Marquette University

Lesson Plan Template (REVISED 8/15/13)

Student Action: Visit to the Mall

Winter Holidays

Date: 12/4/15
Social Studies/Grade 8/55
Subject/Grade Level/Lesson Duration

Section A. Lesson Preparation

Rationale Why is it important for students to learn the content of the lesson?
It is important for the students to learn this content because it will give them a deeper
understanding of the holidays that are celebrated during wintertime. I calls for them to be
critical about how society treats these different celebrations and how they can be advocates
for acceptance and respect for others.
Objectives/Learner Outcomes and Assessments (formal and informal)
1.

List the measurable learning outcomes (knowledge, skills, dispositions) that students are
expected to demonstrate as a result of the lesson?
-The students will construct notes about the displays that are in the mall
-The students will be able to work in groups
-The students will be able to conduct interviews with store workers and managers
-The students will use the technology correctly and will not cause any damage to it.

2.

For each of the above outcomes, what ASSESSMENTS will you use to evaluate each of
your learning outcomes? (Give a brief description).
-I will be able to look at the students notes and see what they have written, I will
have them check in with me after an hour of being at the mall to discuss what they
have done.
-I will have an evaluation of how the students did in their groups and grade each
other on the effort each member put into the project.
- I will review their interviews to see their question asking along with how respectful
they were to the individuals they interviewed.

Standards Addressed What Core State Standards (English/Language Arts, Math, Disciplinary
Literacy) or Wisconsin model academic standards (Science, Social Studies, Foreign Language)
are specifically addressed in the lesson? Please list the number and text of the standard. If only a
portion of a standard is being addressed, then only list the relevant part(s).
-E.8.2 Give examples to explain and illustrate how factors such as family, gender, and
socioeconomic status contribute to individual identity and development
-E.8.3 Describe the ways in which local, regional, and ethnic cultures may influence the
everyday lives of people
-E.8.6 Describe and explain the influence of status, ethnic origin, race, gender, and age
on the interactions of individuals
-E.8.7 Identify and explain examples of bias, prejudice, and stereotyping, and how they
contribute to conflict in a society
-E.8.8 Give examples to show how the media may influence the behavior and decisionmaking of individuals and groups

-E.8.10 Explain how language, art, music, beliefs, and other components of culture can
further global understanding or cause misunderstanding
Materials/Resources/Technology List all materials/resources/technology needed to support
instructional procedures in this lesson.
- Notebooks
- Camera
- Recorder
Section B: Introduction to Lesson
Purpose How will you state the purpose of the lesson?
The purpose of this lesson is for the students to critically analyze how the holidays
are portrayed in a public place.
Prior learning What do students know? What can they do? What are they learning to
do? How will you make connections to prior learning?
The students know how to use a camera and a recorder
The students know how to conduct interviews
The students know how to be respectful and stay on task
Connections to personal/cultural/community assets How will you make connections to
your students strengths as a way to motivate students to engage in the learning activities
you have planned? (HOOKS)
The mall will be one in town so that they are familiar with the setting. They
will get to critically look at a place that they have been to many times and
see it in a different view.
They will get to talk to managers and workers in stores that will be
interesting and for them to feel more mature.
They have already conducted interviews with family members so they have
already had practice in asking questions and what is important information
to keep for later.
Section C: Content/Procedures/Sequence (Include estimated time for each activity)

Content outline

Instructional strategies/learning tasks/sequence of

activities (include what you and the students will be
doing that supports diverse student needs)

Introduction (5 minutes)

Talk to the students before they go to the

mall and explain that their job is to be like
reporters and critically look at how the mall
displays the holidays. I will break them into
groups and assign them 3 stores where they
will have to interview managers and
workers about how their store celebrates the
holidays and take notes on the displays.

Group Work (10 minutes)

Have the students go into their groups and

create questions that they want to ask the
stores they are given and what they want to
focus their teams article about after they get
back from the mall.

The students will go to their selected stores

and go around writing in their notebooks
about the different displays they see
They will take pictures of anything they
find interesting that they would be able to
use in their article.
They will interview workers and the
manager on what the stores policy on
holiday decorating and any of the other
questions they have created.

In Mall Group Work

Conference with me (5 minutes)

-

After they finish their first store they will

come to me and discuss what they found
and show me the work that they have done.

They will tell me what went well and what

they want to work on for the next store

We will discuss any of the questions that

they feel were not good enough and will
change them to use for the next store

The students will go to their second and

third store and do the same things they did
in the first store

The students will come back to class after

the fieldtrip and get into their groups and
talk about what they had all found. The

In Mall Group Work

Back in Classroom (20 minutes)

students will figure out what they stores had

in common and what differences they had.
-

They will then discuss what they want their

article to be about and create a small
outline.

Section D: Closure
Summary of lesson How will you bring the lesson to a close? (One-two statements that
you will say at the end of the lesson)
So after we have all be able to go out and conduct our own field research on how
the mall celebrates the holidays, I want each group to say one thing that they found
interesting in their research and how you are structuring your article.
Assignment What independent work will be assigned?
- At home, brainstorm any ideas that you would want to get across in your article
- Bring in 5 points that you got out of the fieldtrip that you found the most
interesting to use in the article.
Section E: Self-Assessment and Reflection (To bepleted only if and after you teach the lesson)
1. Was the lesson successful? What DATA or EVIDENCE support your conclusions?

2. Based on your conclusion above about what your students know and are able to do
(individually and collectively), what next steps in instruction are you planning?
a. For the class as a whole:
b. For individuals with specific learning needs within the class