Social Studies Lesson Plan
(semi-scripted format)
Teacher Grade Level:
Social Studies Discipline:
Targeted South Dakota State Standard(s):
Lesson Plan Summary:
Write a brief summary of your overall lesson start to finish.
Materials needed:
List all materials needed.
Content Objective(s):
Write objectives in kid friendly language using verbage such as “I can…” or “Students will…”.
Prerequisite Skills:
What skills do students need to have to be successful in this lesson?
Preassessment Strategy:
How will you assess/measure what students already know about the content/topic?
Postassessment Strategy:
How will you assess what the students learned about the content/topic because of the instruction?
Instructional Procedure
(Not all components will be needed within each lesson.)
This is where you will write the specifics of your overall lesson start to finish. Essentially this is the flow-chart of
your lesson (what you will do first, next, etc.) This is the section a substitute will look at and follow. You will want
to be descriptive in each section, building your lesson one section at a time.
Prime Time 1 (Anticipatory Set):
A short activity or prompt that focuses the students’ attention before the lesson begins. How will
you engage them and get them excited about the lesson to follow? How will you build their
background about the content you are about to teach them?
Teacher Input: What information will you impart to students?
Using a semi-scripted format, tell me how you will teach the content to align with the objectives.
Be mindful and execute instruction in any of the four dimensions including developing questions
& planning inquiries, applying disciplinary concepts & tools, evaluating sources & using
evidence, and communicating conclusions & taking informed action as applicable.
Guided Practice: (The teacher leads the students through the steps necessary to perform the skill using the tri-modal approach—
hear, see and do.) What will you do to provide students with guided practice?
How are students taking what you taught them and working together to practice before you send
them off to try it themselves?
Checking for Understanding:
How will know if they have been successful in learning the content? How will you determine if a
student understands what has been taught and what you will do if they do not understand before
launching them into independent practice?
Independent Practice: (The teacher feels students are ready to practice on their own and gives them the opportunity to do so.)
What evidence do you have that students are ready for independent practice?
Will the students be doing any independent practice with the content? How will they
demonstrate understanding on their own?
Prime Time 2 (Closure): (A final opportunity to allow students to show or tell what they have learned.) What will you do to
provide closure to the lesson, thereby reinforcing the learning?
Wrap things up. Revisit the learning goals. Allow students to show what they know.
Accommodations for All Learners: (Differentiating content, process or product to facilitate learning among students with
diverse learning styles.) What did you do to accommodate all learners and/or address the multiple intelligences?
How did you ensure that all students would be able to participate and work towards the objective
being taught?
Management Plan:
What management strategies did you employ to maximize instruction and learning?
Additional Practice: (What next steps would you take? What would you do if students mastered the objectives? What would you do if
students didn’t master the objectives? What would you do if only a few students didn’t master the objectives?)
Research/Theory Supporting Instruction: Please identify the research or theory that guided you in
your decision making.
