Lander University Teacher Education Lesson Plan Template

Teacher Candidate: Savannah Taylor

Rev. 2013

Lesson # ___1__

Subject/Grade: Science/1st, 2nd, 3rd

Date and Time of Lesson:
02/11/2015
Learning Objective: After giving instruction through a read aloud, and PowerPoint on 9
habitats (Desert, Wetlands, Forest, Mountain, Ocean, Arctic, Antarctic, Grassland, and Rain
Forest) they will then have a clearer understanding of how animals and plants need specific
habitats in order to survive. After the whole group has been introduced to this lesson, I will then
break each grade level into small groups to introduce their specific activity to complete to make
sure they have a mastery of the standards.

Alignment with Standards:

SCAS standard(s):
o 1. L.5: The student will demonstrate an understanding of how the structures
of plants help them survive and grow in their environments.
K.L.2A.1: Organisms- plants, animals, fungi- food, water, air, shelter,
space.
o 2. L.5: The student will demonstrate an understanding of how the structures
of animals help them survive and grow in their environments.
o 3. L.5: The student will demonstrate an understanding of how the
characteristics and changes in environments and habitats affect the diversity
of organisms.

Developmental Appropriateness or Cross-curricular connections:

I will show a PowerPoint that will accommodate all three grades in such a way that all
developmental levels are covered. I will incorporate pictures, text, and video. Students
will then complete their individual lessons (per grade). As this is a Montessori classroom,
I will allow students to work with other students if they want to encourage social
development. Also, after students are done, and if time allows, they can tell about a
habitat that is familiar to them to encourage emotional development by being able to
share with the class.
Assessment(s) of the Objectives:
Lesson Objective(s)

Assessment(s) of the
Objective(s)

Objective 1:
To have students better
understand why animals
and plants need specific
habitats to survive.
Students will be given a
lesson to complete and
must have 100%
accuracy in order to
have mastered.

Assessment for Objective

1:
Pre- For the pre
assessment I will ask
them a series of
questions before I begin
with the whole group
read aloud to see what
they think a habitat is be
looking at the front cover
of the book to give them
clues. Then I will ask
probing questions to the

Use of Formative
Assessment

Lander University Teacher Education Lesson Plan Template

class as a whole as to
what they think the book
will be about based on
the title. By asking these
questions, I am then
making them have the
mindset to be receptive
of what the read aloud is
about.
During- During
assessment for the whole
group read aloud will be
asking questions based
on the text. (Where do
you think the crab will go
next? Do you think this
house fits the crab best?
If you were a crab, where
would you want to live?)
The book shows the crab
moving from place to
place with no luck of
finding the perfect
house, and by asking
these questions I will see
if the students have a
small understanding of
the specific habitats an
animal must have.
Post-The post
assessment will be based
on how well the students
perform on their
individual grade lessons.
In order to master the
standards in this lesson
plan, students will have
to have 100% accuracy
on their lessons which
will be checked by Mrs.
Jenkins, Ms. Terry, or
myself.

Rev. 2013

Accommodations: I have several students who are pulled out at various times during
the day to receive special help in specific areas, so I will need to plan my lesson so that
all students are in the room in order to receive the instruction they need. Another
accommodation that I will have to take into consideration is that in my classroom we
have 1 Autistic child who works with a shadow all day, every day. A one on one lesson
with this particular student might be necessary.
Materials:
-

Is This a House for Hermit Crab? by: Megan McDonald

PowerPoint
Video clip
1st grade lesson (Lets Label!)

Lander University Teacher Education Lesson Plan Template

Rev. 2013
o Label sheets printed
o Crayons/markers
o Pencils
2nd grade lesson (Match the Habitat)
o Master sheet with the labels printed out for students to cut out
3rd grade lesson (Habitat Flip book)
o Construction paper
o Copy paper
o Crayons/ markers
o Info. Sheets for students to get information off of for their flip book

Procedures:

