Annotated Lesson Plan: ELA/Social Studies
Week of: 02/12/18
Pre-Planning:
OBJECTIVE
What will your students be able to do?
Daily Objective(s): SWBAT compare and
contrast events in African American history
with current issues and events in the United
States in relevance to racism (written on
whiteboard under ELA/Social Studies).
Standards:
CCSS.ELA-LITERACY.W.2.8
Recall information from experiences or gather
information from provided sources to answer
a question.
NCSS- Time, Continuity, and Change:
-“Knowing how to read, reconstruct and
interpret the past allows us to answer
questions.”
-“ Children in early grades learn to locate
themselves in time and space.”
PREREQUISITE SKILLS
What will your students need to know to
master the grade-level objective?
-How to write sentences.
-How to write paragraphs.
-How to use a computer/keyboard to complete
research.
-How to give an oral presentation in class.
-Historical figures/heroes are from the past.
-Basic understanding that the world is made
up of people with different races and
backgrounds (taught in previous lesson).
Johns Hopkins University School of Education
Lesson Plan Template
Revised April 13, 2017
CONNECTION TO ACHIEVEMENT GOAL
How does the objective connect to your
achievement goal?
My objective connects to my achievement
goal because through teaching this lesson I
am exposing my students to cross-curricular
content that will prepare them for college and
career readiness.
Commented [S1]: According to the Common Core State
Standards Initiative, (2018) the standards were created to
ensure that all students graduate from high school with the
skills and knowledge that they need to succeed in college,
career, and life, regardless of where they are located.
Commented [S2]: It is important that I teach my second
grade students social studies content because it will provide
them with “The knowledge and understanding of the past
necessary for coping with the present and planning for the
future, enable them to understand and participate effectively in
their world, and explain their relationship to other people and
to social, economic, and political institutions” (NCSS, 1988,
p.2).
DIAGNOSTIC
How will you assess students’ mastery of
these foundational skills?
-I will assess students’ mastery of these
foundational skills through informal
observations such as note taking and checks
for understanding.
-I will formally assess students’ mastery of
foundational skills through formal
assessments such as pre-assessments, surveys,
exit tickets, projects, and written work.
Commented [S3]: Instructional Focus 4: Including All
Citizens- “Raising awareness of the many different types of
people who collectively make up a nation and a global
society.”
1
 Preplanning
ASSESSMENT
How will you know whether your students have made progress toward the objective?
How and when will you assess mastery?

-I will know that students have made progress toward their objective when we have
successfully completed the “I Do,” “We Do,” and “You Do” portions of the lesson.
-During group work I will informally assess students by circulating the classroom and taking
notes as needed. I can also quickly assess student understanding with thumbs up/thumbs down.
I will also call on students randomly (using my equity stick jar) to answer questions.
-The “I Do” portion of the lesson will include a journal writing response that will allow me to
formally assess each individual student’s understanding of the lesson objective.

KEY POINTS
What three to five key points will you emphasize?
 Five Key Points:
 -“Developing written expression, such as biography writing, to express understanding of
historical figures as examples of democratic citizens.”
 -“Raising awareness of the many different types of people who collectively make up a nation
and a global society.”
 -“Encouraging students in sharing their personal backgrounds through oral or written
activities.”
 -“Planning instruction that addresses current trends in education (21st-century skills,
globalization, closing the achievement gap, democracy).”
 -“Developing students’ understanding of citizenship and how it impacts them individually.”

Johns Hopkins University School of Education

Lesson Plan Template
Revised April 13, 2017 2
Lesson Cycle
OPENING (_5_ min.) MATERIALS
How will you communicate what is about to happen?
How will you communicate how it will happen?
How will you communicate its importance?
How will you communicate connections to previous lessons?
How will you engage students and capture their interest?
-I will read the objective aloud to students, then use my equity sticks to call
on a student to restate the objective in their own words. -Whiteboard
-Next, I will discuss the importance of the objective. -Pointer
-Finally, I will tell students that we will meet our objective after successful
completion of our group/independent work (We Do and You Do).

*Introduce students to their African American hero autobiography project
that we will be progressively working toward completing by March 2nd. This
will be an oral presentation in which students will choose a historic figure to
write an autobiography about and orally present their project to the class
pretending to be that figure.
Commented [S4]: Instructional Focus 3: The Social
Sciences and Literacy-
“Integrating speaking and listening activities and the arts
(e.g., dramatic reenactments, readers’ theater) to connect
history and other social sciences to students’ own lives in
meaningful and engaging ways.”

