INQUIRY/ Dynamic Social Studies LESSON PLAN

Student: Katie Glenn

School: Frances Slocum Elementary School
IWU Supervisor: Lois McCracken Co-op Teacher: Miss Berglan
Teaching Date: IDK (April 8?)
Grade Level: 3
READINESS
I. Goal(s)/Objective(s)/Standard(s)
A. Goal(s) Students will be able to identify particular characteristics of historical figures that make them good
leaders.
B. Objective(s) Students will be able to identify what made Madam C.J. Walker a good leader by: 1. Examining
products, 2. Brainstorming 3 positive characteristics, 3. Writing about it what made her a good leader, 4. Drawing a picture
about connections.
C. Standard(s)
Learned Society/State/District (IDOE): 3.1.4, 3.4.6
NCSS: Strand 3: People, Places, and Environments
D. Materials: Madam C.J. Walker booklet, Hair Products, Pencils, Crayons/Colored Pencils/Markers

Management:

Three strikes and youre out: 1.Warning, 2. Move to back table alone (will have extra materials for
if this happens), 3. Removal from classroom
Students will be moving around during this lesson, it is a grouping activity
They will be seated during anticipatory set/directions, but will move from station to station working
on the various activities
They will have 10 minutes at each station, time this. At one minute, they will be given a warning to
clean up the activity and to finish. They will move clockwise around the room.
They will be rotating around the room when given the instruction to do so.
They will be given one minute per transition.
To group students, have them line up in the front of the room and count off by fours (all of the ones start
at station 1, twos at 2, etc.)

II. Anticipatory Set

Show students a picture of Madam Walker with a quote, briefly discuss/review what they learned about her in the
previous lesson. Students will share with their elbow buddies what they remember about her, and then I will call on a
few students to share
III. Purpose: Knowing about the ways that a historical figure like Madam C.J. Walker were good leaders helps you understand
what types of things to look for in leaders. She is also a good woman to study because she is a great role model for you to try
to live like.
INSTRUCTION
IV. Lesson Presentation: Presentation of Concept
We will continue our discussion of Madam C.J. Walker.
Today, you will be doing four activities to learn about what made her a good leader and you will also have the
chance to look in-depth at some hair products, just like Madam Walker did.
I have created booklets for you to complete while you go through the stations today. Each page in the booklet
correlates with a station.
Explain the activity per station
- Station 1: This station goes with the page that says Comparing Products. You will be looking at two different
hair products to make real-life connections to Madam Walker. You will look at the packaging, scent, and
advertising. You will write a small description of each in your booklet. Then when you finish, you will
choose the product that you would want to buy! At this station, you may use a level one voice to talk discuss
with your group.

Station 2: This station goes with the page that says What Do You Think? You will be finding three qualities
that you think made Madam Walker a good leader. You can discuss with the people in your group. Make sure
that you first list the quality, and then explain using a complete sentence.
Station 3: This section goes with the page that says Writing. You will be answering the question I have given
you on that page. Why do you think Madam Walker was a good leader? Use ACES and make sure that you
indent.
Station 4: This station goes with the page that says Drawing. This activity is simple; just brainstorm a
product that you could sell. Draw a picture of it and write a sentence or two about what it is, what it does,
and how you could sell it.

A. INPUT: Reading (in class or for homework prior to discussion of the topic)
a. Prior to this days activities, we will read the excerpt about Madam C.J. Walker in students social
studies textbooks and study other sources about Walker.
b. Students will be exploring the question: What made Madam C.J. Walker a good leader?
c.
B. OUTPUT: Active Learning
a. During the various station activities, students will be individually be completing Madam C.J. Walker
booklets
b. Students will actively participate in discussions in their groups
c. Students will participate in a whole group closure discussion
VI. Closure/Conclusion
End group activities, students all need to go back to their own desks
Have students share if they chose product A or B in the What Do You Think station, write the results on the board
Now you will each write on the Post-It note that I have placed on your desks. Write one characteristic that made
Madam C.J. Walker a good leader. Use a sentence. Then when you are done stick it to your lightbulb on the wall.
VII. Practice
They will be completing the booklet about Madam C.J. Walker
No homework assignment will be given
VIII. Assessment
A. Formative: I will look over student work (pages in the packet) at the stations as I circulate. I will immediately
redirect if necessary.
B. Summative: Students will write one characteristic that made Madam Walker a good leader on a post it note and place
it on their lightbulbs on the wall. This will give me concrete evidence as to whether or not they grasped the objective.
IX. Adaptation:
Remediation No group work will be adapted. If students have not mastered the objectives after the group work today based
upon the summative assessment, I will pull them aside during reading time and supplement instruction
Enrichment These students will be responsible for completing their own work, and I will have them assist classmates if they
finish early. The expectations for their writing will be higher
ESL Not applicable
Exceptional Needs- Group work will not need to be adapted. In this class, all students are capable of this series of activities.
X. Technology Inclusion
Technology will not be included in the station work. However, I will play music quietly while they work.
EVALUATION
Self-Answer Questions
1. How many students achieved the objective? For those that did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy

b. Gardners Multiple Intelligences