Grouping: Whole class discussion and individual small group lessons with each grade
Probing Question: What is a habitat? Do you know what your habitat is? What about a dog,
giraffe, or polar bear?
Motivation: Does anyone know what a habitat is?
Procedures:
1. Students will gather on the carpet after breakfast is cleaned up
2. I will ask the motivation question to the students
3. Students will respond to question, and then I will ask them what they think the book might
be about based on the title, Is This a House for Hermit Crab? and also based on the title
illustration.
4. I will then read the book to the class while asking questions where it is appropriate.
5. Once I have finished the book, then I will ask the students once more what they think a
habitat is and students should have a clearer understanding on what a habitat is.
6. Then I will show students the slide show with 9 major habitats with examples of animals
who might live there. This will be the full introductory into what a habitat is.
7. Once the PowerPoint is complete, then I will ask 2 nd and 3rd grade to go back to their
normal work time and for 1st grade to stay for their introduction to their grade level lesson.
8. I will then introduce and demonstrate how the lesson should be completed and show them
where they can find it when it comes time for them to complete it.
9. Then, once 1st grade is dismissed from the carpet, then I will ask all 2 nd grade to come to
the carpet and then introduce them to their grade level lesson. As I did with 1 st grade, I will
introduce and demonstrate the lesson and then show students where they can find the
lesson on the shelf for them to be able to complete it.
10.When I dismiss 2nd grade from the carpet, I will ask 3rd grade to come and we will complete
their lesson as a whole group since they are actually making a small project. By doing this
whole group, they will still get to work at their own pace but I will be at their disposal to
answer any questions they might have.

Activity Analysis:

Technology: I am using a PowerPoint during my instruction time because I feel that it will
benefit my students to be able to visually see what a habitat is. This will also reinforce the book
that was read earlier in this lesson.
Read aloud: I am using a read aloud to present the information in a fun way to keep students
attention and to get them interested in the topic.
Lets Label!: The Lets Label! is a lesson that developmental appropriate to the 1 st graders
and gives them a clear understanding of what a habitat is. This lesson is not very difficult but is
rigorous to this group of students. And since this lesson is very hands on, students will also have
fun with this! Students will be instructed to draw a habitat of their choosing and label 3 animals
that would live in the drawn habitat.
Match the Habitat: This lesson is a matching game for the students to color the habitats and
match the actual word to the picture. This is a little more difficult than 1 st grade but is
developmentally appropriate for 2nd graders.

Lander University Teacher Education Lesson Plan Template

Rev. 2013
Habitat Flip Book: This activity is very hands on and can actually create a project that they can
use for future reference on a certain habitat. Students will create a 10 page flip book that will
have a picture of the habitat, the name, and small pieces of information about each. This
information might include what animals live there, a description of the environment and what
types of plants you may find their.

References:
-

Teacherspayteachers.com (I used this website to get ideas for the different grade level
activities)

Teacher Candidate: Savannah Taylor

Lesson #
__2____
Subject/Grade: ELA/1st, 2nd, 3rd
Date and Time of Lesson:
2/26/15 at 10am
Learning Objective: The learning objective is for students to have a clear understanding of
what Similes are and how to use them in writing and also how to understand them in reading.
This goes along with a study of other figures of speech that have taken place in the classroom.

Alignment with Standards: Even though I am using 3rd grade standards, I am

differentiating instruction in order for the 1st and 2nd graders to also have benefit from
this instruction.
-

CCSS.ELA-Literacy.L.3.5
Demonstrate understanding of figurative language, word relationships and
nuances in word meanings.
CCSS.ELA-Literacy.L.3.5.a
Distinguish the literal and nonliteral meanings of words and phrases in context
(e.g., take steps).

Developmental Appropriateness or Cross-curricular connections:

Students will be given instruction in a whole group setting through the use of a PowerPoint/
educational video and a worksheet to be completed all together. This lesson is appropriate for all
students because I am differentiating instruction in order to appeal to all students at the different
levels that might be at. I am using so many resources in the lesson to also help students who
learn through different ways to get the most out of instruction that they possibly can.

Assessment(s) of the Objectives:

Lesson Objective(s)
Objective 1:
The objective for this

Assessment(s) of the
Objective(s)

Use of Formative
Assessment

Assessment for Objective

1:

How will you use the

assessment data to

Lander University Teacher Education Lesson Plan Template

lesson is for students to -Pre: For the pre
inform future
have a clear
assessment I will have a
instruction?
understanding of how
series of questions to ask
similes are used in
students to get a picture
language and what the
of their prior knowledge
purposes of them are.
of figurative language.
They will complete a
-During: During
worksheet in a whole
assessment will be to
group setting and by
have students complete
completing this
a worksheet that is a
correctly, watching the
template for similes that
designated videos, and
they can create on their
presentation, then they
own. We will do this as a
will then have a mastery whole class so I can
of this standard.
answer any questions
they might have.
-Post: After the students
complete the worksheet,
I will then collect them
and look over to make
sure they completed it
properly.

