USF Elementary Education Lesson Plan Template (rev.
F18)
Grade Level Being Taught:
What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards.)
Objectives- What students will
know or be able to do after the
instruction – the learning
outcomes
Content (WHAT students are
learning- look to the standard)
Action (HOW students will show it-
there might be clues in the
standard)
Measure (HOW WELL they need to
do it)
(Note: Degree of mastery does not
need to be a percentage.)
Level(s) of Thinking
Name: ____________________________________
Subject/Content: Group Size: Date of Lesson:
Part 1: Lesson Content
SS.2.C.2.3
Explain why United States citizens have guaranteed rights and identify rights.
Some examples:
--Students will be able to accurately (measure- how well) differentiate (action- how) between potential
and kinetic energy (content- what).
--Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
reasonable (measure- how well) prediction (also part of the action) for how the main character will
respond to a challenge in the second half (content- what).
-------------------------------------------------------------------------------------------------------------------------------------
Students will be able to:
-explain why United States citizens have rights and identify what those rights are.
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard? Understanding level
Which level(s) of thinking is/are called for in your objective? Understanding level
Why did you choose this level(s) of thinking?
I chose this level of thinking because the verbs identify and explain are verbs to describe what
information children understand and if they can tell another person.
USF Elementary Education Lesson Plan Template (rev. F18)
Grade Level Being Taught:
Assessment Plan- How will you
know students have mastered
your objectives?
Assessment Scoring/Rubric
What are the criteria for how you
will assess student
learning/student work? If you’re
using a rubric, include your rubric
here.
Understanding the standards
over time
Name: ____________________________________
Subject/Content: Group Size: Date of Lesson:
Describe your assessment plan:
Is your assessment formative or summative? Why did you make that assessment decision?
This is a summative assessment. This assessment will analyze if they understand what rights are, are
able to provide three reasons why voting is a right we have as U.S. citizens, and strong concluding
sentence why voting is an important right to have.
How does it align with your objective?
This aligns with my objective because it allows me to clearly pinpoint what went well within the lesson,
what students were able to comprehend, and how we can fix misconceptions or gaps in learning so
students have strong mastery of this standard and content.
Rubric:
0-Student does not write on topic or does not write anything at all
1-Student mentions what rights are, but does not mention three reasons why voting is a right or why
voting is an important right
1-Student mentions three reasons why voting is a right, but does not mention why voting is an important
right or what rights are
1-Student mentions why voting is important, but does not mention what rights are or three reasons why
voting is a right
2-Mentions three reasons why voting is a right and why voting is an important right, but does not
mention what rights are
2-Mentions what rights are and three reasons why voting is a right, but does not mention voting is an
important right
2-Mentions what rights are and why voting is important, but does not mention three reasons why voting
is right
3-Mentions all three components: what rights are, why voting is a right, and why voting is important
Trace the standard to the previous grade level. What have students already learned or been exposed to
related to this standard?
SS.1.C.2.1
Explain the rights and responsibilities students have in the school community.
USF Elementary Education Lesson Plan Template (rev. F18)
Grade Level Being Taught:
What misconceptions might
students have about this
content?
Management & Environment
(integrated throughout your
step-by-step plan):
 How will you arrange
yourself and the students
(location in the classroom,
seating)?
 What processes &
procedures will you use?
How and when will you
communicate those to
students?
 What expectations will you
have for the students? How
and when will you
Name: ____________________________________
Subject/Content: Group Size: Date of Lesson:
Students have already been exposed to the terms: rights, freedoms, and responsibilities. Students
should know right is the ability to do what you please that is legal and doesn’t harm yourself or
others.
Trace the standard to the next grade level. What will students learn next related to this standard?
SS.3.C.2.1
Identify group and individual actions of citizens that demonstrate civility, cooperation,
volunteerism, and other civic virtues.
Students will learn in third grade that citizens, individually or in groups, perform civic rights such
as voting or expressing other rights such as volunteering.
Some misconceptions students may have about civic rights are: everyone gets to vote no matter
your age; voting is for old people, voting is not important for everyone.
Part 2: Lesson Implementation
The students and I will be on the carpet. I will be either standing and/or sitting on a chair so
every student can see me. This lesson requires space to move and interact with other students to
engage in the learning process. Students will also be moving to their desks to vote in mock voting.
The procedures I will use will be statements like “class, class”, “waterfall, waterfall”, “press mute”
to make sure I have students’ attention so we can discuss, review, and transition to the next part
of the lesson. I will communicate this to students when it gets too noisy or if we need to move on
to the next part of the lesson.
My expectations for this lesson is that every student is actively participating, learning, and
communicating with their peers about their feelings and thoughts towards this topic. I will
communicate this at the beginning of the lesson when I state the objectives.
If students do not meet these expectations, I will remind them of the CHAMPS procedures and
classroom rules. I will also remind myself to give me and the CT a point on the behavior class
USF Elementary Education Lesson Plan Template (rev. F18) Name: ____________________________________

Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

communicate those to board if rules are not followed and reward the students with points if they do what is expected. I
students? will also give multiple reminders if needed for my students who require more intensive
 What strategies will you use management skills. I hope to see no students pull a behavior card.
if students do not meet your
expectations? Are there If the lesson gets done quickly, I will have students do a stand up, hand up, pair up and rally robin
specific students who back and forth different rights they have as citizens of the United States.
require a more extensive
management plan? What
will that consist of?
 What will students do it
they complete the task
quickly?
Materials  Testing cubies
(What materials will you use? Why  Pencils
did you choose these materials?  Voter ballots
Include any resources you used.
This can also include people!)

