Lesson Plan- Items to include/Consider

Not every lesson plan looks alike, but all lesson plans share certain basic parts. This lesson plan
template explains what we are looking for in a lesson plan and how you can make your lesson plan
as usable as possible to other teachers on the web.
Title, Grade, Subject Area, and Time Required- REQUIRED
• Grade: 2
• Subject Area: Social Studies
• Time Required: 2-3 class periods

Introduction/Overview-REQUIRED
Use the introduction to tell us about your lesson plan. Briefly describe the instructional
techniques, what students are to learn, and any activities or assessments that you think are
particularly noteworthy.
For this lesson students will be combining their previous lesson on location. In the previous lesson,
students had to identify the seven continents, three countries in each continent, and their capital. In
this previous lesson students also were placed in 7 groups, now they will use this to choose a
tradition out of a hat/box that its within their continent. I will be providing them with choices because it
would be a bit challenging for them to pick a tradition on their own. I will create a brace map as an
example to show my students. From there I will hand out each student their own brace map to start
brainstorming and prepare a simple 5-minute presentation.

Learning outcomes-REQUIRED
Learning outcomes are what students are expected to learn after completing the lesson plan.
• Learning outcomes should be closely related to the curriculum alignment but should not
simply repeat goals and objectives of the Standard Course of Study. Learning outcomes
may be broader, address particular aspects of curriculum objectives, or teach the
curriculum in a special context.
• Each learning outcome should be clearly reflected in the activities and assessed at the
conclusion of the lesson.

 students will be able to refresh their memory from the previous lesson by incorporating it
into the lesson of tradition and customs.
 Students will be given to choose out of a hat, a tradition or custom from the continent
they had been placed in the previous lesson about location.
 A handout would be given after teacher gives instructions where they will be able to use
for brainstorming.
 Students will also have time to research and help each other for the entire social studies
lesson.
 For the 2nd or 3rd class period, students should be able to perform a 3-5-minute
presentation briefly describing their continent, country, capital and their tradition. They
will be asked to give the class 5 informational facts about their tradition and with my
help, help them answer other questions students may have.
Curriculum alignment-REQUIRED
Curriculum alignment is the relationship of the lesson plan to the CCSD, Nevada State
Standards and/or common core. List specific goals and objectives that this plan addresses.
Also include a standard from ISTE/21st century learning.
• Your lesson plan must address at least one objective of a current curriculum, and it is a rare
plan that addresses more than three objectives at once.
• If the plan is appropriate to multiple grade levels or courses, list goals and objectives for
each grade level or course.
• Remember that all objectives you list here must be addressed in the learning outcomes,
 activities, and assessment!
• Content Standard G6.0 - Places & Regions - Students understand the physical and human
features of places and use this information to define and study regions and their patterns of
change.
• G6.2.3 Identify traditions and customs that families practice.
• G6.2.7 Locate his/her city and state on a map.

Materials needed-REQUIRED
Materials needed include resources used by both teacher and student, including books,
handouts, paper and pencils, art supplies, and so on.
• If a specific book is needed or recommended, provide a full citation (author, title, publisher)
so that teachers can easily locate it.
• If you use handouts or specific materials for presentation, please make them available as
separate files.
• If the lesson plan requires that the classroom be arranged in a particular way, mention that
here.

Materials required by teacher:

 Projector
 Handouts
 Example handout
 Internet access to assist students with their research
 Different books checked out from the library about different traditions
 Seven boxes each with a traditions or customs written inside for students to pick out from.

Materials required for students

 Projector to showcase any pictures they have brought for their presentation.
 Handout
 Pencils
 Students will be able to work with their groups (by continent) so the classroom will be arranged
and separated into 7 sections.
 Laptops/tablets

Technology resources-REQUIRED
The technology needed section includes technology resources used by both teacher and
students, including computers and related resources (internet connections, printers, and
specific software such as a word processing application or PowerPoint), scanners and digital
cameras, projectors, VCR or DVD player, etc.
• Be as specific as possible when listing software and hardware requirements.-log-ins, who to
see if problems occur.
• Specify how many of each resource is needed (one computer per student? per group of
students?).
• Provide alternatives if possible. For example, if you teach this plan with one computer per
student, try to offer a way to teach the plan with students in groups (in activities or
supplemental information) and note here that the plan can be so adapted.

For this lesson, students will have access to projectors, internet access, printers, and
computers. As the instructor I plan on checking out a set of computers for a class period where
students will be able to look at the websites provided by instructor to continue their research.
Websites and APPS- REQUIRED
Related websites are websites to be used by the teacher or students in the course of this
lesson plan. They may be required or optional. Related websites may provide:
• background information for the teacher about the content of the lesson
• reading material for students
• resources the teacher can use with students in the classroom, such as images or
multimedia
• reference material for the teacher about instructional strategies or classroom management
issues referred to in the plan
• resources for students to use independently
For each website, please provide a title, URL, and brief explanation of how it relates to this
lesson plan.
Important! An external website should not be required for a teacher to use your plan
unless it is a highly stable, institutionally maintained resource.

