Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

Teacher(s) Name: __Elisa Caffey, Madison Carter, Meghan Korf, Katie Walker
Thematic Unit Theme/Title/Grade Level: Presidential Election First Grade
Weebly Address: ucfgrlpresidentialelectionsp18.weebly.com
Daily Lesson Plan Day/Title: Tuesday (Day 2) Introduction of George Washington
Learning Goals/Objectives  Learning Goal: Students will be able to make an informed decision about
What will students accomplish be able re-electing a president from the past based on their knowledge of the
to do at the end of this lesson? Be sure candidates, character ideals and principles.
to set significant (related to
SSS/CCSS), challenging and
appropriate learning goals! Learning Objectives:
1. Students will be able to understand that history tells the story of people and
events of other times and places.
2. Student will be able to identify people from the past who have shown
character ideals and principles including honesty, courage, and responsibility.
3. Students will be able to give examples of people who have the power and
authority to make and enforce rules and laws in the school and community.
4. Students will be able to recognize symbols and individuals that represent
American constitutional democracy.
NCSS Themes NCSS theme(s):
Florida Standards (FS)  Time, Continuity, & Change
Next Generation  Individuals, Groups, and Institutions
Sunshine State Standards  Power, Authority, & Governance
(NGSSS) List each standard.  Civic Ideals & Practices
Cutting and pasting from the Florida Standard(s):
website is allowed.  LAFS.1.A.2.1
http://www.cpalms.org/Public/  Understand history tells the story of people and events of other times and
places.
Next Generation Sunshine State Standards:

 NGSS.1.A.2.4
 Identify people from the past who have shown character ideals and principles
including honesty, courage, and responsibility.

 SS.1.C.1.2
 Give examples of people who have the power and authority to make and
enforce rules and laws in the school and community.

 SS.1.C.3.2
 Recognize symbols and individuals that represent American constitutional
democracy.
Assessment Unit Pre-Assessment:
 How will student learning be assessed?
Authentic/Alternative assessments?
https://play.kahoot.it/#/k/24440311-489d-4e2e-b5f0-feb6f56177a7
 Does your assessment align with your
objectives, standards and procedures? Post-Assessment:
 Informal assessment (multiple modes): https://play.kahoot.it/#/k/24440311-489d-4e2e-b5f0-feb6f56177a7
participation rubrics, journal entries,
collaborative planning/presentation notes, On-going Formative (progress-monitoring/daily) Assessment:
etc.  Worksheets inside of Cereal Box Portfolio
 Scale implemented for understanding on GW Lesson
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)
Design for Instruction (Procedures)
Student Activities & Procedures 1. Day 2: Lesson on George Washington
 What best practice strategies will be
implemented? 2. Lesson Plan 2: 45 Mins-1 Hour
 How will you communicate student
expectations?
3. Hook: TW (teacher will) walk into the classroom dressed as GW. TW speak
 What products will be developed and created like him; have wooden teeth incorporating his mannerisms.
by students? 4. Begin a discussion with students to see if they know what President the teacher is
 Consider Contextual Factors (learning
differences/learning environment/learning dressed like and imitating. TW also see if the students know any facts about GW by
styles) that may be in place in your future activating their background knowledge. (6 mins) UDL: 3.1: Activate or supply
classroom.
Exceptionalities background knowledge.
What accommodations or modifications do  Who can tell me the name of the President I am dressed like?
you make for ESOL  What is this President most known for?
http://teachsocialstudies.wikispaces.com/fi
le/view/ESOLStrategiesComprehensibleIn  Where did this President live?
struction.pdf/42902857/ESOLStrategiesCo  Do you know which coin he is on?”
mprehensibleInstruction.pdf 5. TW pass out electoral bingo cards to each student. Have the students fill in their
and ESE (Gifted/Talented students, bingo cards with the vocabulary learned the previous day. Review the definitions as
Learning/Reading disabilities, SLD etc.)
http://www.udlcenter.org/aboutudl/ud you fill in the card. Play two rounds of bingo.
lguidelines/udlguidelines_graphicorga http://www.educationworld.com/a_lesson/TM/WS_lp284-01.shtml
nizer 6. Students will come down to the carpet so teacher can begin the Whole Group Lesson.
7. TW introduce the Read Aloud (I Am George Washington By: Brad Meltzer)
8. TW set a Purpose for listening during the Read-Aloud
 Purpose: Listen for what GW accomplished during his presidency.
 Question: What accomplishments did GW make during his presidency?
 Question: What did GW do that would influence your vote?
9. TW pass out the Who’s Who of Presidents worksheet.
10. Discuss as a class the facts that were learned from the book, filling in the blanks on
the worksheet together as a class. (10 min.)
 Name: George Washington
 He was the ___1st____ president.
 Years in office: 8 Years
 Born: Feb 22, 1732
 Died: Dec 14, 1799
 Important Facts: accomplishments
 Fun Facts: wooden teeth, cherry tree story false, etc.
11. TW will have students head back to their seats and get settled down.
12. TW will briefly discuss and model each center (4-5 Centers Total) relating to GW
that students can choose from and rotate from before releasing them.
(UDL: 3.3-Guide information processing, visualization, and manipulation).
*Emotional Disturbance Madisyn*

13. TW explain first center being the timeline (print out/ 1st Center).
 Students will have the opportunity to cut, and paste the outside of a cereal
box
14. BrainPop Video on GW using a QR Code (2nd Center)
15. TW take pictures of students holding Masks before gluing on cereal box (3rd Center)
16. Students will be able to act out the role of the President. Allow them to create a new
law for their country. Make sure you have the students consider how the law will
affect all citizens, not only themselves. (4th Center/ Readers Theatre)
17. Each Center will last to about 12 minutes of rotation so that every student will have
the opportunity to experience each center and learn more in depth about GW.
18. Class will get back together and TW ask for 1 student to make a comment about what
they learned about GW.
19. TW check for understanding by asking students to hold their thumbs up if they learned
something new today about GW

Resources/Materials (Worksheets, Videos (safeshare link), scissors, glue etc)

 Electoral Bingo Cards
 Link for Bingo Cards
http://www.educationworld.com/a_lesson/TM/WS_lp284-01.shtml
 Read Aloud Book: I Am George Washington By: Brad Meltzer
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)
 Who’s Who of Presidents Worksheet
 GW Timeline
 BrainPop Video on GW using a QR Code
 Cereal Box, Glue, Pencils, Paper Plate, Popsicle Stick, Construction Paper,
Tape

Discussion Notes: TW will print students’ profile pictures after school, and bring them the next day to add to cereal box.