NCATE Assessment #3: Lesson Plans Common Plan Format Updated: September 2014

LESSON PLAN ELEMENTS FOR ELEMENTARY EDUCATION

Your Name: Nicole Lucas, Emily Collison, Sirissa Koebke, Emily School: Chester Miller Elementary
Jackson, Tyler Rainey
Date Lesson will be Taught: April 25, 2018 Host Teacher: Mrs. Corrigan, Mrs. Plank
Time Lesson will be Taught:9:45 Grade Level: 2nd
Select Grouping: Whole Class, Small Group
Lesson Topic: Unit Review
Prerequisite Knowledge and Skills:
Knowledge: Students should have knowledge of differentiate between the past and present
Students should have a knowledge of three ways we can learn about history. (Photographs, artifacts, and journals)
Students should understand that transportation, buildings, businesses, and land have changed in their communities over
time.
Students should have knowledge about how history is created.
Students will demonstrate learning by writing about the history of their local community.

Skills: Students should be able to draw their life in the past and their life in the present.
Students should be able to write 3-5 sentences in a journal about the past.
Students will be able to identify differences and similarities of past and present transportation, buildings, businesses, and
land.
Students should be able to give examples of ways people can create history.
Students should be able to write out three sentences about the history of their local community.

Lesson Objective(s):
1. Using an app online, students will use their Chrome books and play an interactive review game called Kahoot before taking
their final assessment.
2. Given an assessment, students will complete questions and be able to achieve at least 70% accuracy.

National and State Standards and Expectations:

National standards
*National Council for the Social Studies (NCSS) Strands:
o II. Time, Continuity, and Change
o III. People, Places, and Environments
*Common Core State Standards:
Writing Standards:
o Grade 2.2. Recount or describe key ideas or details from a text read aloud or information presented orally through
other media.
o Grade 2.8. Recall information from experiences or gather information from provided sources to answer a question.
State Standards
*Michigan GLCEs for Social Studies:
o 2-H2.0.4 Describe changes in the local community over time (e.g., types of businesses, architecture and
landscape, jobs, transportation, population.)

Levels of Thinking, Bloom’s Taxonomy:

 Understanding the differences between the past and present, and knowing how to create and learn about history.
 Remembering the past lessons of each unit lesson and the important aspects of what each teacher taught.
 Applying what students learned throughout the unit to the review and assessment.

Materials, Equipment, Technology:

 Smart board
 Kahoot
 Chrome books

Teacher Preparation:
1. Create a Kahoot review game.
2. Create an assessment that contains 10 questions and is a total of 20 points.
NCATE Assessment #3: Lesson Plans Common Plan Format Updated: September 2014
3. Make an answer key for the assessment.
4. Create a filler for after the assessment (A piece of paper with the prompt: Write 3-5 sentences about what you liked about
the unit lesson.)

Vocabulary:
Difference
Past
Present
Artifacts: Telephone, record, doily
Methods of learning history
Journals
Transportation
Community
Change
Time Capsule

Sources:
https://create.kahoot.it

Anticipatory Set/Launch:
1. Teachers will set behavior expectations before we begin.
2. We have been reviewing throughout this unit how communities change over time.
3. Ask a few questions about each of the five lessons like, "Do you guys remember how to differentiate between the past and
the present? What are some ways we can learn about history? Does anyone remember what kinds of transportation was
used in the past that is different from today? What is a time capsule? Does anyone remember any information about our
local history?"
4. Explain that we will be taking an assessment today over everything we have learned and before we do the assessment we
are going to play a review game.
5. Tell the children we are going to get our Chrome books out and go to Kahoot.com to play the review game.

Body of the Lesson/Main Lesson Activities/Tasks/Problems:

1. Explain to the students how to login on Kahoot with the class code and give them directions to wait for everyone to get to
the site before we begin.
2. Ask students to give teachers a thumbs up when they are ready, and teachers should walk around the room helping and
making sure students are logged in correctly.
3. When the students are all logged in, explain that this game will help us review for the assessment. Say there are going to
be a total of ten questions.
4. Project each question onto the smart board and read each aloud to the class. Also read the answers out loud.
5. Instruct students to choose the shape that corresponds with the answer they choose. Continue this for all 10 questions.
6. Briefly discuss the answer and why it is correct after each question.
7. Once the review game is complete, have the students shut down and put away their Chrome books row by row.
8. Once all students are sitting back at their desks, explain to the students that they will be taking their test on everything we
have learned about. Tell the students that they must work independently and do the best they can.
9. Pass out the tests and walk around to make sure all students are working quietly.

