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This is for one of my education class. You will have to read a children book call “Last Stop on Market Street by matt de la peña” and create a Social Studies lesson plan for 1st grade. If you can’t find the book, you can watch read aloud video on Youtube. I attached the Lesson Plan template and you will follow the instruction from the template and create one. Assuming that this lesson plan is for 1st grade, please be creative and create the activity based on social studies concept! Please do not leave anything from the template. You will have to answer every steps!.There is a place where you will have to put state standards and national standards. I will provide you a link where you can find appropriate standard for the appropriate grade level and the subject. Please don’t copy other people lesson plan from internet!Subject: Social StudiesChildren Book: Last Stop on Market Stree by matt de la penaGrade: 1stWhen you create the lesson plan, assume that you already read the book to the students in previous lesson, so for this lesson plan, create an activity to illustrate social studies concept.

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E327 Social Studies Methods/Family
Lesson Plan
Content Area
Social Studies
Title of Lesson
Grade level/age
1st grade
National Standards
Write the acronym of the professional standards body, followed by the
number and name of the relevant thematic standard e.g. NCSS4
Individual Development and Identity
State Standards
Choose either the Indiana Early Learning Foundations or the Indiana
Academic Standards depending on the age of the students. Provide the
Foundation or Standard Title: e.g. SELF
Topic/concept: e.g. Development of Self
Standard number, indicator and description: (choose one standard
only) e.g. SSF1.1 Build awareness, respect, and acceptance for
differences in people and acknowledge connections
Learning Objective
What will the students know and be able to do as a result of this lesson?
Audience & Other
Adult Involvement
Who will be taught the lesson? e.g. small group, whole class
Who and how will anyone else be involved? e.g. teacher’s assistant,
Relating the
Learning to Students
Why are the outcomes of this lesson important in the real world? Why
are these outcomes essential for future learning?
Environment and
How will you set the stage for the children? Where will you set up?
What materials are needed? Include a list of ALL student and teacher
materials: visual aids, props, children’s literature, technology,
worksheets, graphic organizers, textbooks, games etc.
Connectedness to
the text and to the
How will you ensure the lesson has clear and meaningful connection to
the children’s literature while supporting social studies learning goals?
Content Vocabulary
with age appropriate
List any potential new words that will need additional instruction in order
to strengthen student understanding and provide child friendly definitions
Sources used
Use APA format. Include the children’s literature book and any other
written materials – also the NCSS Standards, and Indiana Foundations
(birth to 5 years) or the Indiana Academic Standards (K and older).
E327 Social Studies Methods/Family
Anticipatory set:
Activating prior
Hook or provocation
Statement of
Learning Objective
Sequence of
How will you activate students’ prior knowledge and/or begin to engage
or provoke learning for the students?
• For example, this might be the first time the students’ have
encountered this topic. How will you ascertain what they already
know and understand and link it to their real world experience?
Alternatively, this could be the 3rd lesson, in a series of five, in which
case how will you draw upon what they already know and
understand and link it to the new learning objectives?
• How will you use a hook or provocation? Do not start with “I will ask
them if they know what _____ is!” A provocation could be a welldesigned, open-ended question; or showing an image related to the
lesson content to spark curiosity; or providing a unique grouping of
objects and materials that are artfully displayed to pique students’
Statement of Learning Objective
State the age appropriate, child friendly language you will use to tell the
students the learning objective of the lesson and why it is relevant to the
real world e.g. “Today you will learn how to … because …”
List in order what you are going to SAY and DO, describing each step of
the lesson. Use bullets, numbers or spaces between each step as
demonstrated below. Include the four essential components (in bold
typeface below):
INPUT – include creative, engaging activities, investigations and
materials to develop children’s understanding of content. Describe each
activity and how the students will gain the knowledge or skill, as
developmentally appropriate (e.g. story, video, picture, song, worksheet,
game, use of technology etc.)
MODELING – demonstrate or show the students examples of the
expected behaviors related to the end product of their work
CHECKS FOR UNDERSTANDING – describe how the students will
show/indicate understanding of the concept/skill before it is practiced
QUESTIONING STRATEGIES – include well-designed, open-ended
questions. Use a couple of TALK MOVES to develop critical thinking.
TALK MOVES include:

MOLDELING WITH THINK ALOUD: Demonstrate your own thinking
“I thought, I noticed, I wonder what Aimee (another child) thinks
about this. Ask her.”

ASSESSING ACCURACY: “Let’s go to the book and find out!” “Or
E327 Social Studies Methods/Family
How could we find that out?” “Candice, can you tell Marque what you
found out and told me?

ASKING FOR EVIDENCE: “How do you know?” “Why?” “Adriana,
could you ask Mason how he knew that he had the right answer?”

PROBING: “Tell me more!” “What might happen if…” “Kailua, ask
Timothy if he has another idea.”

CHALLENGING IDEAS: “Can you think of a way…” or “Patricia, can
you ask Zinia if she can think of another way… ““What else could
How will you close the experience and help the children transition to the
next activity?
You will not close your experience by saying, “I will thank my students
and tell them they did a good job.” Or “Did you like this?” Instead, you
will close your experience with something that is meaningful and
supports the relevant concepts. For instance, in an ELA lesson if you
close a book reading session with a rhyming book, you might pick some
of the rhyming words and say, “To send you off to choose time, I’m going
to say a word from our book and you are going to rhyme it and then tell
me where you will begin to play.”

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