Teacher:

Content
Area/Topic:
Grade Level:
Lesson Title:
Lesson
Overview

Lesson Plan Template

Emily Duncan
Social Studies
2nd grade
QR Museum
Write a brief, yet concise, description of what occurs in this lesson (50
words).
What will students learn during the lesson?

In this lesson, the students will research about the significance of the contributions
made by people in United States history. Students will recount or describe key ideas
or details from the information presented to them through media. Students will fill out
an exit ticket at the end of the lesson to show their knowledge of a few people during
the abolitionist movement.

Common
Core/State
Standard

Go to the state standards website:

http://www.tn.gov/education/standards/index.shtml
Reference State, Common Core, ACT College Readiness Standards
and/or State Competencies. Select the grade content/level appropriate
standards that are being met in this lesson. Copy and paste here:

CCSS.ELA-Literacy.SL.2.2
Recount or describe key ideas or details from a text read aloud or information
presented orally or through other media.
State Standards:
Social Studies, History
2.32 Participate in shared research using biographies to interpret the significance of
contributions made by people of the United States, recounting or describing key ideas
and details from the texts.

National
Education
Technology
Standards for
Students
(NETSS) met
in this lesson

Go to the NEW NETSS standards http://cnets.iste.org/and select grade

level (K-2, 3-5, 6-8, 9-12) appropriate standards/profiles that are being
met in this lesson. Copy and paste here.

Research and information fluency.

Students apply digital tools to gather, evaluate, and use information.

Instructional
Objectives

Clear, Specific, and Measurable NOT ACTIVITIES. Student-friendly.

The objective for this lesson [learning outcome] should identify

the A, B, C & D.
Given information about people in history, the learner will complete an exit ticket on
what they have learned about the people they have researched and what they want
to know more about.
How do I measure this? How many people should they list, what do you want to know
about these people? Read the standard again to see what they are suppose to be
interpreting.

Dr. Susan Sutton, 2014

Prior
Knowledge

What prior knowledge will the students have to have to be able to do

this lesson? You might look at the year before Common Core/State
Standards to see what they were suppose to learn before doing the
state standard you chose.

Students will need to have prior knowledge of how scanning QR

codes work and how to use the device they are given. They will
need to know what the abolitionist movement was and why it is
important in history.

Need or
Purpose

Why do students need to learn this lesson?

Students need to know about important people in history and

what role they played in making the United States what it is
today.

Teacher
Preparation

Explain what the teacher has to do to get ready for the lesson including
activities such as gather materials, bookmark websites, create research
guides, schedule labs, gather parent permission for fieldtrips, etc

The teacher must have the museum in the room set up before the lesson. This
includes pictures on the wall of the people and the QR code that goes along with that
person under it. They must also have the QR code generator. This could be an app or
a program on a computer. They will also need to make an exit ticket (graphic
organizer) and have a device that reads QR codes for each group of students.

Active
Participation

Explain what the students do in this lesson that puts them in an active
learning situation.

Students are put into groups of three to four. They will travel around the classroom,
like a museum, and will scan the QR codes for information about that person they are
looking at.

Formative
Assessment

The criteria should directly align with the instructional objectives and
standards. How will you monitor student progress? Also describe your
plan for providing feedback to your students during the lesson?

Students prior knowledge will be assessed when reviewing what the abolitionist
movement was.
Students will be asked to list three details that they learned in the museum and one
detail they would like to know more about on their exit ticket. Make sure this section
matches up wit the standard you chose and the objective you wrote.
As the groups walk to each picture I will visit each group to make sure they are on
task. I will ask them questions like what they have learned so far and why they think
that person is important in history.

Dr. Susan Sutton, 2014

Materials

List all materials and include how each will be used during the lesson.
Must align with the Instructional Objective

A device for each group of students that scans QR codes. A graphic organizer or exit
ticket that looks like a museum ticket for each student. Pictures of the people that will
be in the museum and their matching QR code.

Instructional Procedures
An Essential Question encourages students to put forth more effort
Essential
when faced with complex, open-ended, challenging, meaningful and
Question
authentic questions.