Filler: Write us 2-3 sentences about what they liked about the unit as a whole. A half-sheet will be provided.

Closure/Summarize/Next Steps (e.g., looking back and looking forward):

1. Briefly review what we learned throughout the unit lessons. Ask students what information stood out to them.
2. Tonight, you can go home and discuss your new knowledge about how communities change and what life was like in the
past with your parents.
3. Ask students about the vocab we learned throughout each lesson and ask them to explain what the vocab means in their
own words.
4. Tell the students we have enjoyed teaching this unit lesson and we hope they have learned a lot about history!
NCATE Assessment #3: Lesson Plans Common Plan Format Updated: September 2014
Evaluation Plan:
Objective #1: Students will review all information from the unit and participate in the Kahoot game.
Objective #2: The students will complete an assessment created by the teachers. It is 15 questions, 2 points per question, so30
points total. The questions are either multiple choice or short answer.
Short answer  Capital letter at the beginning of the sentence
checklist  Punctuation at the end
 Content is related to the topic of the question
 Spelling is mostly accurate
 The letters are legible to teachers
Home/School Connections:
 Tell the students that they can come home and tell their caregiver about the Kahoot they played and the new information
they learned.

Legal/Ethical Issues:
 Student’s last names will not be used in the assessment data of grade books or written reflections. There will be no videos
or photographs taken of the students. Public domain materials used during the lesson are cited in the Sources section.

Diversity:
Situation #1:
Jimmy has a hard time staying on focus during individual work time at his seat. He
often acts out when he is working with a small group or when the class is moved to the
carpet for reading or working time. He is in the process of being tested by the special
education staff, with a possibility of receiving help for an emotional impairment.

Situation #2:
Sarah can always be counted on to try her best. She is mildly cognitively impaired.

Situation #3:
Francisco is a new student in your class who speaks little English. His first language is
Spanish.

Situation #4:
Two of your students, Marcus and Fabian, have advanced skills in writing and have
reading skills 1 ½ years above grade level.
Differentiation:

COPY THIS CHART FOR AS MANY STUDENTS AS NEEDED. (INCLUDE GIFTED IF NECESSARY.)
Differentiated Instruction Details- Jimmy
Knowledge of Students
 Differentiation based on student: Readiness Interests XPreferences:
 Other (e.g., environment, gender, culture)

Differentiated Instruction Response: Lesson Plan includes Differentiation for…

 Content – Learning materials

 Process – Ways of learning

NCATE Assessment #3: Lesson Plans Common Plan Format Updated: September 2014
 Product – Ways of demonstrating learning

 Learning Environment
Make sure that Jimmy understands the expectations when using Kahoot. Make sure to call on him when he is doing the right
thing while playing Kahoot. Also, provide Jimmy one points towards his token economy sheet for every ten minutes that he does
not have a behavior warning.

Differentiated Instruction Details- Sarah

Knowledge of Students
 Differentiation based on student: XReadiness Interests Preferences:
 Other (e.g., environment, gender, culture)

Differentiated Instruction Response: Lesson Plan includes Differentiation for…

 Content – Learning materials

 Process – Ways of learning

 Product – Ways of demonstrating learning

Peer tutoring is a great accommodation for Sarah while she is participating in this activity. Peer tutoring will give her extra
support when reading the questions and answers.

 Learning Environment

Differentiated Instruction Details- Francisco

Knowledge of Students
 Differentiation based on student: Readiness Interests Preferences:
XOther (e.g., environment, gender, culture)

Differentiated Instruction Response: Lesson Plan includes Differentiation for…

 Content – Learning materials

 Process – Ways of learning

 Product – Ways of demonstrating learning

Have the Kahoot questions and answers written in Spanish below the ones that are in English.

 Learning Environment

Differentiated Instruction Details- Marcus & Fabian

Knowledge of Students
 Differentiation based on student: X Readiness Interests Preferences:
 Other (e.g., environment, gender, culture)

Differentiated Instruction Response: Lesson Plan includes Differentiation for…

NCATE Assessment #3: Lesson Plans Common Plan Format Updated: September 2014
 Content – Learning materials

 Process – Ways of learning

 Product – Ways of demonstrating learning

After a question is answered have either of these students give a verbal explanation to why they picked that answer.

 Learning Environment