Lesson Plan Model

Lesson Title/#: From Seeds to Plants/Introductory Lesson done during Week 1 of Plants unit
Grade Level: Prekindergarten
Learning Central Focus
entral Focus
W!at is t!e central focus for t!e
content in t!e learning segment"
Students #ill a$$ly develo$ing skills #!ile gaining kno#ledge t!at $lants gro# from seeds% T!e most im$ortant
central focus of t!e lesson is t!at it #ill en!ance students develo$ing skills and reinforce age a$$ro$riate skills%
ontent Standard
W!at standard&s' are most relevant
to t!e learning goals"
ommon ore Standards for Prekindergarten:
(nglis! Language )rts and Literacy*P+%,SL%1 Wit! $rom$ting and su$$ort- ask and ans#er a.out details in a te/t%
P+%,SL%10 )ctively engages in grou$ reading activities #it! $ur$ose and understanding%
P+%WS%1 Wit! $rom$ting and su$$ort- use a com.ination of dra#ing- dictating- or #riting to com$ose
informative/e/$lanatory te/ts in #!ic! t!ey name #!at t!ey are #riting a.out and su$$ly some information a.out t!e
to$ic%
Student Learning Goal&s'/
2.3ective&s'
Skills/procedures
W!at are t!e s$ecific learning
goal&s' for student in t!is lesson"
Concepts and reasoning/problem
solving/thinking/strategies
1
W!at are t!e s$ecific learning
goal&s' for students in t!is lesson"
Students #ill use listening and $rocessing skills to gain kno#ledge of #!at a seed is and !o# a $lant gro#s from a
seed% Students #ill t!en use t!at kno#ledge to create a $icture a.out #!at t!ey learned% Students #ill give dictation
a.out t!eir dra#ing%
Students #ill use t!eir .ackground kno#ledge of $lants and connect t!at to ne# kno#ledge from t!e story- It Started
)s a Seed .y 4r% )lden +elley% Students #ill use !ands on e/$loration of a $lant and seeds to !el$ connect ne#
kno#ledge to $rior kno#ledge%
Students #ill use and develo$ auditory- $rocessing and language arts skills to create t!eir o#n idea of a seed .ecoming
a $lant% Students #ill use t!ese skills to $rogress to#ards meeting reading/#riting standards%
Prior )cademic +no#ledge
and once$tions
W!at kno#ledge- skills- and
conce$ts must students already kno#
to .e successful #it! t!is lesson"
W!at $rior kno#ledge and/or ga$s
in kno#ledge do these students !ave
t!at are necessary to su$$ort t!e
Students s!ould !ave $rior kno#ledge of $lants- .ut it can .e as .asic as recalling a visual image of a $lant t!ey !ave
seen in t!e $ast% Students s!ould !ave listening and $rocessing skills t!at are in $rocess or age a$$ro$riate to .e most
successful in o.taining t!e o.3ective of t!is lesson%
1
The prompt provided here should be modified to reflect subject specific aspects of learning. Language here is mathematics related. See candidate edTPA handbooks for the Making Good hoices! resource for
subject specific components.
learning of t!e skills and conce$ts
for t!is lesson"
Students #ill kno# #!at a $lant is visually .ut may need to develo$ t!e kno#ledge t!at $lants start as a seed and gro#
into a $lant% Students #ill .e introduced to t!e conce$t t!at $lants gro# from seeds in t!is lesson%
ommon (rrors-
4evelo$mental
)$$ro/imations-
5isconce$tions- Partial
6nderstandings- or
5isunderstandings
W!at are common errors or
misunderstandings of students
related to t!e central focus of t!is
lesson"
7o# #ill you address t!em for this
group of students"
T!e teac!er #ill use e/$licit instruction- visual re$resentations and !ands on e/$loration to address misunderstandings
or furt!er en!ance learning for any student issues #it! t!is lesson% For e/am$le- t!e .ook #ill .e availa.le for any
student to look at #!ile creating t!eir $lant dra#ings8 students #ill also !ave access to seeds and t!e $lant to en!ance
t!eir creative $rocess% If furt!er e/$lanation is needed from t!e teac!er or assistants- #e #ill use e/$licit- clear and
age/develo$mentally a$$ro$riate language%
Instructional Strategies and Learning Tasks
"escription of #hat the teacher $%ou& #ill be doing and'or #hat the students #ill be doing.
