GCU College of Education

LESSON PLAN TEMPLATE

Section 1: Lesson Preparation

Teacher Candidate Brittany M Ramos

Name:

Grade Level: 2nd grade

Date: June 2020

Unit/Subject: Day 1/3 Social Studies

Instructional Plan Title: Human Wants and Needs

Lesson Summary and Students will read about their constitutional rights as citizens of this country and as
Focus: human beings, they will read news articles, watch videos & read books related to
what freedoms people are currently fighting for
Their activities will be all research based to be used for Day 2 and 3 of the unit

Classroom and Student Students will be grouped randomly. Those students with exceptionalities may be placed
Factors/Grouping: with gifted students for added support as well as ELL for added support from their
peers.

National/State Learning “Explore the meaning of American culture by identifying the key ideas, beliefs, and
Standards: patterns of behavior, and traditions that help define it and unite all Americans • interpret
the ideas, values, and beliefs contained in the Declaration of Independence and the New
York State Constitution and United States Constitution, Bill of Rights, and other
important historical documents.” -NYS Learning Standards for Social Studies
(Elementary Grade Level)

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LESSON PLAN TEMPLATE

Specific Learning ∑ Students will learn about the Constitution

Target(s)/Objectives: ∑ Students will be able to explain what Human Rights are
∑ Students will be able to express what they believe are fair rights to
have as human-beings

Academic Language Constitution: A body of fundamental principles or established precedents

according to which a state or other organization is acknowledged to be
governed

Self-Awareness: How an individual consciously knows and understands their own

character feelings, motives and desires

Resources, Materials, ∑ Computers

Equipment, and ∑ Newspaper articles
Technology: ∑ Copy of the Constitution
∑ Videos
∑ Magazines
∑ Copies of Historical Documents

Section 2: Instructional Planning

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LESSON PLAN TEMPLATE

Anticipatory Set Time

Needed
∑ I will use a handout of the Constitution to allow the students to read and then provide
a brief summary 30
∑ I will record their ideas on the white board and ask more questions about what they feel minutes
about the Constitution and if they believe their rights are being upheld in society today

Multiple Means of Representation Time

Needed

∑ I will use a K-W-L Chart to teach students how to write down the information they know,
the information they want to know
20
∑ I will model one example on the white board before allowing students to work on the minutes
KWL Chart with their elbow partner.

Explain how you will differentiate materials for each of the following groups:

∑ English language learners (ELL): Learners will be provided a word and picture bank and
language translations in order to fill out their charts. They will also have help from their
para. Students will not have to write complete sentences

∑ Students with special needs: Learners will be provided a word and picture bank to help
them fill out their charts. They will also have help from their para. Students will not have
to write complete sentences

∑ Students with gifted abilities: Students will write full sentences to fill out their chart. They
will assist other students at their table when needed

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∑ Early finishers (those students who finish early and may need additional
resources/support): Students will review their work and swap with other students to
review their work until the class is finished.

Multiple Means of Engagement Time

Needed
∑ I will use a “Jeopardy!” game activity where students will need to answer questions on
Human Wants and Needs based on their charts of what they already know and what
they have learned 25
minutes

Explain how you will differentiate activities for each of the following groups:
∑ English language learners (ELL): Students will have the assistance of paras and the
questions to the game written in English and their origin language

∑ Students with special needs: Students will work in groups with one another and have the
assistance of paras to answer the questions

∑ Students with gifted abilities: Students will create the questions used for the game as
well as fact check and correct students if they have the answer wrong

∑ Early finishers (those students who finish early and may need additional
resources/support): All students will be playing simultaneously, there will be no one who
finishes anyone else.