Rev. 2013

Accommodations:
I have several students who are pulled out at various times during the day to receive
special help in specific areas, so I will need to plan my lesson so that all students are in
the room in order to receive the instruction they need. Another accommodation that I will
have to take into consideration is that in my classroom we have 1 Autistic child who
works with a shadow all day, every day. A one on one lesson with this particular student
might be necessary.
Materials:
- PowerPoint presentation of Similes
- Worksheet for students
- Pencils
- Video (if necessary) on Study Jams.com
Procedures:
1. Students will be asked to come to the carpet after breakfast has been cleaned up and
thrown away.

2. Students will also be asked to bring a colored pencil of their choosing and a clip board.
3. I will then ask students various questions to get an idea of what they already know about
figurative language (pre-assessment)

4. Then I will proceed to show the PowerPoint presentation on similes, what they are and how
they are used in language.

5. Once the presentation is done I will hand out the worksheets and give instructions on how
to complete it and will be available to answer any questions that students may have. This
activity will be done on the line and not at students individual seats.
6. If students are having a hard time completing this activity then I will show them a video on
StudyJams.com or Brain Pop Jr. They seem to really enjoy these and get a lot out of them
when they are shown in class.
7. After all is completed, I will collect the worksheets for review and will ask the students to

Lander University Teacher Education Lesson Plan Template

return back to their desk and continue working on their work plan.

Rev. 2013

Activity Analysis:

PowerPoint: I plan on using a fun, interactive, PowerPoint presentation to appeal to those

students who learn best through visual aids and by hearing my explain it. This will be a
short presentation that would help the students to understand what similes are and their
purpose in language.
Simile Worksheet: I am using a worksheet in order to appeal to those students who learn
best by doing hands on activities, this will also stand as a post assessment aide to help me
make sure that students mastered the standards of this lesson and also met objectives.
I will be using technology in this lesson through the PowerPoint presentation
and through a possible educational video.

References:
- Teacherspayteachers.com

Teacher Candidate: Savannah Taylor

Subject/Grade: Dictionary use/ 2nd
2/26/15 at 10am

Lesson # 3
Date and Time of Lesson:

Learning Objective: The objective of this lesson is for students to learn how to successfully
and usefully use a dictionary to look up the meaning and spelling of words in class and for their
writings.

Alignment with Standards:

CCSS: L.2.4e:

Use glossaries and beginning dictionaries, both print and digital, to determine or
clarify the meaning of words and phrases.
Developmental Appropriateness: Students have been exposed to dictionaries before as
they are told to look up words they dont know how to spell when writing. This lesson is
developmentally appropriate as they will be doing many district writings and this will get them
prepared as they will not have any assistance from the teacher with spelling or word definitions.
Students have a background in ABC order, so the concept of a dictionary isnt foreign to these
students.

Lander University Teacher Education Lesson Plan Template

Rev. 2013

Assessment(s) of the Objectives:

Lesson Objective(s)

Assessment(s) of the
Objective(s)

Use of Formative
Assessment

Objective 1:
Students will be able to
usefully and
successfully be able to
use a dictionary to look
up spelling and
meanings to words.
After instruction time,
students will be given a
worksheet to be
completed
independently and will
have mastered the
standard with 80%
accuracy.

Assessment for Objective

1:
Pre- The pre assessment
will be a list of words that
I will ask each student to
look up in the dictionary.
This will give me a clear
understanding of what
they know about a
dictionary and where to
differ my instruction.
(This will be given prior
to the lesson day)
During- I will give
instruction to the small
groups and ask questions
for clarification as I go
and this will also help me
to answer any additional
questions students may
have.
Post- Students will be
given a list of 10
questions that will vary
in locating words by page
number, giving the
definition, and correct
spelling of certain words.
If students score 90% or
better then they will
have mastered the
standard, and will not
need further instruction.

How will you use the

assessment data to
inform future
instruction?

Accommodations: I have several students who are pulled out at various times during
the day to receive special help in specific areas, so I will need to plan my lesson so that
all students are in the room in order to receive the instruction they need. Another
accommodation that I will have to take into consideration is that in my classroom we
have 1 Autistic child who works with a shadow all day, every day. A one on one lesson
with this particular student might be necessary.
Materials:
-

Pre assessment worksheet

Post assessment worksheet
Pencils
Dictionaries (multiple).