Launc!
9 5inutes
7o# #ill you start t!e
lesson to engage and
motivate students in
learning"
Teac!er #ill !ave students sit in a #!ole grou$ on t!e rug% T!e teac!er #ill s!o# students a $lant and ask- :,aise a ;uiet !and if
you !ave seen one of t!ese .efore"<% Teac!er #ill t!en ask :W!at is t!is called"< Teac!er #ill re$eat t!e $rocess #it! a .o#l of
seeds% Teac!er #ill give all students an o$$ortunity to e/$lore $lants and seeds #it! t!eir !ands%
Instruction
= 5inutes
W!at #ill you do to
engage students in
develo$ing
understanding of t!e
lesson o.3ective&s'"
7o# #ill you link t!e
ne# content &skills
and conce$ts' to
students> $rior
academic learning and
t!eir $ersonal/cultural
and community
assets"
Teac!er #ill say< T!is $lant used to .e a small seed like t!ese< &#!ile s!o#ing seeds'% :?ut t!en it .ecame a .ig $lant- like t!is
one< &s!o#s $lant'% To engage students> teac!er #ill ask :an you t!ink of t!ings t!at are small .ut t!en .ecome .ig"< Students
#ill all !ave t!e o$$ortunity to ans#er if t!ey #ould like% Teac!er #ill ask< S!ould #e investigate ot!er t!ings t!at start as a
small seed"< Teac!er #ill t!en introduce t!e .ook It Started )s a Seed .y 4r% )lden +elley%
Teac!er #ill use guiding ;uestions #!ile reading- suc! as :#e sometimes see t!is seed in t!e fall- it comes off of t!e trees in our
neig!.or!ood &$ointing to a $icture of an acorn'- !as anyone ever seen t!is seed"<% :Wo#- t!is small seed .ecomes a .ig tree@<%
W!at #ill you say and
do" W!at ;uestions
#ill you ask"
7o# #ill you engage
students to !el$ t!em
understand t!e
conce$ts"
W!at #ill students
do"
7o# #ill you
determine if students
are meeting t!e
intended learning
o.3ectives"
)lso- :let>s look at t!ese $ictures- !ere are some small seeds- from looking at t!e $icture #!at do #e t!ink t!ese seeds #ill
.ecome"<%
Students #ill ans#er flo#ers- teac!er #ill ask< #!ere in our community do #e see flo#ers"<- :4oes anyone !ave flo#ers inside
of t!eir !omes"< Teac!er #ill re$eat t!ese connections #it! vegeta.les%
Students #ill engage in ans#ering guiding ;uestions% Students #ill s!are $ersonal connections #it! $lants from t!e story-
including any vegeta.les- flo#ers or $lants t!at are culturally significant to t!em%
Teac!er #ill use student ans#ers to assess if t!ey are meeting o.3ectives during t!e read aloud%
Structured
Practice and
)$$lication
10 5inutes
7o# #ill you give
students t!e
o$$ortunity to
$ractice so you can
$rovide feed.ack"
7o# #ill students
a$$ly #!at t!ey !ave
learned"
7o# #ill you
determine if students
are meeting t!e
intended learning
o.3ectives"
Teac!er #ill model dra#ing activity on t!e rug .efore forming grou$s% T!e activity #ill take $lace at 9 ta.les%
Students #ill create a dra#ing .ased on #!at #as learned from t!e #!ole grou$ discussion% Students #ill .e se$arated into
grou$s of = or A% T!ese grou$s #ill .e formed to include students from different levels &in $rocess- age a$$ro$riate or a.ove age
a$$ro$riate'% T!e grou$s #ill .e formed t!is #ay to encourage $eer to $eer su$$ort for students t!at may need more su$$ort%
Teac!ers scaffolding #ill also $rovide differentiation for students #it! varied learning needs%
Students #ill dra# or glue a seed on t!eir construction $a$er% T!ey #ill t!en create a $icture of a $lant t!at gre# from t!at seed%
Teac!er>s o.servations of student>s interactions and $rocesses during t!e activity and revie# of student>s dictation a.out t!eir
$icture%
losure
1 5inutes
7o# #ill you end t!e
lesson"
Teac!er #ill !ave students sit on t!e rug to revie# teac!er>s model- students s!are a.out t!eir seed #!at it .ecame%
4ifferentiation/
Planned Su$$ort
7o# #ill you $rovide
students access to
learning .ased on