INTRODUCTION OF NEW MATERIAL (_5-8_ min.) MATERIALS

What key points will you emphasize and reiterate?
How will you ensure that students actively take in information?
How will you vary your approach to make information accessible to all students?
Which potential misunderstandings will you anticipate?
Why will students be engaged/interested?
I Do- I explicitly model and demonstrate what I want students to do for the
remainder of the lesson. -Computer

-Document
-First I will introduce key vocabulary/definitions in relevance to democratic camera
citizenship:
1. Government
2. Power
3. Citizen
4. Equality

-Next, I will help students to better understand citizenship and how it

impacts them individually. We will discuss how citizenship status can be
related to racism.
-After, students will be asked to engage in a 2-minute turn and talk with their
elbow partner about how their citizenship impacts their life. Commented [S5]: Instructional Focus 2: Citizenship
Education and Literacy- “Using speaking and listening
activities to develop the citizenship skills of deliberation,
-Projected onto the whiteboard using the document camera, I will explicitly discussion, and decision making.”
model 2-3 examples of how students will complete their Venn Diagram
graphic organizer to compare and contrast events in African American
history with current issues and events in the United States in relevance to
racism.

Johns Hopkins University School of Education

Lesson Plan Template
Revised April 13, 2017 3
Lesson Cycle
GUIDED PRACTICE (_10-15 min.) MATERIALS
How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?
Why will students be engaged/interested?

We Do- Students cooperate and collaborate while engaging in completing

group work.
-With an elbow buddy, students will complete a graphic organizer (Venn
Diagram) of previously learned historical events in African American
history, and current events related to racism.
-I will start with giving students 8 minutes on the time timer and increase the
time up to 15 minutes if necessary.
-Pencils
-Graphic
Organizer
Worksheets
-Time timer Commented [S6]: I almost ruled out focusing on racism in
this lesson, mainly because it is uncomfortable to discuss.
However, I feel that it is significant to bring the problem to
light, opposed to pretending it doesn’t exist. The topic is
especially relevant to my students in Baltimore City with the
riots, “Black Lives Matter” movement, Freddie Gray case,
weekly shootings/ violence, etc. Considering that the majority
of my students are black, this impacts their lives daily. Even
those who are not black (like myself) are greatly affected.

INDEPENDENT PRACTICE (_8-10_ min.) MATERIALS

How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the
objective?
How will you provide opportunities for extension?
Why will students be engaged/interested?
You Do- Students complete Exit Tickets/Formative Assessment.
-Pencils
-I will ask students to respond to the following Journal prompt in their -Student
writing journal books: writing journals

“What race do you personally identify with? How has this impacted you? -Document
What steps could you take to prevent racism in your community camera
(Baltimore)? Commented [S7]: Instructional Focus 5: Citizens
-Computer Expressing Their Views- “Designing lessons to have
students practice expressing their views through writing to
address public issues.”

Johns Hopkins University School of Education

Lesson Plan Template
Revised April 13, 2017 4
Lesson Cycle
CLOSING (_5_ min.) MATERIALS
How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or
progress toward) the objective?
Why will students be engaged/interested?

-Student
-After I Do, We Do, You Do I will ask students, “Did we meet our objective writing journals
for today?” Students will say, “Yes.”

-I will collect student journal books for grading to formally assess whether
they met the objective, “SWBAT compare and contrast events in African
American history with current issues and events in the United States in
relevance to racism.”
References
Commented [S8]: Grading student journals will allow me to
evaluate the effectiveness of my instructional decisions to
determine whether the lesson was a success. If my students
are able to respond to the journal prompt with a meaningful
response that demonstrates an understanding of the
objective, I can rate the lesson as successful.
Commented [S9]: According to Laureate Education (n.d.), it
is important for students to be able to compare and contrast
different cultures.

Common Core State Standards Initiative. (n.d.). About the standards.

Retrieved February 1, 2018, from http://www.corestandards.org
Laureate Education (Producer). (n.d.). Integrated Approach to Social Studies. [Video file].
NCSS. (1988). Social Studies for Early Childhood and Elementary School Children: Preparing
for the 21st Century.(pp. 1-21, Rep.). National Council for the Social Studies.
doi:http://www.jeffbloom.net/docs/SS3-EarlyChildhoodElementary.pdf
Commented [S10]: The resources from this module
Parker, W. C. (2012). Social studies in elementary education (14th ed.). Boston, MA: Pearson. impacted my decision making in regards to creating the lesson
because they helped me to understand what criteria I needed
to include and why. The resources emphasized the
significance of presenting students with ELA/Social Studies
instruction in a way that is meaningful to them.

Johns Hopkins University School of Education

Lesson Plan Template
Revised April 13, 2017 5