Procedures:

Lander University Teacher Education Lesson Plan Template

Rev. 2013

1. Prior to the actual lesson date, I will give the pre assessment worksheet (list of
words, 3-4) to see what I need to highlight in my instruction and what I do not.
2. On the actual day of instruction, I will ask all 2nd graders to come to the carpet
once breakfast is cleaned u.
3. The students will come to the carpet and I will begin instruction by asking a
probing question like: who know what a dictionary is used for?
4. After student have answered, we will go through the correct process as to how to
find specific words.
5. We will review ABC order and go over any other questions that students may have.
6. One instruction time is completed, students will be given the post assessment
sheet and asked to complete independently and to give back to me when they are
finished.
7. After students have turned this in to me, I will then look over it and see if students
have scored enough to have mastered the standard, if not, at another designated
time I will pull the students who scored too low to help them more maybe through
a different way of instruction.
Activity Analysis:

Hands on use of a dictionary: This will help students to really get a good look at what a
dictionary is all about and how it does have a lot of information, but should not be intimidating
but helpful. I think that when teaching on how to use a resource it is best to have students
hands on working since at some point they will not have the teachers assistance, but only that
of a certain resource.
-Worksheets: By having students to complete the worksheets of various things that you might
need to look up in a dictionary, I will be giving them a chance to use it on their own without my
assistance to help them learn by doing but in a guided instructional way since the worksheet will
have directions on them.
- I am not using technology in this lesson, because I feel that it isnt necessary since the standard
we are covering primarily focuses on dictionary use and because the purpose of this lesson is to
help them use resources that are available when it comes time to standardized test and district
writings.

References:
- No references were used in the making of this lesson.

Teacher Candidate: Savannah Taylor

Lesson # 4

Subject/Grade: ELA/ 1st, 2nd, 3rd

Date and Time of Lesson:
March 24, 2015 9am
Learning Objective: The objective of this lesson is for students to gain a clear
knowledge on the 5 parts of a friendly letter. Students will be exposed to the 5 points of
a letter through a PowerPoint, visual aid example, and then a hands on activity where
students will create their own letter to a friend or teacher in our classroom.

Lander University Teacher Education Lesson Plan Template

Rev. 2013

Alignment with Standards:

-CCSS.ELA-Literacy.W.3.4
With guidance and support from adults, produce writing in which the development
and organization are appropriate to task and purpose.

Developmental Appropriateness or Cross-curricular connections:

The lesson is developmentally appropriate for 6-9 year olds because they have been
introduced to formal writing in the past, and have written pieces which cause them to
use a certain format. All children have been exposed to some form of letter whether it be
formal or informal at least once in their experience at school.
Assessment(s) of the Objectives:
.
Lesson Objective(s)

Assessment(s) of the
Objective(s)

Use of Formative
Assessment

Objective 1: The lesson

objective is to have
students obtain a clear
knowledge of the 5
specific parts of a
friendly letter and to
have them create their
own to give to a teacher
or friend in the
classroom. In order for
students to fully master
this standard and lesson
objective, students will
write a well created
letter and include all 5
parts listed in the
informative PowerPoint.

Assessment for Objective

1
Pre: The pre assessment
will be a series of
questions asked to the
students to describe
what they see in a given
friendly letter. What are
the details you see?
Anything look familiar to
what you might have
seen before?
During: Students will be
given a chance to come
up and create different
reasons as to why they
might write a friendly
letter to those in our
classroom or to friends
and family in the
community.
Post: The post
assessment will be when
the students create their
own friendly letter to be
delivered to a teacher or
student in our classroom.
In order for students to
fully master the lesson
objective, they will
include all 5 aspects of a
friendly letter and write

I will use all data

collected to direct
instruction for the
future by reviewing
any areas that
children do very
poorly in. They will
need to include all 5
parts and write
grammatically
correct. Students
could be divided into
groups based on
what they struggle
with in order to
master this lesson
objective and future
objectives as well.

Lander University Teacher Education Lesson Plan Template

with minimal errors.

Rev. 2013

Accommodations: I have several students who are pulled out at various times during
the day to receive special help in specific areas, so I will need to plan my lesson so that
all students are in the room in order to receive the instruction they need. Another
accommodation that I will have to take into consideration is that in my classroom we
have 1 Autistic child who works with a shadow all day, every day. A one on one lesson
with this particular student might be necessary.
Materials:
-PowerPoint
-Paper
-Pencils
-Envelopes

Procedures:

