Secondary Lesson Plan Molly McClelland

Topic: Manners

Grade Level:
10-12

Length of
class:
50 minutes
LEARNING GOAL/PURPOSE (What is the overall goal/purpose of this
lesson)?
To give students a strong background of manners: the definition, good
and bad manners, examples, and relating content to real life
To help students understand the how manners can directly affect lives
LEARNING OBJECTIVES (What will students know or be expected to do
in this lesson? Use verbs from Blooms Taxonomy):
Students will be able to differentiate good and bad manners by
identifying and distinguishing a modeled example by completing an
observation sheet
Students will be able to recall manners of different cultures by describing
personal examples with group mates.
Students will be able to create a poster that provides a list of manners
that they find most important.
STANDARDS (What national or state standards will you address?):
Essential Concept and/or Skill: Communicate and work productively with
others, incorporating different perspectives and cross-cultural
understanding, to increase innovation and the quality of work. (21.912.ES.1)
Essential Concept and/or Skill: Demonstrate initiative and self-direction
through high achievement and lifelong learning while exploring the ways
individual talents and skills can be used for productive outcomes in
personal and professional life. (21.9-12.ES.4)
RESOURCES/MATERIALS NEEDED (What materials and resources will I
need in this lesson?):
PowerPoint
Sticky notes

Poster paper
Markers/crayons/pencils/pens
PLAN for LEARNING (How will you organize student learning in this
lesson?
ACTIVATE/ENGAGE
LESSON SEQUENCE & PACING
1. First, I will help explain the formal definition of
manners to the class without giving examples. Then I
will divide class into group of 3-4 students to come up
with 1 good and 1 bad example of manners. If
students are struggling, they can have one of each
per group, preferred one of each per student. Once
students have written down examples on their sticky
notes, they will place them on the white board that is
divided into Good Manner and Bad Manner.
Teacher will read of the examples given then present
the PowerPoint examples. Play video clip.
2. Next, teacher will help students understand that
manners are different in other cultures. Provide
examples from slide. Within their groups or as an
entire class, have students discuss examples in their
lives or people they know. Ask groups to share out
some of their examples if it was a group discussion
opposed to class.

Ask a question
Think-group-share activity
Cooperative learning activity
Show a video clip
.

ACQUIRE/EXPLORE/APPLY
Lecture
Interactive presentation
Questioning
Large graphic organizer
Discussion
Cooperative learning activity
Flexible grouping

3. Continue with PowerPoint: Slides will help students

understand the importance of manners relating to
their lives. Play attached clip.
4. Within their groups students will watch the clip
and individually write down their observations of good
and bad manners presented. After clip, have student
discuss their examples within their groups or as a
class.
5. Continue with PowerPoint: These slides will help
students connect what they are learning to their
current lives.
6. The final group activity students will brainstorm a
list of manners they think are most important for our
classroom. Groups need to get their list approved by
the teacher before they can move onto making a
poster with those manners. They have complete
freedom of creating their poster.

Differentiation:
Students who need help writing their thoughts
on sticky note can raise their hand for teacher or
associate to help write them down.
Students who are visual learners will follow long
with teachers modeling.

ASSESS/CLOSURE/BRIDGE
Selected Response
Students view clip to identify
and explain the good and
bad manner demonstrated
on a sheet of paper
Products from
Performance assessment
Students will create a
creative poster within a
group of their top manners
everyone should use
Written Communication
Various writing samples will
be done through class to
identify various aspects of
manners
Personal Communication
Questions,
Discussion small group and

Students who are want tangible materials in

front of them can have printed out slides to
make notes on (Associates can also have the
slides to make notes or have for later
assessment).
Introverted learners group activities so they
have the option to share as a group or choose
students to represent the group

class

DIFFERENTIATING YOUR INSTRUCTION:

How specifically will you differentiate your content, process, or product
based on student readiness, interest, or learning style? Will you gather
information about your students prior knowledge? Will you work to build
on your students prior knowledge? Will you scaffold student instruction?
Will you flexibly group students based on readiness, interest, or learning
style? Will you give students choice in this lesson?
WHAT COULD YOU DIFFERENTIATE?
___
___
___
___

CONTENT (WHAT STUDENTS LEARN)

PROCESS (HOW STUDENTS LEARN)
PRODUCT (HOW STUDENTS DEMONSTRATE THEIR LEARNING
LEARNING ENVIRONMENT

BASED ON
___ READINESS
___ INTEREST
___ LEARNING STYLE (VISUAL, AUDITORY, KINESTHETIC)
DIFFERNTIATED INSTRUCITONAL STRATEGIES
___ FLEXIBLE GROUPS
ASSIGNMENTS
___ COOPERATIVE LEARNING GROUPS
BOARDS
___ LEARNING CENTERS
PROJECTS
___ RAFTS
QUESTIONING
___ GRAPHIC PRGANIZERS
___ SCAFFOLDED READING/WRITING

___ TIERED
___ MENUS/CHOICE
___ INDEPENDENT
___ LEVELS OF