individual and grou$
needs"
7o# #ill you su$$ort
students #it! ga$s in
t!e $rior kno#ledge
t!at is necessary to .e
successful in t!is
lesson"
(hole lass: Bisual re$resentations &$lant- seeds' #ill offer students #!o may !ave a lack of .ackground kno#ledge of #!at a
$lant or seed is to develo$ kno#ledge% )lso- t!ese #ill offer an o$$ortunity for !ands on e/$loration%
Groups of students #ith similar needs: Students #ill .e grou$ed so t!at c!ildren t!at are in $rocess #ill .e grou$ed #it! c!ildren
t!at are age a$$ro$riate or a.ove age a$$ro$riate% T!is #ill $rovide $eer to $eer su$$ort and e/c!ange of ideas%
)ndividual students: Teac!er and assistants #ill use scaffolding ;uestions #it! students t!at need more su$$ort% T!ese ;uestions
#ill en!ance learning .y assisting students to t!ink a.out #!at t!ey 3ust learned%
Students #ith )*P+s or ,-. plans: Students #it! I(P>s or =0C>s #ill .e $rovided #it! additional modifications or su$$orts t!at are
$ut in $lace .y t!eir individual $lan% T!e students do not !ave to dra# a seed and a $lant% T!e activity is o$en ended% T!erefore-
t!ey can dra# 3ust a seed or 3ust a $lant% T!ey can use t!e .ook from t!e read aloud and dra# somet!ing from t!e story or t!ey
can use our $lant and seeds as t!e ins$iration for t!eir $icture% If t!eir dictation is not a.out t!e to$ic- it #ill still .e taken and
$osted on t!eir $icture .ecause t!ey may .e in $rocess .ut t!ey are still develo$ing t!eir skills to furt!er develo$ t!eir meta*
cognition%
Strategies for responding to common errors and misunderstandings/ developmental appro0imations/ misconceptions/ partial
understandings/ and'or misunderstandings: T!e teac!er #ill use e/$licit instruction- visual re$resentations and !ands on
e/$loration to address misunderstandings or furt!er en!ance any student issues #it! t!is lesson% For e/am$le t!e .ook #ill .e
availa.le for any students to look at #!ile creating t!eir $lant dra#ings8 students #ill also !ave access to seeds and t!e $lant to
en!ance t!eir creative $rocess% If furt!er e/$lanation is needed from t!e teac!er or assistants- #e #ill use e/$licit- clear and
age/develo$mentally a$$ro$riate language%
Student
Interactions
7o# #ill you
structure o$$ortunities
for students to #ork
#it! $artners or in
grou$s" W!at criteria
#ill you use #!en
forming grou$s"
Students #ill #ork in grou$s of = or A c!ildren% For t!is lesson t!ese grou$s #ill .e formed .y $lacing in $rocess students #it!
students t!at are age a$$ro$riate or a.ove% T!is #ill allo# $eer to $eer su$$ort and s!aring of ideas% Students #ill !ave t!e
o$tion to dra# $lants from t!e .ook- t!e $lant #e !ave in class or create t!eir o#n seed to $lant dra#ing% Students still in $rocess
may only #ant to dra# a seed or t!e classroom $lant8 !o#ever t!ey may .e ins$ired to dra# more after s!aring ideas #it!
students in different levels%
W!at Ifs
W!at mig!t not go as
$lanned and !o# can
you .e ready to make
ad3ustment"
Some students may .e lacking t!e $rior kno#ledge t!at #ill !el$ t!em engage in t!is lesson/activity% Students #ill .e a.le to use
visual re$resentations to !el$ t!em #it! t!eir dra#ings &e%g% t!e $lant or seeds from #!ole grou$ discussion- .ook from read
aloud'%
T!eoretical
Princi$les
and/or
,esearc!D?ased
?est Practices
W!y are t!e learning
tasks for t!is lesson
a$$ro$riate for your
students"
T!is lesson meets t!e ommon ore Standards for Pre*+% T!e activities #ere designed to meet t!e develo$mental milestones
outlined .y t!e researc!*.ased- Teac!ing Strategies Gold )ssessment tool for (arly !ild!ood (ducation%
5aterials
W!at materials does
t!e teac!er need for
this lesson?
W!at materials do t!e
students need for this
lesson?
