DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate: Mikayla Mackert Grade Level: 3 Title: Body Systems/My Skin
CONTEXTUAL FACTORS (classroom factors)

Contextual Factors:
22 Students
12 Boys
10 Girls
Karter IEP for Behavior, Speech
Jonas Health Plan, ADHD
Nivia Speech
Callie Speech
Boston High Level Learner
Matthew High Level Learner
Bethany WIDA level 4, Low Level Learner
Kayden Low Level Learner
Donovan Low Level Learner
Daphne Low Level Learner
MaKenna Low Level Learner
Ronn Low Level Learner
Shaniah Low Level Learner
Behavior Concerns: Hayzn, Brandon and Jonah cannot sit next to each other or work in a group together. They
cannot stay on task when they are together. Karter has frequent outburst of emotions, especially when feeing
confused or frustrated. Jonas will often be distracted and off task. The class in general, has a hard time focusing
and listening. Constant reminders must be given.
Classroom environment: Students desks are arranged in tables of 3-4. Low level learners are placed towards the
front of the room. There is a SmartBoard at the front of the room, frequently used for lessons. There is a carpet
space at the front of the room used for whole group lessons if students are having a hard time focusing. There is
a carpet space at the back of the room with a small white board used for whole group instruction.
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective: Human

Development and Relationships Standard III: Students will

understand and respect self and others related to human development and relationships.
Objective I: Summarize the functions of the skeletal and muscular systems. A. Name the
major body systems and their functions. (SIOP 3)
Content Walk-Away:
(SIOP 1)

I will read and write about my skin, and why it is important for my body.

Language Walk-Away:
(SIOP 2)

I will read and write about my skin, and why it is important for my body.

Vocabulary: Protector,

germs, infection, nerve endings (SIOP 9)

ASSESSMENT EVIDENCE (What evidence do I need to show the students have

learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson): Students
will answer questions, and discuss with others appropriately throughout the lesson.

Modifications/Accomodations (ELL, IEP, GATE, etc.)

ELL (Bethany) - Vocab

cards with visuals are

Content Walk-Away Evidence (Summative): Students will read, and correctly write the
answers to questions in their My Body booklet about the functions of their skin.
Language Walk-Away Evidence (Summative): Students will read, and correctly write
the answers to questions in their My Body booklet about the functions of their skin.

Approx
.
Time

provided.
IEP (Karter) He may
want to work on his own
in another room. Terry
will assist him, and help
to monitor his behavior.
She may also help with
writing if necessary.
(SIOP 4, 5, 20)

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge

Boys and girls, we are going to start a new unit. We are going to learn all about our bodies, and the systems
that make our bodies work. Before we begin, I want us to talk about how each of us are unique. We are all
different on the outside. All of you are going to draw a picture of yourself, and write about what makes you
unique. (Complete first page of My Body booklet). One thing that I noticed, is that most of you used a
different color to draw your skin. Lets all put our arms together. All of our skin looks different, but we all
need our skin to help us protect the inside of our bodies. Before we get started, lets learn some vocabulary
words that we will see in our reading called, My Skin. (Teach vocabulary: protector, germs, infection, nerve
endings. Use PowerPoint slides created). (SIOP 6, 7, 8, 9, 10, 11, 18, 21, 27, 28)
Formative assessment:
Learning Goal
Students learn new vocabulary,
and prepare for lesson.

Success Criteria
Students have an understanding
of the meaning of vocabulary
words.

Assessment Strategy
Students are actively engaged in
the vocabulary review.

Modification/accommodations: Visuals are included with new vocabulary words. (ELL, IEP, GATE, etc.)
Focus Lesson (I do it)
Lets look at our learning goal for this lesson. (Read objective, and post it on board). Today we are going to
learn all about our skin, and what it does for our bodies. Im going to read the information to you out loud
from our My Body booklets. Then, with a partner, you will reread the information and answer the questions
in your booklet. (Read page 2a out loud to students). (SIOP 4, 6, 7, 8, 12, 21, 23, 24, 28)

Formative Assessment:
Learning Goal
Students are listening, and
following along as I read the
information out loud.

