Emma Russell

Observation 2
Lesson Plan Format
1. Subject: Social Studies
Topic/Title: World of Work - Jobs
2. Grade Level: First
3. Number of Students: 26 Students
4. Lesson Duration: 40 minutes
5. State Standards:
CCSS.RI.1.1
Ask and answer questions about key details in a text.
CCSS.SL.1.1
Participate in collaborative conversations with diverse partners about grade 1
topics and texts with peers and adults small and large groups.
CCSS.SL.1.5
Add drawings or other visual displays to descriptions when appropriate to clarify
ideas, thoughts, and feelings.
6. Objectives:
Students will be able to explain why people have jobs.
Students will be able to identify some types of jobs that produce goods or provide
services.
7. Materials/Resources:
"World of Work" Big Book
5 Paper Turtle Cut-Out Bags (Per Bag: 10 squares, 6 triangles, 5 circles, 5 half
circles)
Student iPads
ELMO
Explain Everything "Jobs" template in Google Drive
8. Lesson Instructional Procedures

A. Introduction Call students to the rug and ask tell them we are going to continue to learn
about the world of work.
Ask students "What does it mean to work?"
Review terms "goods" and "services" and ask students if they know where
goods come from.
Tell students we are going to discover where our goods come from.
B. Development:
Begin to read core lesson 4. Start with title - ask students what are different
types of jobs?
Ask students to tell me about different jobs at school and in the
community.
Start reading the text and after every page to ask and answer essential
questions.
Define key vocabulary when it is introduced in the text (Worker - a person
who does a job, factory- a place where workers make goods).
Talk about factories - what are they? What happens in them?
Tell students our classroom is going to be a factory. They will be working
in groups and each group needs to work together to make 5 turtles. Only
one person can do one job (ex: putting the head on, putting feet on, putting
tail on, etc).
The tables will be timed to see what table/factory can make the 5 turtles
the quickest.
Allow students 10 minutes at each station. Switch so students can complete
both activities.
D. Closure
If there is time, allow students to share their work on Explain Everything.
Review the lesson, ask students to remind me what the key vocabulary
terms mean.

9. Assessment
Informal- Through class discussion and participation I will measure if students are
understanding the focus of the overall lesson. I will be walking around the classroom
while students complete their explain everything activities and factory activities to make
sure they understand the terms and what they are supposed to be doing.
Formal- Students will be turning in their Explain Everything templates into me on
Google Drive. I will grade them post lesson, and I will determine if students need
reteaching on any portion of the lesson.
10. Differentiation/Modifications:
Students with IEPs or 504 plans:
-Student IEP has one-on-one aide in the classroom while the entire lesson is taking
place. Their aide will be with them to answer any additional questions and guide them
through the completion of the lesson tasks. If they have any additional struggles, I will
provide assistance by answering questions or re-teaching portions of the lesson that
they may be struggling on.
-Student IEP requires maximum minutes devoted to resource instruction. Student may
be pulled out during the lesson in order to fill his resource minute requirements.
Student may need redirection and additional assistance throughout the course of the
lesson.

Reflection/Next Steps: