Community Leaders Lesson Plan

Lesson Title: Community Leaders
Name: Haley Neidig

READINESS
I. Goal(s)/Objective(s)/Standard(s)
A. Goal(s) Students will be able to explain what a community leader is.
B. Objective(s) After this lesson, students will be able to list two community leaders
and what these individuals do.
C. Standard(s) IDOE: 2.2.3 Identify community leaders, such as the mayor and city
council.
NCSS: 5- Individuals, Groups, and Institutions
Management:
Time: labeled next to each section (50 mins. total)
Space: Students will be seated at their desks for this lesson.
Behavior: I will use the clip system in place in the classroom. I will also allow the
students to watch a brain break video if they are able to stay under control the whole
lesson. I will keep track of individuals I have to re-direct. If I have to re-direct a
student twice, then the reward will be taken away from the class.
Materials: paper for foldable, pictures of the individuals to cut out, scissors, glue, and
crayons
II. Anticipatory Set (5 mins.)
As a class we will make a brainstorming web of what the class things a leader is. I will
take examples on positions a leader may have as well as characteristics they possess. I
will create this web on the smartboard and only call on students, who have their hands
raised. If necessary, I will draw sticks to have a student give his input.
III. Purpose: Today we will learn who some community leaders are and what they do as leaders.
INSTRUCTION (Direct)
IV. Lesson Presentation (20 mins.)
I have created a powerpoint of community leaders with the Mayor, Police Chief,
Superintendent, City Council, and School Board
I will pull up the slide for each person and briefly describe what this person does in the
community and why they are a leader.
As I teach each person and explain to them why they are a community leader, they will
be creating a foldable
I will show the students how to make this foldable before I teach any of the leaders
I will then have them write the name of the type of community leader I am discussing at
this time on the tab to the foldable
As I discuss the person, they will open the tab to the foldable and write a few things
down (I will have bullet points about the person on the slide, but I will also tell them a
more simplified version to write on their foldable)
On the PowerPoint, there will be a picture of the specific community leader or the
president of the leadership group, and the students will have a picture of this person to
glue into the foldable as well.
V. Guided Practice: (15 mins.)

As a class, we will write a mock letter to one of these leaders. The letter must include
something that we are thankful for that the leader or leadership group does, a question
about what they do, and something we would like to see them do in the future to improve
our community. As a class we will write a sample letter together on the board.
Then, each table group will be given a different community leader or leadership group
and every individual at the table will work independently to write their own letters to the
leader.
A checklist will be provided.
The students may use their foldable as a reference for what to write in the letter.
I will walk around the room to answer questions and help students edit their letters.
VI. Closure: (10 mins.)
Students will read to the other students in their group the letter they wrote. The group
will work to edit their letters in preparation for a final draft letter that will be placed in
their final unit portfolio to be graded.
VII. Independent Practice/Extending the Learning
For homework, I will have the students go home and either ask their parents or research
online what the names of the individual or president of the organization are for each
community leadership position. They will then bring their findings back the next day,
and we will go over the correct answers.
VIII. Assessment
Formative: During the lesson presentation, I will ask the students questions to see if they
understand the content. I will also walk around the classroom as I discuss the leaders and
see how the students are processing the information on their foldables. I will check the
students understanding by reading their first draft letter to a community leader.
Summative: At the end of the unit, students will create a portfolio using their work
throughout the unit, like this foldable, to explain how rules impact our life. They will
also write a final draft of their letter to the community leader to be placed in the portfolio.
IX. Adaptations:
Special Needs Students- I will have a few pictures in my PowerPoint that will help with
their understanding. I will also have both auditory and visual components of the lesson to
allow these students to process the information in a variety of ways. If necessary, I could
also type up the bullet points I want them to put in the foldable, so they will just have to
glue them in and listen to me talk about the individuals.
Remediation I will take these students aside and re-explain the information. I will
make sure they have all the notes about the individuals in their foldable and give them a
few more examples. I will also work with them on editing their letter to the leader before
the final draft is due.
Enrichment Students will likely not know many details about these community leaders
but if they do, I will have them write all or most of the information on the slide. The rest
of class will only have to write a simplified version of the information for their foldable.
ESL I will have a few pictures in my powerpoint that will help their understanding. I
will also have both auditory and visual components of the lesson to allow these students
to process the information in a variety of ways. I will also meet with these students to
work on editing their letters before the final draft is due.
X. Technology Inclusion
I will use the smartboard in my anticipatory set to create a web of ideas of what a leader
is as the students share.
I will use a powerpoint with pictures of each of the community leaders or leadership
groups. On this PowerPoint will be a few sentences about what the leader or group does
and why they are a leader.
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
7. Was there too much for the students to write in their foldables?
8. Were there more words that should have been defined or simplified for the students?
9. Were the students engaged and focused during the lesson?
Letter Checklist:
5 parts of a friendly letter:
o Date
o Greeting
o Body
o Closing
o Signature
The body of the letter has at least 5 sentences.
One or more sentences saying thank you for.
One or more sentences asking them a question
One or more sentences suggesting something they could do to help
the community
Correct Spelling
Neat and readable handwriting

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Lesson Title: Community Leaders

Name: Haley Neidig

V. Guided Practice: (15 mins.)

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