• Website where I will be able to print or buy maps of each continent or even use as a source for
student’s research.
http://www.mapsofworld.com/south-america/

Antarctica
http://mentalfloss.com/article/58810/8-antarctic-traditions

South America
https://www.virtualtourist.com/travel/South_America/Local_Customs-South_America-TG-C-
1.html

North America
http://www.commisceo-global.com/country-guides/usa-guide

Africa
http://www.victoriafalls-guide.net/african-customs.html

Europe
http://www.klinovecmeadows.cz/en/in-the-heart-of-europe-35/customs-and-traditions-73/

Asia
http://www.livescience.com/28823-chinese-culture.html

Australia
http://www.commisceo-global.com/country-guides/australia-guide

Pre-activities-REQUIRED
The pre-activities are what teachers and students need to do before beginning the lesson.
They may be as simple as prerequisites — concepts or topics that should already have been
covered. They may include activities that will help stimulate students’ background knowledge
of the topic, refresh their memory of previous lessons related to this one, or teach critical
vocabulary. Or, they may list things the teacher needs to do to prepare to teach this lesson.
Pre-activities for students include having to research, with the help of their parents, more
information about their continent, country, and capital. Directions were given in the previous lesson.
With this, students will be able to incorporate tradition into the previous lesson about location.
 As for the teacher, she/he should have had written down traditions, ready for students to pick.
All materials should be ready such as examples, handouts, and directions to give the students.
Activities-REQUIRED
Activities explain step by step what the teacher and students will do during the lesson. They
should be as specific as possible. Consider the following:
• If the teacher is to explain something, note key points she/he should cover.
• Similarly, if there is to be a discussion, note the goals for the discussion — what
conclusions might or should students reach?
• If a teacher doesn’t have certain materials or is pressed for time, are there steps that can be
left out?
• Remember that many teachers who use this plan will not share your background or
experience. Are there instructional techniques you use with which your readers might
not be familiar? If there are additional resources or background information you think
would benefit beginning teachers, include them in the Supplemental Resources field.

1. Teacher will start discussion and ask students about the previous lesson on location. She will
then introduce the new lesson and explain how they will incorporate both lessons into one
project.
2. Teacher will explain directions to students
a. Seven sections will be set up and each student has to go to their section that has their
continent
b. Teacher will go around in each group with a box/hat of selections for traditions and
customs according to their continent. Students must pick one.
c. After teacher has distributed traditions to each team, she/he will pass a clear copy of the
handout that instructor will display as an example.
d. After, students will be asked to proceed to the computer cart and get themselves a
laptop/tablet.
e. After everyone has settle, Teacher will describe the assignment
f. Students, will be provided with a variety of websites and or links to aid them on their
research. Students must work together and help one another out.
3. After students have begun their research, I will be calling them one by one over to my desk to
ask them any questions like if they are understanding the assignment, or if they are in need of
help. In that way I will be evaluating them on how much they have understood from the lesson.
4. Before the end of the lesson, they will be given a take home not for parents to aid them in
assisting their child for 30 minutes on their project. They will need help getting access to the
internet, library, or any source of information.
5. There will be a day of break between the day they started their research to when they will start
presenting their projects. This will help them get more time to research and ask any other
questions or get clarification.
6. Presentations will be a minimum of 5 minutes no longer than 8.
7. Students will present their continent, country, and capital. Then they will proceed to introducing
their tradition by giving us 6-10 fun informational facts.
8. After each continent presents their traditions, there will be time given for a small “what did you
learn?” discussion.
Assessment- REQUIRED
The assessment explains how the teacher will determine whether or to what extent students
met the learning outcomes listed at the beginning of the lesson plan. It should explain the
means of assessment as well as the standards by which students are to be assessed.
• If you use a specific test or quiz, please attach it as a separate file.
• If assessment is oral, explain what words, ideas, or cues the teacher can use to evaluate
student understanding.
When it comes to assessment, I will be conducting one on one evaluations on the lesson and
 standards. My students will meet with me during the preparation of their project. I will be
checking to see if they are understanding what is asked of them to do when it comes to their
project. As I am meeting with them, I will take note of everything each student had trouble
understanding and use it towards future lessons.

Simple handout that will be given to students to assist them in their research.

Alternative assessments-RECOMMENDED once you have your own class you will need to
include this information for your students.
Alternative assessments are means of assessment for special audiences, such as students with
learning disabilities or English language learners.
• If you provided modifications above, provide an alternative assessment for each modification or
special audience.
• If you did not provide modifications above, explains what audience this alternative assessment is
intended for.
This alternative assessment will be intended for English language learners. For those who are still in
the process of learning the English language, I will create and assessment that will be a bit different
from other. I will try to adapt to their needs and assist them on their project when they are presenting.