Wilkes University Lesson plan TEMPLATE

(Revised 2020)

PART 1: Lesson Content

Teacher Candidate: Chelsea Heckman Grade: Kindergarten
Date of lesson: 11/1/2020 Subject: Government/Civics
Goal or purpose of lesson (NAEYC 5a)
A statement or overarching idea that is broad and applicable to similar topics.
• Students will identify ways to be a good classroom citizen.
Essential question (200 level) (NAEYC 5a)
An open-ended question based on the goal aimed to be thought provoking and generate student inquiry. Essential questions should be broad
enough to be considered over time and in multiple contexts.
• What does it mean to be a good citizen?
Standard(s): (NAEYC 5c) Objective(s): (NAEYC 5c)
What are the standard(s) addressed in this lesson? Include number and What the students will be able to do - Specific knowledge and
text of each standard being addressed in the order they occur in the performances, developmental outcomes, expected student actions.
instructional delivery. Refer to http://www.pdesas.org INCLUDE (and use color coding): CONTENT (what are the students
learning – look to the standard), ACTION (how will the students
demonstrate their learning), MEASURE (how well they need to do it)
NOTE: Degree of mastery does NOT need to be in a percentage.
Standard(s): Objective(s):
• 5.1.K.A- Explain the purpose of rules • Students will be able to use verbal and/or physical cues to identify
• 5.1.K.E- Demonstrate responsibilities in the classroom responsible citizenship actions in at least 2 scenarios.
• 9.1.D.K.E1- Use imagination and creativity to express self
through dramatic play.
Assessment Plan: (NAEYC 3b)
How will the teacher candidate know students have achieved the objectives? Describe the entire assessment plan including prior to beginning the
lesson, during the lesson, then following up after the lesson. For the prompt “Rationale”- provide a brief description of why the particular
assessment was chosen. For the prompt “How will this inform instruction,” provide a brief description of what information this assessment will
provide the teacher.
Pre-Assessment Checking for Understanding Post-Assessment
How will the teacher candidate gather results (Formative assessment) (Can be a formative or summative
of students’ prior understanding, skills, and How will the teacher candidate assess assessment)
beliefs either formally or informally? children's emerging knowledge and skills How will the teacher candidate assess
during instruction-- Are they building children’s knowledge and skills after
knowledge? instruction? How will the teacher candidate
1

The teacher will….complete the first section of
a KWL chart about what students think it
means to be a good classroom citizen and what
they already know about it.
Rationale: A KWL chart can really start the
conversation among children and gives the
teacher a basic understanding of what they
already know.
How will this inform instruction?
Based on what the student’s responses are, that
will guide the teacher on where instruction
should go next. The KWL chart responses will
show if students have a basic understanding
and we need to start at the beginning or if the
teacher needs to build upon existing
knowledge.
Resources/Materials: (NAEYC 1c)
What materials will the teacher candidate use? List all books, materials, technology/media and materials used in lesson and/or as a resource.
USE APA formatting. Provide a brief description of how the resources/materials meet the four critical features (health/safety, respect for diversity,
supportive, and challenging)
• Eggers, D., & Harris, S. (2018). What can a citizen do? San Francisco, CA: Chronicle Books LLC.
Wilkes University Lesson plan TEMPLATE
(Revised 2020)
The teacher will….record student
performances of good classroom citizen
scenarios when presented to the class during
large group.
Rationale: In this type of activity, it can be
hard to focus on one group while multiple
groups are working at the same time.
Recording their performances allows the
teacher to go back and watch the student
interactions, student understanding, the
language used, and so much more.
How will this inform instruction?
This will help the teacher to focus in on an
individual child in different areas. This will
also help the teacher to modify groups based
on success of the group. It will also allow the
teacher to understand if children are
understanding the vocabulary and ideas
introduced.
PART 2: Lesson Implementation
know they learned and performed what was
targeted?
The teacher will….play a sorting game with
the students on the interactive board. On the
board will be a T-chart. On one side it will
have a thumbs up and on the other it will have
a thumbs down. Students will be called up one
by one to drag a picture to the correct
classroom citizen side.
Rationale: This is a wrap-up activity that can
use everything that the students have worked
on so far and put their knowledge to the “test”.
Having students come up one by one allows
for no other child influence. This allows the
teacher to assess the child as an individual.
How will this inform instruction?
Seeing how the students sort the picture
scenarios will allow the teacher to see who
needs more support in this idea. This will also
help to show if children have met the objective
and standards for the activity. The teacher can
then create focus small groups for children
who have the same accuracy rates.
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• Good/Bad Citizen Scenario Pictures

• Chart Paper and Marker
• Classroom Materials for acting out scenarios
• Name Cards
• Interactive Board