Differentiating Instruction How will you differentiate instruction in this lesson? Circle those that apply:

Process Product Content Readiness Interest Learner Profile

Describe what/how you will differentiate:

I am differentiating on readiness of my learners. Before this lesson, I will be teaching the students
the bill of rights and what rights they have as citizens. My students have very little background
knowledge of civic and government and how it applies to their life so it is important that we learn
about what are rights and rights that we have first before learning about the right to vote. Some
of my students read at different levels, so for my differentiation of this lesson my CT and I will
read the ballot options and statements for my students who need it so they can equally
participate with the students who can read the ballot on their own.
USF Elementary Education Lesson Plan Template (rev. F18)
Grade Level Being Taught:
Accommodations (If needed)
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
Name: ____________________________________
Subject/Content: Group Size: Date of Lesson:
Which specific students will benefit, and why?
My students who struggle with reading more comprehensive and vocabulary rich words will
benefit because it promotes active engagement and participation to talk with other students
about why we have rights/duties, what are examples of those rights, and how we perform those
rights. Students get time to discuss and learn from their peers thinking and learn to
appropriately respect others’ opinions and beliefs, which is a civic responsibility about
respecting others. ELL students will benefit because it builds vocabulary knowledge.
What accommodations will you make for students who are English Language Learners? (Refer to your
ESOL Strategies checklist and list specific strategies)
 Pre-Production Level: Provide vocabulary list of words in both English and native
language that are words of discussion based on government, civics, and the Constitution.
 Early Production Level: Provide vocabulary list of words in both English and native
language that are words of discussion based on government, civics, and the Constitution.
Provide these students with a matching game of vocabulary words and definitions. Have
the Spanish word and definitions following the English word and definition.
 Speech Emergence Level: Have them write down their thoughts on civil rights and
government and how it applies to them. Have them write no more than 7 sentences.
 Intermediate Fluency Level: Have them write down their thoughts on civil rights and
government and how it applies to them. Have them write no more than 7 sentences and
then orally read it to you. Encourage them to go back and edit/revise.
What accommodations will you make for students who have an IEP or 504 plan?
Two students in my class have IEP; one for a learning disability and another has visual
impairments. For my student with a learning disability, I will promote student interaction so they
can learn from their peers and provide them with more time to process their thinking. There will
be low level question and high level questions to engage active thinking. For my student with
visual impairments, I will blow up the fake ballot and he read him the ballot for him to fully
participate so he can analyze it and see what it represents. I will also accommodate the learning
area to make it more accessible for him to participate.
USF Elementary Education Lesson Plan Template (rev. F18)
Grade Level Being Taught:
Meeting your students’ needs as
people and as learners
Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
Where applicable, be sure to
address the following:
 What Higher Order Thinking
(H.O.T.) questions will you ask?
Name: ____________________________________
Subject/Content: Group Size: Date of Lesson:
What accommodations will you make for students identified as gifted and have an EP (education plan)?
For my gifted students I will probe with higher-order thinking questions and have them explain
to me and their classmates their thinking about the question and content of the lesson. For the
assessment, students will give me more detailed responses showing me their understanding.
If applicable, how does this lesson connect to the interests and cultural backgrounds of your students?
This lesson connects to the students’ cultural backgrounds and interests because everyone of the
students is a US citizen either by birth or naturalization. They also will learn how they have rights
as citizens and how they should respect and follow through/express those rights. Students’
parents, grandparents, and other relatives are also citizens and follow through with their civic
duties.
If applicable, how does this lesson connect to/reflect the local community?
This reflects the local community because all citizens, even the children, are part of the
community and work with the community to make sure all people are safe and that their voices
are heard and they can participate to build a better and stronger community.
1. What is the content area for this lesson? Social Studies-Civics
2. What is the expected lesson structure for a lesson taught within this content area? In other
words, what lesson structure is appropriate for teaching within this content area? (5Es;
guided/gradual release/etc.) Guided Inquiry lesson
3. Step-by-step plan:
Time: Action Steps:
USF Elementary Education Lesson Plan Template (rev. F18)
Grade Level Being Taught:
 How will materials be
distributed?
 Who will work together in
groups and how will you
determine the grouping?
 How will students transition
between activities?
 What will you as the teacher
do?
 What will you as the teacher
say?
 What will the students do?
 What student data will be
collected during each phase?
 What are other adults in the
room doing? How are they
supporting students’ learning?
Name: ____________________________________
Subject/Content: Group Size: Date of Lesson:
11:05 Students will join me on the carpet. Use an attention getter to refocus eyes on me for instruction.
Discuss what we covered the day before about rights. Students should mention right to live places where
they want, right to pick their jobs, right to have children, right to vote, etc.
11:10 Go into detail about the right to vote. Review our lesson about separating from England. Why did
we want our freedom? “The king didn’t let us do what we thought was best for us”. “No say”. Have
students do a turn and talk with partners. Bring students back together and explain that we vote to make
our voices heard and that not one person or just a few people get to makes the laws and decisions but
that we all have a say in how we want things to be done.
11:15 Transition into how we as a country every year or few years have an election to vote on different
things. We vote on government officials, petitions, and taxes. We do this because we want our voices to
be heard and our opinions to count. Explain to the students were going to have our own little voting
election; they will be voting on whether or not they want to play inside for recess or outside. Explain to
students they are going to stand up, wait in line, and will have the chance to vote. Read the ballot
question and options for students who need help reading.
11:25 One students have had a chance to submit in their answers, explain to them you will analyze all
the ballots during lunch and announce after lunch.
12:10 When students come back in, we will go over in class the results and discuss what the majority
voted for. Explain how we don’t always get our choice but we have to respect what the majority picked.
Students will then complete their assessment the next day. Before transitioning explain to students what
you will be looking for in their writing and what a good paragraph includes. Afterwards, students will
transition to reading time.