1. Saint Joseph’s University
Pennsylvania Standards Aligned System
Lesson Plan Format
Candidate’s Name: Jennifer Branch Course Prefix/Number/Section: Student Teaching
Date: 10/5/15 Subject: Social Studies Grade Level: Second Duration: 45 minutes
LessonTopic: Accepting Differences
1. Essential Questions (Linked to Big Ideas)
 How can the knowledge of language help us to communicate and understand?
 How does productive oral communication rely on speaking and listening?
2. Learner Outcomes (Instructional Objectives)
 Students will be able to see how leaving someone out due to differences is alienating
 Students will be able to see how even though someone is different than them they can also have
something in common
 Students will be able to learn new things about their classmates
 Students will be able to see that no matter how different they are they can still get along
3. Related Academic Standards: Common Core and/or PA Standards
 1.6.2.A: Listen actively and respond to others in small and large group situations.
Respond with grade level appropriate questions, ideas, information, or opinions.
 1.6.2.B: Use appropriate volume, clarity and gestures in individual or groups situations. Deliver
an oral report on an assigned topic.
 CCSS.ELA-LITERACY.SL.2.1.A:Follow agreed-upon rules for discussions (e.g., gaining the
floor in respectful ways, listening to others with care, speaking one at a time about the topics
and texts under discussion).
 CCSS.ELA-LITERACY.SL.2.3: Ask and answer questions about what a speaker says in
order to clarify comprehension, gather additional information, or deepen understanding of a
topic or issue.
4. Vocabulary
 Similarities: the state or fact of being similar; sameness
 Unique: being unlike anything else
5. Materials/Resources
 Book, “Day and Night,” by Teddy Newton
 Youtube Video of “Day and Night,” by Teddy Newton -
https://www.youtube.com/watch?v=bi7ybKxymao
 Worksheet

2. 6. Instructional Procedures
A. Introduction:
When the students return to the classroom from music, they will be asked to take a seat at their desks. The
teacher will begin the lesson by asking the students to recall their buddy activity from Friday and what the
activity taught them (will be looking for to work together; work through differences). The teacher will
explain how this activity ties in with what we will be discussing today. Following this, the teacher will lead
into a discussion about differences, engaging the students to get started thinking about the topic.
B. Developmental Activities
Following the short discussion, the teacher will play the video “Day and Night,” by Teddy Newton on the
smartboard while supplementing with some reading from the book companion to the video. Once the video
is complete, the teacher will lead the students into a discussion about the video asking questions such as,
“How did Day and Night feel about one another in the beginning?” “How and why did this change as the
video went on?” “What did Day and Night learn in this video?”
C. Developmental Activities
After the discussion of the video, the teacher will hand out a worksheet and explain what the students are to
do. The teacher will put students in predetermined partners (one student will be partnered with a teacher),
and they will be expected to work together on the worksheet. One of the students must fill out some of their
likes and dislikes in one of the figures (not complete sentences) and it will be explained that this can be
anything such as something they like to do, something they like to play, somewhere they like to go, etc.
The students will also fill out some of their dislikes. It will be noted that the students will not be writing
anything about any people such as other students or teachers in any of these categories as they should stick
to objects, places, or activities. Once they discuss and fill out their likes and dislikes, on the next page they
will be asked to fill out some similarities they noticed amongst one another. If they didn’t find any, they
will be encouraged to talk to one another further and if they still don’t find anything, the teacher will note
that with more time they would be sure to find a similarity. The idea of the activity, which will be noted, is
that students try to learn something new about their partner.
D. Closure
Once the students have started to wrap up their worksheets (if by 2:30 – 2:35 they haven’t thought about
similarities they will be encouraged to do so) the students will share what they found. Each student will say
one like and one dislike of their partner and one of the partners will share one of the (if any) similarities
they found.
E. Evaluate (Assessment Strategies (Formative Assessment, etc.):
This lesson is based more upon working together and getting along with one another so the students’
attitudes, cooperation, and participation will be what is evaluated.
7. Addressing Learners’ Diverse Needs
 Accommodations and adaptations (IEPs, 504 Plans)

3. All students are able to complete this activity. The reading of the supplemental book is an
accommodation for more auditory learners and some weaker writers will be paired with stronger
ones.
 Language adjustments made for specific ELP levels (include ELP level and PA ELP Standard/s)
For any ELL students, they could be paired with higher level students, or, helped with images
and words from their home language.
 Challenges for advanced learners
Advanced learners will be paired with weaker students but there is no additional challenge for
them in this activity.
8. Formative/Summative Assessment
 Observation
 Cooperation
 Participation
 Positive Attitude
9. Data Analysis and Reflection on Planning/Instruction; Plans for Reteaching (as applicable)