Early Childhood Program Lesson Plan Format Junior Fall

Name of Teacher Candidate: Jessica Beck Date: 2/1/19

Grade Level:
5th
Lesson Title:
Social Justice Lesson
Curriculum Areas Addressed:
Social Studies
Language Arts

Time Required: Instructional Groupings:

40 minutes Small group

Standards:
SS5H2 The student will analyze the effects of Reconstruction on American life.
c. Explain how slavery was replaced by sharecropping and how African-Americans were prevented from
exercising their newly won rights; include a discussion of Jim Crow laws and customs.
ELAGSE5RL4: Determine the meaning of words and phrases as they are used in a text, including
figurative language such as metaphors and similes.

As a result of this lesson students will…

Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the discipline.
These represent the skills that will be assessed.)
The students will be able to write their own simile. They will be able to comprehend the meaning of:
athletes, compete, spectators, and sprinter. The students will be introduced to the social justice topic of
discrimination and how it affects society today.

Support for Academic Language

Vocabulary:
Athletes: people who train seriously and are very good at sports
Compete: to try hard to outdo others
Spectators: people who watch an event
Sprinter: a runner who goes very fast for a short distance

Assessment (Each learning objective must be assessed. How will students demonstrate their understanding or the lesson’s objectives? How
will you provide feedback for the students? What type of assessment will be used? What evidence will be collected to demonstrate students’
understanding/mastery of the lesson’s objective? What constitutes success for the students?)

Assessment Strategy:
I will have the students write their own simile while using at least one of the vocabulary words at the end
of the lesson to show they understood.

Essential Question:
What does a simile need to have in it to compare two things?
What did you learn from the story, Queen of the Track?

Early Childhood Program – Lesson Plan Format – Junior Fall John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Fall

Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.)

Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.)
I will ask the students if they have aver participated in a race before.

Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the goals
and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.)

I will tell the students that we are going to read Queen of the Track by Heather Lang. I will then tell them
to pay attention to the instructions so they know what to do while we read the story.

Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the lesson – what the teacher will do as
well as what the student will do. Describe the strategies which will be used to support students’ learning. Knowledge of students’ cognitive,
social, emotional, and physical development along with their cultural backgrounds should be evident.)
 Tell the students that they each have a post-it note in their book with a vocabulary word on it.
When we get to that word in the story, they will read the word and the definition that is on the
post-it note.
 After each student reads a definition, describe the word and discuss it with the students.
 Stop and talk about the similes in the story on pages 9 and 21. Ask the students what the similes
are comparing and why it is a simile.
 Once you are finished with the story, have the students write their own simile and then draw a
picture of the literal meaning of their simile.
 Have the students read their simile and talk about their illustration.

Closure/Wrap up:
Once the students are done sharing their similes and pictures, tell them to think about all the events that
happened in the book and how Alice got through all those hard times and turned out to be extremely
successful. Tell them that they should remember this story the next time they are going through a tough
situation.

Instructional Supports as appropriate and as needed

Resources and Materials Used to Engage Students in Learning (Provide citations for all resources that you did not create. Attach
key instructional material needed to understand what you and the students will be doing. Examples: class handouts, assignments, slides, and
interactive white board images.)
I will be using sticky notes in the book to engage them in learning the new vocabulary words.

Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content: (List any
websites and sources of materials and background information that you will need or use as the teacher to engage the students.)
I used the picture book, Queen of the Track by Heather Lang.

Early Childhood Program – Lesson Plan Format – Junior Fall John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Fall

Other Relevant Information

Clear Links to Learning Theories, Educational Research, and Principles of Development:
This connects to Montessori’s theory of hands on learning because the students used tools to write,
draw a picture, and post-it notes to read off the vocabulary definitions.

Connections to Technology and/or the Arts:

This lesson connects to the Arts because the students draw a picture at the end to express their simile’s
true meaning.

Description of Collaboration with Others

I worked with my partner teacher to get this lesson approved and to make sure it was on track with the
standards.

Early Childhood Program – Lesson Plan Format – Junior Fall John H. Lounsbury College of Education, Georgia College