My+Lessons

Our Leaders in Government || SS2CG2: The student will identify the roles of the following officials: a. President, b. Governor, c. Mayor. SS2CG4: The student will demonstrate knowledge of the state and national capitol buildings by identifying them from pictures and capitals of the United States and the state of Georgia by locating them on appropriate maps. || The student will identify the president, governor, and the mayor by matching their pictures to the correct labels given to them. The student will identify the state and national capitol buildings by picture and will match the buildings to the appropriate capital city.
 * Name: ______Kelsey Thompson____________________________________________________________________ Grade Level__:_____2nd____________________**
 * Estimated number of days lesson will cover: ______________1_______________**
 * Lesson Subject/Title:
 * Performance Standards:
 * Lesson Objectives (What students will know and/or do):

Enduring Understanding: || What is the difference between the president, governor, and mayor? What does the capitol building of Georgia and the United States look like and what are some of the interesting characteristics they have? Where can you find the capital city of Georgia and capital city of the United States on a map? || President Governor Mayor Capital Capitol ||
 * Essential Questions:
 * Key Vocabulary:

10:32 || Introduction/hook/activation of prior knowledge --We will talk about their trip to meet the Mayor on September 23rd. ||  ||   ||   || 10:55 || Instructional activities Demonstrate/Model (if appropriate) Go through the note packet provided. Students will read out loud to one another and I will ask questions on each page.
 * Time || Procedures || Differentiation || Materials/Resources || Assessment ||
 * 10:30-
 * 10:32-

Guided Practice (if appropriate) Students will create their mobile. An example will be shown and I will guide them through how to do it.

Independent Practice (if appropriate) Students can work on their own creating their mobile and work on the worksheet when finished. || I will be walking around to help anyone.

If any students finish early they will get the Who I Want to Be..? worksheet. Students also have to explain why.

All the materials are ready to use so students who may take longer have what they need and we will not lose any time getting the materials ready. || Creating a mobile that tells about the roles of the President, Mayor and Governor.

Materials: One wire hanger Baggie with cut outs and yarn. || Walk around the room assessing the progress of their mobiles and the worksheet if they are finished. || 11:00 || Review and Closure
 * 10:55-

A few students will present their mobiles to the class and will tell what cut outs they put where. ||  ||   || I will correct the student if they have something in the wrong place so they can fix it and so the other students can check their own. ||

Lesson Reflection: What worked well in your lesson? The guided notes worksheet working well in my lesson. It was laid out to be easy to follow. There were pictures and labels and places for the students to write their own notes. Creating the mobile really worked well with tying all the information together and provided a visual for the students to use. What modifications did you make in your instruction for varying abilities of students based on your formative assessments? I knew of a few students who would have a harder time completing their mobile on their own so I provided extra assistance to those students. What follow-up instruction related to your objectives is needed either for remediation or extension? Extension of the objectives would be to break down the roles and responsibilities of each leader and take a further look at what they do. Continued referral to the leaders will more than likely be needed to be sure they have a firm grasp of what was taught. What would you still like to learn that might help you to better meet the diverse needs of your students? Ways to bring the gifted students and the EIP students to one level that will be beneficial for both groups of students. I know that this may not always be possible. I would also like to learn more ways that I could identify if a student is struggling or if a student has gotten a concept and could move along and take it to the next level.