Multiple Means of Expression Time

Needed
Students will complete a reflection paragraph about what they enjoyed most from the lesson.
They will also answer what they found the most interesting from the lesson as well as critique
10
me) the teacher) on what I did well and what I could’ve done better.
minutes

Explain how you will differentiate assessments for each of the following groups:

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∑ English language learners (ELL): Students will have a chart to fill out that will allow them
to reflect on their emotions on the lesson plan

∑ Students with special needs: Students will have a chart to fill out that will allow them to
reflect on their emotions on the lesson plan

∑ Students with gifted abilities: Students will write two paragraphs of a reflection and
include in-text citations

∑ Early finishers (those students who finish early and may need additional
resources/support): Students will review their work and assist other students at their
table who may need help

Extension Activity and/or Homework Time

Needed
Students will review their gathered information and select 3-5 resources they most enjoyed or
found the most interesting to be used for the lesson plan for the following day
n/a

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LESSON PLAN TEMPLATE
Section 1: Lesson Preparation

Teacher Candidate Brittany M Ramos

Name:

Grade Level: 2nd grade

Date: June 2020

Unit/Subject: Day 2/3 ELA

Instructional Plan Title: Human Wants and Needs

Lesson Summary and Students will read about their constitutional rights as citizens of this country and as
Focus: human beings, they will read news articles, watch videos & read books related to
what freedoms people are currently fighting for

Classroom and Student Students will be grouped randomly. Those students with exceptionalities may be placed
Factors/Grouping: with gifted students for added support as well as ELL for added support from their
peers.

National/State Learning
Standards:

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 GCU College of Education
LESSON PLAN TEMPLATE

Specific Learning ∑ Students will learn about the Constitution

Target(s)/Objectives: ∑ Students will be able to explain what Human Rights are
∑ Students will be able to express what they believe are fair rights to
have as human-beings
∑ Students will be able to write about what they want for their wants
and needs as human-beings

Academic Language Recap:

Ask students the meaning of CONSTITUTION

Resources, Materials, ∑ Pencil or Pen

Equipment, and ∑ Scrap paper
Technology: ∑ Paper
∑ Resources from Day 1 of unit

Section 2: Instructional Planning

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LESSON PLAN TEMPLATE

Anticipatory Set Time

Needed
∑ I will use a the K-W-L Chart from Day 1 and recap with the students the contents of
their charts prior to beginning the writing portion of the lesson 10
minutes

Multiple Means of Representation Time

Needed

∑ I will provide students with an example of how a good essay is built and the contents it
must include.
45
∑ Students will write individually for the bulk of the lesson, utilizing their K-W-L Charts and minutes
the resources they picked to use from their homework last night

Explain how you will differentiate materials for each of the following groups:

∑ English language learners (ELL):

∑ Students with special needs:

∑ Students with gifted abilities:

∑ Early finishers (those students who finish early and may need additional
resources/support):

Multiple Means of Engagement Time

Needed

∑ Students will read their essays aloud to the class 20

minutes
Explain how you will differentiate activities for each of the following groups:
∑ English language learners (ELL):

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∑ Students with special needs:

∑ Students with gifted abilities:

∑ Early finishers (those students who finish early and may need additional
resources/support):

Multiple Means of Expression Time

Needed
Learners differ in the ways they navigate a learning environment and express what they know.
Your goal in this section is to explain the various ways in which your students will demonstrate
what they have learned. Explain how you will provide alternative means for response, selection,
and composition to accommodate all learners. Will you tier any of these products? Will you offer
students choices to demonstrate mastery? This section is essentially differentiated assessment.
In a bulleted list, explain the options you will provide for your students to express their knowledge
about the topic. For example, students may demonstrate their knowledge in more summative
ways through a short answer or multiple-choice test, multimedia presentation, video, speech to
text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment,
reflection, blog post, or skit. Bold the names of any summative assessments.
Students may also demonstrate their knowledge in ways that are more formative. For example,
students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an
entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running
records, four corners, or hand raising. Underline the names of any formative assessments.
For example:
Students will complete a one-paragraph reflection on the in-class simulation they experienced.
They will be expected to write the reflection using complete sentences, proper capitalization and
punctuation, and utilize an example from the simulation to demonstrate their understanding.
Students will also take part in formative assessments throughout the lesson, such as thumbs up-
thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to
re-teach or re-direct learning.

Explain how you will differentiate assessments for each of the following groups:
∑ English language learners (ELL):

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∑ Students with special needs:

∑ Students with gifted abilities:

∑ Early finishers (those students who finish early and may need additional
resources/support):

Extension Activity and/or Homework Time

Needed
Identify and describe any extension activities or homework tasks as appropriate. Explain how the
extension activity or homework assignment supports the learning targets/objectives. As required
by your instructor, attach any copies of homework at the end of this template.

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LESSON PLAN TEMPLATE
Section 1: Lesson Preparation

Teacher Candidate Brittany M Ramos

Name:

Grade Level: 2nd grade

Date: June 2020

Unit/Subject: Arts – Day 3/3

Instructional Plan Title: Human Wants and Needs

Lesson Summary and Students will use the information They have gathered over the last two
Focus: days too create unartistic piece that reflects their interpretation of what
human wants and needs are

Classroom and Student Students will be grouped randomly. Those students with exceptionalities
Factors/Grouping: may be placed with gifted students for added support as well as ELL for
added support from their peers.

National/State Learning DA:Cr2.1.2

Standards: “Improvise a dance that starts and stops oncue (e.g. shapes, active stillness). a.
Improvise a dance that has a clear beginning and end. a. Improvise a dance phrase with
a clear beginning, middle, and end. Describe the movement choices made, orally or in
drawing. a. Improvise a dance phrase with a clear beginning, a middle that has a main
idea, and a clear end. Describe the movement choices made, orally, drawing, or in
writing.”

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Specific Learning Given the information students have learned, they will be able to create a
Target(s)/Objectives: piece that is a reflection of what they feel human wants and needs are

Academic Language Interpret: Perform (a dramatic role or piece of music or art piece) in a
particular way that conveys one’s understanding of the main idea

Monologue: Monologue means a long speech by one actor

Resources, Materials, ∑ Videos for inspiration

Equipment, and ∑ Art Supplies (crayons, markers, paint, pencils, paper etc)
Technology: ∑ Writing Supplies (paper, pencils, pens)
∑ Use of Audotorium for space to practice dance (if needed)

Section 2: Instructional Planning

Anticipatory Set Time

Needed
∑ I will share examples of interpretive art with the students as their guideline for creating
and completing their own work 10
minutes

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Multiple Means of Representation Time

Needed
∑ Students will break into groups depending on what type of art piece they would
like to perform. As individuals, or groups of (3) students will begin to brainstorm 20
ideas for their art pieces minutes

Explain how you will differentiate materials for each of the following groups:

∑ English language learners (ELL): Students will work with other students, (both ELL and
non-ELL for added assistance) and have the assistance of a para to brainstorm ideas
for their performance or art piece

∑ Students with special needs: Students will work with other students (both with
exceptionalities and students without exceptionalities for added assistance) and have
the assistance of a para to brainstorm ideas for their performance or art piece

∑ Students with gifted abilities: Students will use a Web Chart to gather and organize
their ideas for their piece. They will continue to work with others if they have chosen to
be in a group and they will assist their partner if they are with a student that may be an
ELL or have exceptionalities

∑ Early finishers (those students who finish early and may need additional
resources/support): Students will review their work As well as cross reference their
work against their partners or group to verify that they have the same information for
their piece

Multiple Means of Engagement Time

Needed
∑ Students will create their pieces that express what they feel Human Wants and Needs
means to them
∑ Students will perform/present their pieces 45
minutes
Creating
English language learners (ELL): Students will work with their group and/or para for
creating their pieces. When it comes time to perform, they will work with their group
and/or para to complete the performing/presenting 15
minutes
presenting
∑ Students with special needs: Students will work with their group and/or para for
creating their pieces. When it comes time to perform, they will work with their group
and/or para to complete the performing/presenting

∑ Students with gifted abilities: Students will work with their group for creating their
pieces. When it comes time to perform, they will work with their group ra to complete
the performing/presenting

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∑ Early finishers (those students who finish early and may need additional
resources/support): Students will go back and review their pieces. They will not be able
to perform until the time has come for presenting/performing

Multiple Means of Expression Time

Needed

Explain how you will differentiate assessments for each of the following groups:
∑ English language learners (ELL):

∑ Students with special needs:

∑ Students with gifted abilities:

∑ Early finishers (those students who finish early and may need additional
resources/support):

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LESSON PLAN TEMPLATE

Extension Activity and/or Homework Time

Needed
Students will write about their favorite day in the lesson unit. They will answer the question
“What was the most interesting thing you learned about Human Wants and Needs?”
n/a

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