TPA and Observation Lesson Plan Format

Intern Name
Heather Wehrle
Grade
First Grade
Class Size
26
Date / Time
2/13/14
Sube!t
S"!ial Studies
S!h""l
#ar$ Harris #"ther %"nes &S
#ent"r Initials
I' (ur)"se "* the +ess"n
What will the students learn? How does this learning fit within unit goals?
Standards: History; Comprehension of Informational Texts

T")i!: Individuals and societies change over time; comprehension of informational texts

Indi!at"r: Compare people and objects of today and long ago; Determine important ideas and
messages from informational texts
C"mm"n C"re &+, Standard CCSS'&+,-+itera!$'.I'1'3/ Describe the connection beteen to
individuals! events! ideas! or pieces of information in a text"#
+ess"n 0be!ti1e- $tudents ill be able to identify the main message that %artin &uther 'ing (r" as
promoting and understand ho )mericans have changed their thin*ing over time to vie people
differently"
2i3 Idea/&ssential 4uesti"n/ +hat as %artin &uther 'ing (r" trying to change, Have )mericans
changed ho they thin* about others since then,
F"rmati1e ,ssessment used for this lesson:
$tudents ill be completing a or*sheet at the end of the lesson here they illustrate and rite about
%artin-s dream" This ill sho hether or not they understood hat his dream as" I ill also be
spending a lot of time listening to discussions students are having about the story that e read" I
ill be listening for students to be discussing %&'-s dream of having both blac*s and hites treated
e.ually" I am also loo*ing for students to recogni/e that e no longer believe in segregation today;
this as from the past"
II' Instru!ti"nal De!isi"n-#a5in3
What knowledge of my students influences my instructional decisions in this lesson? How will my
instruction remove barriers to learning and/or build on students strengths?

6n"7led3e "* +earners

Instru!ti"nal De!isi"ns 2ased 8)"n
this 5n"7led3e
%y students have already learned about 0uby
1ridges and have atched a short clip about %artin
&uther 'ing (r" This means that they have some
bac*ground *noledge about )frican )merican
history in the south"
%y students really enjoy atching informative
videos such as biographies and science videos"
They are also very interested in science"
I ill revie this ith my students before e begin
the lesson to refresh their memory" It ill get them
thin*ing about hat e ill be tal*ing about and
help them connect ne information to pre2existing
learning that has occurred"
I ill be incorporating both a biographical video and
science into my lesson"
1
#ulti!ultural C"nsiderati"ns / &9uit$ #easures C"nsiderati"ns and #easures In!luded
in this +ess"n
I have one student ho does not yet spea* 3nglish"
He ill have trouble understanding the story as ell
as completing the activities that follo"
I ill have one of our students 4ho e have
chosen to help him5 explain directions to him in
$panish" $he can also explain the story to him
after e have finished reading as a group" I ill
facilitate by using the pictures in the story to help
him understand"
,!ademi! +an3ua3e :,+; Demands S!a**"lds that Su))"rt +an3ua3e
De1el")ment in this +ess"n
During this lesson! e ill be ma*ing a hypothesis
using observation" These are both terms that ill
need explanation for the students to understand"
In addition! the boo*s e ill be reading contain
difficult terminology such as segregation, boycott,
protest, and slave" +e have briefly discussed
some of these terms in prior lessons about )frican
)merican History month"
I ill use prediction# as a synonym to ma*ing a
hypothesis hen introducing the activity" I ill also
explain to them that an observation is explaining
something that you see" I ant to expose them to
this academic language but not overhelm them
ith them yet for they do not need to *no the
terms yet" I ill build on this in the future"
1efore beginning! I ill have students remind us of
hat e already learned about )frican )merican
history" $ome of these ords may be incorporated
in these 4by me or the students5" +e ill start our
reading of the first boo* by loo*ing at the ords to
*no# in the bac* and discussing them" I ill also
stop at these ords hen they first appear in the
text to recall hat they mean"
III' Instru!ti"nal (r"!edures
What instructional framework, strategies, and sequence will I use to ensure that every child is a
successful learner?
Instru!ti"nal #aterials/
One brown egg and one white egg
Egg worksheet
Martins dream worksheet
Fine, Edith Hope. Martin Luther King, Jr.: Champion of Civil Rights. Berkeley Heights,
NJ Enslow Elementary, !""#. $rint.
Farris, %hristine &ing, and 'ondon 'add. March On!: The Da M !rother Martin
Change" the #orl". New (ork )*holasti*, !""+. $rint.
Te!hn"l"3$/
,is-ali.er
Martin$s !ig #or"s /ideo
'aptop
!
#ana3ement C"nsiderati"ns 46rocedures! Transitions! %aterials! 1ehavior5
The students ill be completing all individual or* at their seat and ill be listening to directions and the
stories7video on the carpet" I ill call students to the carpet based on ho is folloing directions and
ready" To go bac* to their seats! I ill call ros of students to ta*e the traffic pattern# to the pic*2up table
to get their assignment" I ill have all of the materials I need on the visuali/er cart so that I can reach it
.uic*ly" I do not anticipate any behavior problems but if it occurs! I ill use the classroom behavior chart
to redirect the students! most li*ely by having a student ho is folloing directions move their name up"