Management of Classroom Environment and Teaching Strategies Utilized (Integrated throughout the teacher’s step-by-step plan):
(NAEYC 4b)
The teacher candidate will provide a brief explanation of the student behaviors expected, how the teacher will communicate these expectations and
what consequences are involved throughout the lesson. Provide a brief explanation of all strategies, tools, resources and/or methods the teacher
candidate will use to manage the students throughout the lesson. Consider the groupings that have been chosen (small group, large group,
individual), transitions, and/or how to maintain focus and engagement with the content and materials throughout.
Physical arrangement: How will the teacher candidate arrange themselves and the students (location in the classroom, seating, groupings)?
Explain how the groupings will be determined (i.e. small groups – heterogeneously mixed)
This activity will start out on the carpet as a large group activity during morning meeting. After the first part of the activity, students will be broken
into groups to complete the second half. Groups will be made up of three to four students of varying abilities. Students who are more advanced in
verbal and problem-solving skills will be grouped with one or two students who need extra support with interactions and problem solving. The
teacher will of course support the groups during independent work. Small group spaces will be at different tables throughout the room.

Expectations: What expectations will the teacher candidate have for the students? How and when will they be communicated those to students?
During the large group portion of the activity, directions will be given to the students through the use of a visual schedule on the interactive board.
The teacher will review them with the students before dismissing them into small group work. A five- and two-minute transition warning will be
given to aid students in understanding time to wrap up and come back to large group to discuss. The picture directions will be at each small group
setting as well.

Processes and procedures: What processes & procedures will the teacher candidate use (i.e. how will transitions be managed? how will students
be chosen? how will attention be gathered and/or refocused? how will materials be distributed/prepared?) How and when will they be
communicated to students?
As children are working in small groups, a visual timer will be placed on the interactive board, which is a transition tool we use in the classroom
often. A two- and five-minute transition warning will also be given verbally through the teacher. As children are working in small groups, the
teacher will walk throughout the classroom and monitor their progress. If a group seems off task, the teacher will refer to the visual directions on
the table but will also ask guiding questions to get them back on task. As students are transitioned to small groups, the teacher will hand the basket

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of materials to one child in the group to take to their space. Each space is color coded by a square on the table. The basket will correspond to a
color table.

Strategies, tools, resources, methods: What strategies, tools, resources and methods will the teacher candidate use (i.e. behavior charts,
warnings, timers, technology, positive behavior supports)?
The interactive board will be used to give a visual aid to students of directions and time remaining in small group work. A checklist will be given
to the students in their basket. Each group will be responsible for three scenarios. On the paper checklist will be three boxes. When students have
completed one scenario, they will check it off on the checklist. This will allow them to check their progress.

Consequences and alternate plans: What will occur if students do not meet the expectations and/or require a more extensive management plan?
What will students do it they complete the task quickly?
If students need more support during small group work, the teacher will provide scaffolding support to prompt the child to use problem-solving
skills. If a child does not want to participate, the teacher may offer another role for the child such as holding the props or being a narrator. If
students are done with the activity before time is up, a worksheet will be given where children must identify good and not so good choices for
classroom citizens.

Learning Experience – Step-by-step plan: (NAEYC 5b)

Provide a sequence of the lesson illustrating how all objectives are met within the allotted (yet flexible) time frame. Show the logical flow
including an engaging opening, designed learning experiences, ongoing checking for understanding, and closure. This step-by-step plan should be
illustrating exactly what you plan to do in teaching this lesson. Be thorough. A substitute should be able to carry out the lesson from this plan.

Process Steps Teacher Students

guided by the What questions (include Higher Order Thinking) will the What will students do? What tools will students use? Where in
5 E’s teacher candidate ask? What will the teacher candidate do, the classroom are the students? How will students be grouped?
say, and/or write? What tools will the teacher candidate use?
Engage The students will be on the carpet for large group meeting The students will be on the carpet for large group meeting
“the opening” time. The teacher will introduce the idea of a classroom time. The students will be attentive listeners as the teacher
citizen. She will define the word citizen and give a couple explains what a citizen is. Students will participate in
examples of what a good classroom citizen might look like. contributing ideas to what they know about a good citizen.
She will then remind students of a KWL chart and how we use
it. Together, the KNOW section of the KWL chart will be
completed. Once completed, the teacher will read the book,
What Can A Citizen Do?