Teac!er #ill need a fully gro#n $lant and seeds for a visual re$resentation of conce$ts .eing taug!t and also to offer students
e/$loration tools for t!is lesson% Teac!er #ill need t!e .ook It Started )s a Seed .y 4r% )lden +elley8 and a seed- glue a crayon
and $iece of construction $a$er for modeling% Teac!ers #ill also need a $en and $a$er for taking dictation%
Students #ill need crayons- glue- seeds- construction $a$er and access to t!e .ook and $lant from t!e #!ole grou$ discussion%
Academic Language emand!s"#
W!at language function do you #ant
students to develo$ in t!is lesson"
W!at must students understand in
order to .e intellectually engaged in
Students #ill .egin to !ear and understand voca.ulary im$ortant to t!e #!ole mont!ly unit% Students #ill also .e
encouraged to use #ords t!at descri.e t!eir $rocess of understanding% For e/am$le- teac!ers #ill ask students
;uestions a.out t!eir dra#ings &noted a.ove' in suc! a #ay t!at #ill encourage students to discuss #!y t!ey created
t!e lesson"
#!at t!ey did #it!in t!eir dra#ings- if t!ey #ere encouraged .y t!e story- .ackground kno#ledge- community or
cultural connections%
W!at content s$ecific terms
&voca.ulary' do students need to
su$$ort learning of t!e learning
o.3ective for t!is lesson
Seed- $lant- soil- gro#- tree- garden- flo#er- vegeta.le- fruit
W!at s$ecific #ay&s' #ill students
need to use language &reading-
#riting- listening and/or s$eaking' to
$artici$ate in learning tasks and
demonstrate t!eir learning for t!is
lesson"
Students #ill use reading skills .y engaging in t!e story #it! t!e teac!er% T!ey #ill do t!is .y ans#ering guiding
;uestions and making $redictions to#ard t!e end of t!e story% T!ey #ill use emerging #riting skills .y $roviding
dictation to t!eir teac!ers a.out t!eir dra#ing%
W!at are your students> a.ilities
#it! regard to t!e oral and #ritten
language associated #it! t!is lesson"
Students #ill .e a.le to use early unit voca.ulary #ords suc! as seed- $lant and gro#% Students #ill .e a.le to dictate
a.out t!eir $icture !o#ever- some students may not relate dictation to t!e to$ic of $lants or $lants gro#ing from seeds%
Students #ill #rite t!eir name on t!eir dra#ing .efore .eginning% T!ey #ill do t!is on t!e .ack of t!eir $a$er #it! no
lines as to not in!i.it t!eir fine motor skills%
7o# #ill you support students so
t!ey can understand and use t!e
language associated #it! t!e
language function and ot!er
demands in meeting t!e learning
o.3ectives of t!e lesson"
Teac!er #ill su$$ort language skills .y using guiding and scaffolding ;uestions #it! t!e goal of en!ancing student>s
use of unit voca.ulary and descri$tion of t!eir $icture%
Assessments#
"escribe the tools'procedures that #ill be used in this lesson to monitor students+ learning of the lesson objective$s&. Attach a cop% of the assessment and the evaluation criteria'rubric in the
resources section at the end of the lesson plan.
Ty$e of assessment
&Informal or Formal'
4escri$tion of assessment 5odifications to t!e assessment so t!at
all students could demonstrate t!eir
learning%
(valuation riteria * W!at evidence of student
learning &related to t!e learning o.3ectives and
central focus' does t!e assessment $rovide"
Informal 2.servation 2.servation of student
res$onses to read aloud- to
gauge if t!ey are
understanding material%
6se of e/$licit guiding ;uestions and
scaffold ;uestions to ensure all students
!ave an o$tion to ans#er%
T!is assessment makes me a#are t!at t!e
students are understanding t!e lesson o$ening
and are engaged- so t!at I kno# it is a$$ro$riate
to move on to t!e activity%
Informal 2.servation 2.servation of student
interactions during small
grou$ activities
Teac!ers #ill use scaffolding ;uestions
to en!ance learning and interactions
.et#een different leveled learners%
T!is assessment !el$s demonstrate success or
need for modification of grou$ formations% It
also demonstrates students $rocessing and
understanding of o.3ective
Formal )ssessment*
4ictation and revie#
of student dra#ings
,ecording of student
dictation a.out dra#ing
Teac!ers #ill use ;uestions a.out #!y
student created #!at t!ey did- #!at t!ey
#ere t!inking a.out #!en t!ey #ere
doing t!eir dra#ing and if t!ey !ad fun%
T!is assessment #ill !el$ me determine t!e
de$t! of #!ic! eac! student understood t!e
material% ?ut more im$ortantly t!e internal
$rocesses t!ey used #!ile making t!eir dra#ing%
It #ill also $rovide me #it! feed.ack on
#!et!er or not students found t!is activity
engaging and fun%
Formal )ssessment*
om$leted 4ra#ing
Students com$leted dra#ing Students can use modifications suc! as
dra#ing seeds/$lants from t!e .ook or
class $lant or create somet!ing t!ey
t!oug!t of individually%
T!is #ill !el$ me assess t!e de$t! of #!ic!
