Social StudiesLESSON PLAN 

HGSS Content Grade level (KELS Age) Preschool (ages 3-4) Grade Level Focus Standard (KELS Indicator) Focus Standard: The World Around Them HGSS Discipline (KELS Standard) Social Studies HGSS Topic (KELS topic determined by indicator) School and Family Leaders HGSS Benchmark (n/a KELS) SS.p4.1- Identifies Leaders at Home and School Assessment Competency/Compelling Question Who are some leaders at our school and at home, and what do they do? Lesson Learning Objective Students will understand… Lesson Performance Objective Students will be able to…

Objectives should stem from Benchmark/Performance Expectation or KELS Indicator Learning Objective: TSWBAT understand that individuals in their school and family environments play leadership roles and help guide and take care of us when given flashcard 7/10 times.

Performance Objective: TSWBAT to identify and name leaders at school and home, such as teachers, principals, and parents with 80 percent accuracy. Assessment & Criteria Use RED FONT within your Instructional Sequence. Interactive assessment through questioning and participation Components of Reading- Structured Literacy Integration: Comprehension Name of text/author I want to be a leader Brief description of comprehension strategy Use PURPLE FONT in your Instructional Sequence. Components of Reading- Structured Literacy Integration: Content Vocabulary List & define 3-5 terms Brief description of vocabulary integration strategy Use BLUE FONT in your Instructional Sequence. Preparation for Lesson *Attach all worksheets, graphic organizers, or other lesson materials to your lesson plan. Lesson Source Teacher-created materials Materials Picture cards representing various leaders (teacher, mom, dad), chair (“Leader’s Chair”) Technology Smart Board Student groupings/class size Whole Class 13 students. Other Lesson Considerations, include special classroom logistics, specific behavior rules, safety Ensure a comfortable and inclusive circle seating arrangement for engagement. Encourage raising hands and waiting for turns to speak. Real-world and cross-curricular applications Connecting to daily life experiences at home and school. Anticipated Differentiation Strategies Use visual aids and repetition for ELL students; Allowing movement for kinesthetic learners. Prior Knowledge needed for this lesson Familiarity with classroom environment and key adults. Universal Design Representation picture cards for visual and tangible representation of ideas Engagement Sing a song or chant about leaders to captivate interest. Action & Expression Encourage students to take turns being the "Leader" in a role-play activity. Contextual Information & Learning Environment Factors What are the demographics of your students? (age, grade, diversity, number of students, ELL, IEP, interpersonal interactions/behaviors) 13 preschool students, aged 3-4, diverse backgrounds including one ELL student, and two IEP considerations. Development of social skills such as turn-taking and listening is critical. Pre-Teaching Reflection What are 2 specific areas within this lesson that you would like to receive feedback on? Clarity of lesson steps for substitutes, engagement level. What is one goal you have for yourself during this lesson? Personal Goal: Facilitate active participation among all students.

INSTRUCTIONAL SEQUENCE Write out detailed lesson procedures and activities. Be sure to include questions you will ask during the lesson and the expected student responses. Your plan should be detailed enough for another teacher or substitute to teach it without having to ask you any questions. Numbering and bullets are permissible, preferable, and highly encouraged. Before the Lesson Estimated time: 1 min • Setup: Arrange students in a circle. Place picture card in the middle of circle. • Question: "Who are some of the special adults we see every day at school and at home?" • Expected Student Responses: "Teacher", "Mama", "Papa", etc. ENGAGE Estimated time: Then We will do a what doesn’t belong with three pictures. My boss (Jenna), teacher, and a baby. They will name the pictures and state the same the letter sound they hear at the beginning of the names. With all students saying the name of the letter and sound together. Then one student will pick out which picture does not belong. EXPLORE & EXPLAIN Estimated time: 6 mins • Activity: Introduce picture cards representing leaders. • Explanation: Briefly explain each leader’s role. For example, the teacher helps us learn, the principal takes care of the school, and parents take care of us at home. • Question: "What do you think each leader helps us with?" • Expected Responses: "Teaches us," "Keeps us safe," "Cooks for us." ELABORATE & EVALUATE Estimated time: 7 mins Role-play: Invite students to sit in the “Leader’s Chair” and share what they would