Why are these people important in the abolitionist movement? What did they do
during the abolitionist movement that is important?

Lesson set

Motivator/Hook - How will you open the lesson to motivate the

students? How will you relate this lesson to previous learning & to real
life experiences, to explain the importance of the learning to the
students? (student involvement required)

Ask students who has ever if they have ever visited a museum before. Tell the
students that we are going to visit a museum today. Ask students what they think is
found in a museum.

Techniques &
Activities

List the instructional procedures step-by-step, in sequential order as

they occur in the lesson. What will you do? What will the students do?
How will you keep learners engaged? Within the procedures a variety
of classroom teaching strategies (methods) are identified.
Student centered activities are included as well as guided
practice of the learning is included.

The class and I will review what the abolitionist movement was.
I will introduce the people that are in the pictures around the room.
I will give the class the instructions for the museum and go over how to use
the device to scan the QR codes.
Students will be put into groups. Once they are in groups they will spend five
to ten minutes at each picture. They will scan the QR code under the picture
and they will listen to informational text about the role that the person played
in history.
After every group has visited each picture each student will complete a
graphic organizer or exit ticket. On the exit ticket the students will have to list
at least three things important facts they have learned about the importance
of the people in history about three of the five people they just studied. See
how we have just put some measureable words in this section and it should
match up with objectives. Just state how many people they will be studying,
how many facts you want them to recall, and how many people they need to
recall. They will also have to list one thing they would like to learn more
about.

Extension

How will I provide modified instructions for gifted students? I call this
Gear-up. Extensions are additional activities to expand the learning

Dr. Susan Sutton, 2014

on the lesson. If students finish early what will the supplemental

activity be? - I will have them do.

I will have these students write at least two facts about each
person they visited in the museum. They will have to pick their
favorite person and tell their facts to the class. Good job you
answered all the questions to fulfill the requirements for this section.

Remediation

How will I provide modified instructions for below average? I call this
- gear-down. Remediation activities include methods to re-teach the
learning for students who need more instruction. If a student falls
behind I will ..

These students will be placed with good role models and will be
scattered throughout each group. The informational text that
they hear will be printed out and given to them. Instead of
having to give three facts they will only have to give two. Good
job you answered all the questions to fulfill the requirements for this
section.

Adaptions
Modifications

How will I provide modified instruction for special education? How will
you adapt the learning for learners with special needs? Choose one
disability and tell me how you would adapt this lesson for that
disability.

The child that has ADD/ADHD will be put in a group with positive role models. This child will be given
his own recording of the text and his own ear phones. This child will not have to write his exit ticket, we
will get together and orally go over what he has learned and what he would like to know more about.
Good job you answered all the questions to fulfill the requirements for this section.

CLOSURE

Reflection / Wrap-Up. How will you close the lesson, summarize the
lesson content, relate the lesson to future lessons & tie it to previous
lessons? (student-involvement required). How will I review subjectmatter and purpose with students?

I will close the lesson by asking students which person in the museum they liked
the best and ask a few students why. If there are any gifted students who wrote
facts about their favorite person I will let them talk about that in front of the class.
Ask students what they think would happen if these people did not do what they do,
and how America would be different without them. Good job you answered all the
questions to fulfill the requirements for this section.

Summative
Assessment

Describe the assessment process that you will use to measure whether
the students achieved the instructional objectives. How will you assess
the student performance/mastery of skill? What are the criteria for
achievement, and performance level? How will you assess that students
have learned? How will you monitor student progress? The criteria
should directly align to the instructional objectives and standards. Also
describe your plan for providing feedback to your students.

Dr. Susan Sutton, 2014

To assess students learning I will collect their exit tickets to make sure they have
completed them correctly. I will look for key details from the informational texts they
have listened to. As they are going around the class and looking at pictures I will go
up to each group to check on how they are doing. Good job you answered all the
questions to fulfill the requirements for this section.

NOTES:
There will be only four people from the abolitionist movement in history to save
time. If the students need more time this lesson could be stretched out into two
days.

Dr. Susan Sutton, 2014