Lesson Planning Form for Differentiating Instruction Education 305

Teacher
Grade level and theme

Annnaliese Vander Baan and Lauren Newhuis

2nd Grade

Thread/crossover Civics Lesson

I. Objectives
What is the main focus of this lesson?
This helps students build a better understanding of recycling and the local community. Students are actually seeing the different
issues in their local community by doing this debate. They have to think deeply about their own beliefs and this helps them better
understand if they agree or disagree with key issues in the community.
How does this lesson tie in to your Big Idea
In this lesson, students will be prompted with a series of debatable situations (all about recycling). Students must work with a group
to figure out how they will present their point of view/assess the conflict. They will have to communicate with their peers and choose
a reason why they agree or disagree with the issue.
What are your objectives for this lesson? (Students will be able to.) Indicate connections to applicable national or state
standards (glces). Indicate themes from any threads addressed in this lesson (ex-Geography-human environment interaction)
1.) 2 C5.0.1 Identify ways citizens participate in community decisions.
2.) 2 C5.0.2 Distinguish between personal and civic responsibilities and explain why they are important in
Community life.
3.) 2 C1.0.2 Distinguish between government action and private action.

II. Before you start

Prerequisite knowledge and skills.
What are you assuming they know
or have already done.

Assessment
(formative and summative)
Key vocabulary for this lesson
(include key concepts from
individual threads ex- economicsopportunity cost etc)
Materials-what materials (books,
handouts, etc) do you need for this
lesson and do you have them?

Opportunities for differentiation

III. The Plan

Time
Parts
Motivation
(Opening/
Introduction/
Engagement)

They will be using their previous knowledge from the past lessons taught. Students will look
have to use their skills of decision making during these debatable issues.

Summativethe entire lesson is a summative assessment because it shows if the students

could grasp the objectives for the lesson. If the students could explain why they are important
in community life.
Government action
Citizen
Responsibility
Community
Debate questions
Lorax book

Multiple means of representationthe students will hear the information verbally, hear the
readings from the book, see it physically within the debate, and see images in the Lorax book.
The students will be involved in movement as well; they will physically be walking around the
room and can express themselves within the debate.

The description of (script for) the lesson, wherein you describe teacher activities and student
activities
-Reading the Lorax to the class in a small circle
-Questions about the Lorax book:
1.) How did the characters in the book treat the environment at first?
2.) How did the characters change in the book?
-Have any of you ever heard of something called a debate?
-A debate is something that many people use to talk about two sides of an important issue.

Development

Closure

-Today we are going to focus on how many people in our community come together to discuss important
issues. We are going to have the opportunity to debate at the end of class.
-Each individual person is important in making big decisions, just like we saw in the Lorax. In our town
and our school we have a lot of people that have to make decisions. Each person gets to have a say in that
decision that doesnt involve our government.
-Just like how everyone is important in our class discussions, everyone in our community is important
with making decisions. Decisions that dont involve the president or government to be involved.
-We are going to split up the room into two groups or two sides of the debate
(Pass out the debate papers)
-Read each side of the debate papers to each side of the class quietly
-Allow the students 5-8 minutes to discuss as a group on how they will argue for and against the other
side.
-Constantly be monitoring the students and probing in and out of the conversation encouraging students to
think deeper when needed.

-After the debate is finished follow up with students about questions:

1.) How can a debate be useful when discussing issues in our town/school community with recycling?
2.) What is one issue our school could debate on with recycling?