students understood t!at $lants gro# from seeds%
?ased on dra#ings- $rior kno#ledge of $lants
can also .e assessed%
Anal$%ing Teaching
To .e com$leted after t!e lesson !as .e taug!t
W!at #orked"
W!at didn>t"
For #!om"
T!is lesson does re;uire some .asic .ackground kno#ledge of #!at a $lant is8 t!erefore students t!at are lacking t!is kno#ledge
may find t!is lesson more c!allenging t!an t!eir $eers%
)d3ustments
W!at instructional
c!anges do you need
to make as you
$re$are for t!e lesson
tomorro#"
To address t!is issue t!e teac!er may #ant to .egin including more $lants #it!in t!e classroom- leading u$ to t!e unit% T!is #ill
$rovide students an o$$ortunity to e/$lore $lants and make some connections%
Pro$osed
!anges%
If you could teac!
t!is lesson again to
t!is grou$ of students
#!at c!anges #ould
you make to your
instruction"
(hole class: 5ore access to $lants for all of t!e students%
Groups of students: Wit! students t!at are struggling to understand- t!e teac!er could use com$arisons t!at #ould !el$ t!em .etter
connect #it! $lants gro#ing from seeds% Per!a$s discuss !o# .a.ies gro# into c!ildren- kittens gro# into cats- $u$$ies gro# into
dogs% Similarly seeds gro# into $lants%
)ndividual students: W!en $lants are added to t!e classroom- assign 3o.s of #atering t!e $lants to students #!o may need to
.ecome more familiar #it! #!at a $lant is and looks like%
Eustification
W!y #ill t!ese
c!anges im$rove
student learning"
W!at researc!/ t!eory
su$$orts t!ese
c!anges"
T!ese c!anges #ill $rovide students #it! .ackground kno#ledge t!at #ill allo# t!em to make connections and furt!er engage
#it!in t!e lesson%
&esources#
)ttac! eac! assessment and associated evaluation criteria/ru.ric%
!tt$://###1%teac!ingstrategies%com/$age/G2L4*assessment*online%cfm#researc!
Provides of 2.3ectives to ensure content is develo$mentally a$$ro$riate for (arly !ild!ood (ducation &?*Pre+'
See ne0t page for rubric
,u.ric for From Seed to Plant Lesson
4ra#ing (merging*1 In Process*1 )ge )$$ro$riate*9 ).ove*C
Ideas an identify #!at a seed or
a $lant looks like .ut not yet
.ot!
an identify seed and $lant
.ut does not yet understand
t!at a seed #ill gro# into a
$lant
6nderstands t!at a seed #ill
gro# into a $lant
6nderstands t!at a seed
#ill gro# into a $lant and
t!at a $lant can !ave many
$ur$oses
ontent 4ra#ing does not contain
re$resentations a.out t!e
to$ic
4ra#ing contains eit!er a
seed- $lant or .ot! .ut #as
co$ied directly from .ook
or class $lant
4ra#ing contains a seed and
a $lant t!at !as gro#n from
t!at seed
4ra#ing contains seed-
$lant and a re$resentation
of #!at $lant is used for
4escri$tion 4ictation does not refer to
t!e $icture or t!e story
4ictation may descri.e
#!at is on t!e $a$er .ut did
not refer to or !ave a full
understanding of t!e
o.3ective
4ictation accurately
descri.es $icture and refers it
.ack to story% Points out t!at
seed #ill gro# into $lant
4ictation accurately
descri.es $icture% ,elates
it .ack to story in addition
to $ersonal connection on
#!at t!ey use t!at $lant for
in t!eir !ome%