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Explore In small groups, the teacher will walk to the different groups Students will come up with and create scenarios for positive
“active learning” and monitor their progress. The teacher will scaffold their classroom citizen interactions. They will use the checklist on
learning, offer suggestions, offer feedback and praise, and the table to track their progress of three different scenarios.
support students who need extra help. A timer will be set for Students will use the props given and prepare to act it out for
10 minutes for small group work time. the rest of the class.
Explain After the story is read, the teacher will explain the small group Students will listen to the instructions being given by the
“how will the activity. In small groups, children will be given a basket of teacher. They will ask any questions for understanding, if
teacher instruct?” various materials such as blocks, a puzzle, or books. Students needed. Students will identify their name to be put in their
will be asked to act out good classroom citizen scenarios to small group. When students are transitioned to small groups,
show the rest of the class. The teacher will model an example they will need to match their color basket to the color square
of what this may look like. Students will be dismissed to their on the table to know their small group location.
small groups by identifying their names when shown by the
teacher.
Elaborate The teacher will gather the students back on the carpet for Students will come to the carpet and gather as a whole group
“ongoing checks whole group. Students will be asked to present one of their again. Students will present one scenario of a good classroom
for understanding” scenarios that model a good classroom citizen. If the scenario citizen to the class. If needed, the students will present another
presented does not match with a good classroom citizen, the scenario. They will also engage in conversations with the
teacher will ask them to present another one and ask questions teacher and the class to think how their scenario can be shifted
that promote them to understand how it can be shifted to a to be a positive interaction.
positive interaction. Each group will present.
Evaluate The teacher will explain the game of sorting good and bad Students will come to the interactive board when called on to
“closure” classroom citizens. The teacher will review the K chart and drag a picture of a citizen scenario to the corresponding side.
everything that they just modeled to support them in the
activity. A T-chart will be on the interactive board in which
students will come up and drag a picture to the thumbs up or
the thumbs down side, based on the picture. The teacher will
call each child up two times.
Differentiation of instruction: (NAEYC 4c)
How will teacher candidates differentiate the lesson (content, process, product, affect) for a variety of learners (including gifted & talented,
special needs, ELL?) What strategies, supports, methods will the teacher candidate use and explain why? Must include a minimum of TWO ways
to differentiate.

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How do you plan to differentiate? Why is this necessary?

• Since this activity is kind of open-ended, good classroom
citizen scenario cards can be given. This will have pictures
of what a good classroom citizen might do. Children can
mimic this scenario or use it as a guide to create their own.
• Gifted students will be given two to three different baskets
of materials as opposed to one.
Differentiating for different groups of students helps to support them at their
different levels. Using pictures to guide the activity allows children to have a
visual image of what this may look like. Depending on the level of support
needed, more than one picture may be given. For gifted students, more
materials may be given so that they can be more creative with their scenarios.
This also helps them not to get bored with the activity as they have more
options.

Home/extension link: (NAEYC 2c)

PreK-4 students: How will the teacher candidate connect this plan to children’s home lives and/or community resources around you?
Middle/secondary students: What homework or extensions to the lesson?
As the teacher takes pictures, they will be placed into a good classroom citizens book for the classroom. The teacher will also ask the parents to
take pictures and send them in through email or in hard copy to add to the book. The pictures should show the children at home being good
citizens.

PART 3: Lesson Reflection

Reflection (Complete after the lesson is done): (NAEYC 4d)
Answer the questions that pertain to the level of the course for which this lesson is being completed.
100-Level Education Courses:
● What went well?
● What did I learn about planning and teaching?
● What did my students learn?
● How do I know they learned?
● What changes and/or improvements will I make in an
effort to be more effective with this particular group of
students?
● If I were to teach this lesson again, what would I keep
the same and what would I change and why?
(NOTE: Your answers should provide a brief explanation of WHAT
HAPPENED to prompt this reflection – for example, do not just state
“I learned how important it is to be prepared” – you should also state
what occurred in the lesson that inspired this reflection.)
These reflection questions are to be answered for lesson plan
assignments that do not have a field component so teacher candidates
are not teaching their planned experience.
• What did you feel was the strongest part of the lesson? Why?
I feel the strongest part of my lesson is the way in which I am
assessing children. I used three very different assessments which
will allow me to not only assess their knowledge related to this
objective, but also show me if they learn more by hearing, seeing,
or doing. This can guide so much of small group activities going
forward.
• How does the lesson specifically promote positive student
outcomes?
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This lesson promotes positive student outcomes by building upon

200-Level Education Courses: In addition to the questions listed
above for 100-level Education courses, respond to the following
questions:
• If you were to conduct this lesson with students, what do you feel
● How did I differentiate instruction to meet the needs of
my students?
● If I were to teach this lesson again, how could I further
differentiate to better meet the needs of the students?
300-Level Education Courses: In addition to questions listed above
for 100- and 200-level Education courses, respond to the following
question:
● What classroom management strategies and techniques
did I implement? Were they effective?
• What are some questions you feel students may have after the
what they already know. There are multiple opportunities for the
teacher to guide their learning while also giving them a chance
to problem-solve. This lesson also extends learning into the
home, which is another learning environment for the students.
the students would enjoy most? Where do you feel they would be
most challenged?
I feel like the students would love acting out different scenarios
for their peers. This is always something so fun and it allows
them to be creative. Something that I feel might be a challenge is
the time. There is only one of me and a lot of them, so they may
lose focus. I may need to do this as an even smaller group
activity.
lesson and what do you think you could do to provide further
exploration, explanation, or examples?
Why? Students always ask why, but especially when learning
about citizenship, students needs to understand why that is a
positive act and why that is an expectation. This activity could be
extended in so many ways. We could go to other classrooms and
model and/or observe positive citizenship, we could play more
games in the classroom, and a reward type system could be put in
place to encourage students to be good classroom citizens.