Success Criteria
Students are actively listening
and following along as I read out
loud. They are preparing to
answer questions with a partner.

Assessment Strategy
Students are actively engaged,
and following along in their
booklets as I read out loud.

Modification/accommodations: I will read out loud to assist LLL, IEP students, and ELL students.
Guided Instruction (We do it)
Now that we have read through the information, lets look at the questions we need to answer. Will someone
volunteer to read question 1? (Wait time). Great. We need to write about what our skin keeps out. Will
someone volunteer to read question 2? (Wait time). Alright, we need to write about how our body cools itself.
Will someone volunteer to read the last question? (Wait time). On question 3, you need to write down an
interesting fact that was not written on question 1, or 2. (SIOP 4, 6, 10, 11, 12, 13, 14, 16, 18, 21, 23, 24, 25, 26)

Formative Assessment:
Learning Goal
Students understand what
questions need to be answered.

Success Criteria
Students are reading the
questions, and understand what
is being asked.

Assessment Strategy
Students participate, and are
actively listening.

Modification/accommodations: Terry will work with Karter to help him stay focused, and to reduce
frustration.
Collaborative/Cooperative (You do it together)
Now, I want you to work with a partner to answer questions 1 and 2. I will assign your partners. You may
need to look back at the information in order to answer the questions. (SIOP 4, 5, 6, 13, 21, 23, 24, 25)
Formative Assessment:
Learning Goal
Students will complete questions
1 and 2 in their My Body
booklet, on pages 2a, about the
skin.

Success Criteria
Each question will be answered
correctly.

Assessment Strategy
Students will complete questions
1 and 2 in their My Body
booklet, on pages 2a, about the
skin.

Modification/accommodations: Partners will work together, and will be assigned according to reading
levels. Terry may assist Karter with writing if necessary.
Independent (You do it alone)
Once you and your partner have finished questions 1 and 2, I want you to complete question 3 on your own.
Write down at least one interesting thing you learned about your skin that was not already mentioned in
question 1 and 2. I want you to do this on your own so I can see what each of you learned. (SIOP 6, 12, 13, 15,
16, 17, 20, 21, 23, 24, 25)
Summative Assessment: Students correctly complete all questions given about the skin. (SIOP 29, 30)
Modification/accommodations: Terry may assist Karter with writing if necessary.
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
Now that we have read all about our skin, and answered some questions, I want you to turn to a partner next
to you, and tell them what you wrote down for question 3. (Students share with each other). Now lets look
back at our learning goal. (Read objective). We accomplished our learning goal for the day, and we will
continue talking about our bodies for the rest of the week. (SIOP 27, 28)
SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary
materials, 5-Adaptation of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22Language skills: reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students
engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?

Have booklets printed, and ready.

Needs to be completed in approximately 40 mins.

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?
From the formative and summative assessments for this lesson, I was able to see that each student learned what they
needed to for this lesson. Each student met the objective. Each student answered the questions correctly. They also
answered question three with an interesting fact that wasnt mentioned in previous questions. I feel my teaching was
effective because learning took place. Students were engaged and focused, and were disappointed when they had to
clean up and move on to the next activity.
I feel this lesson was exciting and engaging for the students because I provided many visuals throughout my
PowerPoint presentation. I provided a hands-on booklet for the students to work on. I think all of these things are very
beneficial for teaching, especially when students are so diverse. I will apply these strategies throughout my unit plan, as
well as with other lessons in other subject areas.
I feel this lesson was very effective. However, I wish I would have allowed my students more time to discuss and work
together. I felt my lesson was rushed, and I did not get to spend as much time on it as I would have liked. I will definitely
remember that for future lessons.
If I were to teach this lesson again, I would myself more time. I would like to go into more depth and detail. I would
have also liked to give my students more time to work on their booklets. I would also like to find an educational video
clip about skin that is appropriate for this lesson. I feel videos and technology would really enhance this lesson.