FIVE-STEP LESSON PLAN TEMPLATE
Grade Level
5 Social Studies:
Unit
Title
Lesson Plan
Date:
Week ___
FIVE-STEP LESSON PLAN
OBJECTIVE.
What is your objective? 
VISION-SETTING: KNOW, SO, SHOW
By the end of the lesson, SWBAT examine and describe the
culture of the 1920s.
KEY POINTS.
What knowledge and essential skills are embedded in the
objective? 
•
Culture is everything that surrounds people including,
music, writing, and other art forms.
•
Culture in the 1920s changed - including the rise of
women’s rights, an economic boom, and the Harlem
Renaissance
•
The Harlem Renaissance was a time where people came to
Harlem to write poetry, stories, develop music, and paint all
in an attempt to show how unfairly African American were
being treated and to bring pride ot the African American
community.
•
Essential Question: “How did culture change during the
Roaring Twenties?”
•
Vocabulary: Culture, Jazz, Music, Poets, Poems, Baseball,
Harlem Renaissance.
ASSESSMENT.
Describe, briefly, what students will do to show you that they have mastered (or made progress toward) the objective. 
Attach your daily assessment, completed to include an exemplary student response that illustrates the expected level of
rigor. 
Indicate whether you will administer the assessment as the independent practice or during the lesson closing.
At the end of the lesson, T will have the Ss complete an exit ticket.
CONNECTION TO THE GEORGIA PERFORMANCE STANDARD
How does the objective connect to the gps? 
SS5H4 The student will describe U.S. involvement in World War I and post- World War I America.
b. Describe the cultural developments and individual contributions in the 1920s of the Jazz Age (Louis Armstrong), the Harlem
Renaissance (Langston Hughes), baseball (Babe Ruth), the automobile (Henry Ford), and the airplane (Charles
Lindbergh).
1. OPENING (10 min.)
MATERIALS.
DETERMINING METHODS: GO
How will you communicate what is about to happen?  How will you communicate how it will happen? 
How will you communicate its importance?  How will you communicate connections to previous lessons? 
How will you engage students and capture their interest? 
Teacher:
•
•
•
•
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Paper, Pencil
At the start of the lesson, T will have the students complete a little survey: “Who is favorite musical artist?
What is your favorite movie? What is your favorite food? What’s your favorite book? What’s your
favorite T.V. show?”
T will have the Ss write the answers for the survey down on a separate sheet of paper, then share out their
responses first in their small groups, then with the larger group.
T will explain that all of these things that they mentioned had to do with culture.
T will explain that this relates to the class’ objective.
T will introduce the students to the lesson and go over the objectives of the lesson: By the end of the
lesson, SWBAT examine and describe the culture of the 1920s.
Student
• Ss will complete their survey
• Ss will share their responses.
• Ss will internalize the objective for the day.
2. INTRODUCTION OF NEW MATERIAL (15 min.)
How will you explain/demonstrate all knowledge/skills required of the objective, so that students begin to actively
internalize key points? 
Which potential misunderstandings do you anticipate? How will you proactively mitigate them? 
How/when will you check for understanding? How will you address misunderstandings? 
How will you clearly state and model behavioral expectations?  Why will students be engaged? 
FIVE-STEP LESSON PLAN TEMPLATE
Teacher:
•
T will begin the INM with a Power Point on the end of Culture in the 1920s (PowerPoint/Key Note –
Lesson 7 – Culture and the Harlem Renaissance – The Twentieth Century Way Unit).
•
T will have the Ss fill out a graphic organizer while the T interactively lectures the class on the following
key points (Graphic Organizer – Lesson 7 – Culture and the Harlem Renaissance – The Twentieth Century
Way Unit):
•
Culture is everything that surrounds people including, music, writing, and other art forms.
•
Culture in the 1920s changed - including the rise of women’s rights, an economic boom, and the Harlem
Renaissance
•
The Harlem Renaissance was a time where people came to Harlem to write poetry, stories, develop music,
and paint all in an attempt to show how unfairly African American were being treated and to bring pride ot
the African American community.
•
T will have questions laid within the Power Point to check for understanding and make the Ss think at a
higher level, and stay engaged.
Students:
•
Ss will listen to the lecture
•
Ss will participate in the lecture
•
Ss will answer and ask questions pertaining to the lecture.
PowerPoint/
Key Note,
Graphic
Organizer
3. GUIDED PRACTICE (25 min.)
How will students practice all knowledge/skills required of the objective, with your support, such that they continue to
internalize the key points? 
How will you ensure that students have multiple opportunities to practice, with exercises scaffolded from easy to hard?

How/when will you monitor performance to check for understanding? How will you address misunderstandings? 
How will you clearly state and model behavioral expectations?  Why will students be engaged? 
Teacher:
•
T will then have the Ss go to the computer lab and do a Roaring Twenties activity on the McCord Museum
website. (http://www.mccord-museum.qc.ca/en/keys/games/18)
•
If the computer lab is not available, T can do this activity as a whole class.
•
T will tell the Ss that the activity asks you to make choices about what would be socially acceptable during
the Roaring Twenties.
•
T will tell the Ss that the point of doing the web activity is for them to see what life was like in the 1920s.
•
T will tell the Ss that they are not allowed to go the “nightclub” (because it contains a question about
smoking and one about a late night entertainer).
•
T will tell the Ss that they should takes notes about the activity on their graphic organizer because at the
end of the activity they will share out two interesting facts that they learned about the Roaring Twenties.
Students:
•
Ss will complete the web activity.
•
Ss will share out their facts.
Computer,
McCord
Museum Web
Activity
4. INDEPENDENT PRACTICE (30 min.)
How will students attempt independent mastery of all knowledge and/or skills required of the objective, such that they
solidify their internalization of the key points? 
How will you provide opportunities for remediation and extension? 
How will you clearly state and model behavioral expectations?  Why will students be engaged? 
Teacher:
•
T will the show two film clips about the Roaring Twenties and the Harlem Renaissance (Harlem
Renaissance Film Clip) & (The Roaring Twenties Film Clip) (T may have to cut off the Roaring Twenties
film because it is lengthy)
•
T will encourage the Ss to take notes about the clips on their graphic organizers.
•
T will stop each clip in the middle to discuss what is going, check for understanding, and add more
information than what is given.
•
Then, T will give out a short exit ticket about the Roaring Twenties in order to see if the Ss understood
information gained from the website activity and the film clips. (Exit Ticket – Lesson 7 – Culture and the
Harlem Renaissance – The Twentieth Century Way Unit):
Students:
•
Ss will make poems about cultural problems in their communities
•
Ss will complete early finisher exercises.
5. CLOSING (10 min.)
How will students summarize and state the significance of what they learned? 
If the independent practice did not serve as an assessment, how will students attempt independent mastery of the
knowledge and/or skills introduced and practiced above? 
Why will students be engaged? 
Film Clips, Exit
Ticket
FIVE-STEP LESSON PLAN TEMPLATE
REINFORCEMENT
Teacher:
•
As a closing T will go over the answers to the exit ticket.
•
T will recap the key points quickly.
•
T will remind them of their project.
Student:
• Students will answer questions.
• Students will ask any last minute questions.
• Students will pay attention to topic of next lesson.
HOMEWORK (if appropriate). How will students practice what they learned? 
Social Studies Project on Culture.
Project Sheet