Instru!ti"nal
Se9uen!e
,))r"<imate
Time
(r"!edure
Engage 8 minutes 0emind students about hat e have already learned during
)frican )merican Heritage month
Do you remember ho e learned about last ee*
during social studies, Ho as she treated,# 4after
students respond sho them the cover of our last boo* as
a reminder5
Today! e are going to read a story about %artin &uther
'ing (r" +hat do you *no about him already,# 4allo 82
9 students to respond before moving on to reading the
story5
Explore 9 minutes
:; minutes
< minutes
1efore e read! let-s loo* at some important ords to *no"#
Turn to page 9; and discuss the definitions of some
important ords in the story
=o e are going to read part of this boo*" It is called artin
!uther "ing #r$% &hampion of &ivil 'ights$ &et-s see if e can
learn some ne information about %artin &uther 'ing (r" from this
boo*" +hile e are reading! thin* about hat %artin is trying to
change"#
0ead the story to the class! stopping on difficult ords to
remind students of hat they mean
>ccasionally as* comprehension .uestions such as:
Ho did the hite people treat the blac* people in
the south,
Does %artin ant to fight physically or hurt people,
)t the end of the story! as* the students ho much they li*ed the
story and have them turn and tal* to their partner about hat they
thought %artin anted to change in the south here he lived"
Turn and tal* to your partner about hat you thin* %artin
anted to change in the south here he lived" +hy ere
the blac*s there not happy,#
)s students are tal*ing! listen to a fe of the
conversations" Then have a fe students share their
ideas ith the class"#
0
Explain
: minute
:< minutes
:; minutes
Do you thin* that the ay the hite people ere treating the
blac* people as fair, $hould e ever treat someone differently
because of their s*in color, &et-s do a little experiment to see hy
%artin anted hite people and blac* people to be treated the
same"#
$ho students a bron egg and a hite egg on the visuali/er
+hat do you notice is different about these to eggs,
4allo one student to anser5
+hat e are going to do next is a little experiment to see
ho these eggs are the same and ho they are different
4sho students their or*sheet on the visuali/er5" ?ou
are going to go bac* to your seats and dra each egg on
this or*sheet" This is just a .uic* s*etch to sho hat
you observe; observe means hat you see" Don-t ta*e
too long draing"#
+hen you finish your draing! you get to ma*e a
prediction about hat each egg ill loo* li*e on the inside"
In science! e call that a hypothesis" ?ou ill dra hat
you thin* the inside of the egg ill loo* li*e in the next
space" Then! e ill all come bac* to the carpet to crac*
open the eggs and see if our hypothesis as correct"#
If you have time after you have finished draing your
pictures you can rite a sentence to describe your picture
and then read a boo* 4sho them on the assignments
spot of the board5#
If time allos 4most li*ely ill have to be done the folloing day5:
+hen most students are finished 4or the folloing day5! call all
students bac* to the carpet" They can leave their papers at their
des*s"
1efore e crac* the eggs open! turn and tal* to your
partner about hat you thin* e ill see on the inside
4listen in on some of the conversations5#
Then! crac* the eggs open and have students give a
thumbs up if their prediction as correct
1efore e go bac* to our seats! turn and tal* to your
partner about hat you observe about the eggs no"#
4have a fe students share ith the class5
=o! you ill go bac* to your seats and dra hat each
egg loo*ed li*e on the inside in the next space of your
or*sheet 4sho on the visuali/er5" If you finish! you can
rite sentences on the bac* about hat you observed#
1
Extend/Enrich
9 minutes
< minutes
@ minutes
+hat did e observe about our eggs, +ere they the same on
the outside, +hat about on the inside, Turn and tal* to your
partner about ho you thin* our eggs can sho us something
about hat %artin &uther 'ing (r" as thin*ing 4have a fe
students share5"#
=o! e are going to read one page from another boo* about
%artin &uther 'ing (r" called arch (n)" This boo* as ritten in
the perspective of %artin-s brother" Do you remember hat
perspective means, 4have one student anser or remind them5
In this boo*! e are going to hear about hat %artin-s
brother thought of a very important speech that %artin
gave called I Have * +ream,
0ead the page here %artin is explaining his dream to
the marchers
Do you li*e his dream, Do you thin* his dream came true,#
=ext e get to atch a short video that ill tell us all
about %artin-s dream"#
$ho the video artins -ig Words
Evaluate :< minutes =o that e *no all about %artin-s dream! e are going to dra
a picture and rite about it" Then you ill get to dra and rite
about your on dream"#
Tell students that they can use pictures and ords to
sho %artin-s dream and their dream" They must finish
%artin-s dream before they can do their on
Closure 8 minutes Have some of the students share their pictures of %artin-s dream"
)s* the students:
+hat as %artin-s dream,
Do you thin* he ever gave up,
Do you thin* you should give up on your dreams,
2