date taught: 9/11
3.C&G.2.1 Exemplify how citizens contribute
politically, socially and economically to their
community.
W.3.2 Write informative /explanatory texts to examine
a topic and convey ideas and information clearly.
Daily Lesson Objective:
How to be a good social citizen
21st Century Skills:
For this lesson I think the students learn
about Collaboration. After the lesson we
talk about ways they can be good social
Academic Language Demand(s)
citizens. Doing this can help build up the
skills needed for fourth grade. They will
Social, Socially
need to know how to work in small
groups and encourage and engage other
classmates in their groups.
Prior Knowledge:
Students should know what being a good person means and different ways to be nice.
Activity Description of Activities and Setting Time
I will ask students what it means to contribute socially to their 5 mins
1. Focus and Review community. From there, I will have them brainstorm with the person
next to them what it might mean but not write anything down.
2. Statement of Objective 1 min
for Student
Tip: “The student will be
able to …” Rephrase the The student will be able to define social citizenship and be able to give
daily objective in an example of being a social citizen.
“student language” if
needed. This may just be
repeated from above.
“What does it mean to contribute socially to their community?” n/a
“Can you define social citizenship?”
“Social citizenship means making the community a better place to
3. Teacher Input live.”
“I will read aloud the book Trouper.”
“Examples of social citizenships includes: volunteering, obeying laws,
respecting the rights of others, taking care of the environment, etc.”
10 mins
4. Guided Practice
I will read “Trouper” to the class as a read aloud. As I go through the
Draft revision shared with faculty: 2/15/2017 – TPALs + emailed to faculty
book, I will stop and ask how the protagonist is being a good or bad
social citizen. After reading the book we will go into their social studies
notebook and add the definition of a social citizen into their notebook.
Afterward, we will talk about how they can be good citizens in their
neighborhood.
For their independent practice I will have them brainstorms in their 5 mins
notebook different ways they can contribute socially to their school.
Afterwards, I will have them share to the class one idea they thought of
5. Independent Practice
and I will put them on the board.
6. Assessment Methods To assess the students will write down the idea they came up with to make sure
of all objectives/skills:
they understood social citizenship. Students will write their idea into an explanatory
Tip: Identify methods as
formal and/or informal. text to demonstrate their ideas of the topic.
7. Closure 2 mins
Tip: This should bring Finally, I will ask them to speak out the definition of social citizen
lesson full circle and
address the Daily
Objective and the
Language Function(s)
8. Assessment Results of To assess the students, I will read the independent practice they wrote in their
all objectives/skills: notebook. This way I am able to collect data on the students understanding.
Tip: Try to have at least
one formal assessment
per LP to collect data on
student understanding
Tip: Always connect your
assessments to either the
Daily Objective, Central
Focus; and/or Language
Function(s). Remember
you must assess the
Language Function(s)
somewhere in your 3-5
lessons.
Targeted Students Modifications/Accommodations Student/Small Group Modifications/Accommodations
For the students who have learning disabilities in During the independent practice, I can pull all the students who
writing, this lesson could be difficult for them. In I know have learning disabilities in writing, and talk/ work with
order to help them, I will print out the chart for them on what could make them a better social citizen.
them to fill out that way they only have to focus on
what could make them a better social citizen.
Draft revision shared with faculty: 2/15/2017 – TPALs + emailed to faculty
Materials/Technology:
“Trouper”
The students Social Studies Notebook
Reflection on lesson:
This lesson was a lot of fun to teach. Having a special needs dog growing up, I was really able to connect to this
lesson. It was interesting to see the children’s reactions to certain points. My favorite part might have been
when the children realized Trouper only have three legs. The author does not speak of it until the very last page,
but in the illustrations, it is very evident that the dog only has three legs. One of the quieter girls in the
classroom realized it first. When she called out “Wait Trouper only has three legs?” It created a good discussion
for a few minutes. All the students had to see the page again and then we discussed how did she realize that
Trouper one had three legs. Some of the students did not think Trouper had three legs, they thought it was just
the way the picture was drawn. Some students did think he only had three legs. It caused us to talk about
predictions and how they are created. It was a good lead in to my ELA lesson as well.
CT signature: ________________________ Date: ______ US signature: ____________________________Date: ______
Draft revision shared with faculty: 2/15/2017 – TPALs + emailed to faculty