1. Students will be asked to come to the carpet by table groups

2. Once all students are seated and ready to begin, we will start by looking at the
PowerPoint created to show the 5 parts of a friendly letter.
3. First, students will be asked some probing questions like, what do you always
see in a friendly letter? What about the persons name? these questions will
serve as a stage for the upcoming PowerPoint.
4. Then the PowerPoint presentation will be shown and will address all 5 parts of a
friendly letter explaining in detail each part.
5. After the presentation is over, students will then be given instructions for the
post assessment work that they will complete independently.
6. Students will then compose a friendly letter to a teacher or student in our
classroom of their choice using one of the prompts given in the instructions.
7. Students must include all 5 parts in the correct format and use minimal
grammatical errors in the body of their letter.
8. Once students are done, they will raise their hand and will be given an
envelope.
9. The student will write the name of the letter recipient on the outside of the
envelope along with the address of Laurens Elementary (since we arent
sending them through the mail)
10.
Once I have read the letter and collected my data, I will deliver them to
the recipient at a time where it will not be distracting to work time.

Activity Analysis:

-PowerPoint: I am using an interactive PowerPoint presentation to really grab students

attention in a fun way and to enforce the purpose through what visual learners would really
benefit from. Since this is sometimes a harder concept to learn, many different types of aids
would be very useful.
-Real life letter: Through the use of passing around an actual letter sent to me, students will
see where they would see a letter in real life and at home. Through this, they will then have
another aid to go off of when they create their own letter. This will also help those students who
might not have ever seen a friendly letter or a letter in general.
-Letter writing: Students will be given a chance to write their own friendly letter to be delivered
to a teacher or student in our class as practice as to what they have learned through the lesson.

References:

No references were used to create this lesson

Lander University Teacher Education Lesson Plan Template

Teacher Candidate: Savannah Taylor

Rev. 2013

Lesson # ___5___

Subject/Grade: Character Building/1st, 2nd, 3rd

Date and Time of Lesson:
3/25/2015 9am
Learning Objective: Through this lesson I will be using a book as a read aloud tool
which the students will listen to me read in class. After reading the text, students will be
able to describe situations where someone might need to have their self-esteem
boosted, and to be complimented on their uniqueness.
Alignment with Standards:

SSCA Element(s):

o (1) A safe and civil environment in school is necessary for students to learn
and achieve high academic standards.
o (2) Harassment, intimidation, and bullying, like other disruptive or violent
behaviors, are conducts that disrupt both a students ability to learn and a
schools ability to educate its students in a safe environment.
SC Common Core Standards:
o CCSS.ELA-Literacy.RL.2.7: Use information gained from the illustrations and
words in a print or digital text to demonstrate understanding of its
characters, setting, or plot
o CCSS.ELA-Literacy.RL.2.3: Describe how characters in a story respond to
major events and challenges

Developmental Appropriateness or Cross-curricular connections: Students are at

the appropriateness in their social development for this lesson because they have had
interaction with many different individuals in school and out of school to have past
knowledge on sharing compliments and their uniqueness and to have a schema of what
sharing is all about (both through materials and words). The emotional aspect of this
lesson could be a little deeper since this is trying to develop character for these young
students to carry on with them through their schooling. Physical development doesnt
have any appropriateness in this activity because of the manner of the lesson which is a
read aloud and a reading reflection. This lesson will be very beneficial to students as
they continue with their daily activities in the classroom and would also benefit them
outside of the classroom.
Assessment(s) of the Objectives:
Lesson Objective(s)

Assessment(s) of the
Objective(s)

Use of Formative
Assessment

Objective 1
After reading the text,
the students will be able
to write a reflection of
3-5 sentences on their
reflection of the book
with at least one
example of how they

Assessment for Objective

1
Pre- I will ask questions
to get students to think
of ways to be a better
citizen in the community
in our classroom. I will
have students to think of

For future use in the

classroom, I would
know that the
students do have an
understanding of the
importance of
individuality and as
a teaching tool, if

Lander University Teacher Education Lesson

can better their habits
the character traits that
toward those who may
are discussed every
be different than them.
month and to think if
The students will have
there are any that they
mastered the purpose
need to improve on
of the lesson by writing
themselves.
at least 4 sentences
During- I will ask them
with one example, as
what would you do
listed above.
questions? This will get
students to think of real
life situations and what
they might do. This will
help them during the
post assessment.
Post- For the post
assessment, I will have
students to do a reading
response with a prompt
stating Do you think
that sometimes we
forget about how
important be unique is?
How can you be a better
person in our classroom
through your
uniqueness? They will
then need to write 3-5
sentences giving at least
one example of how they
can better their sharing
habits in our classroom.

Plan Template
the student ever
doesnt cooperate
with others in the
classroom, that
writing sample can
be looked back at
and reflected on. If
students have
mastered this lesson
objective, then more
can be added on to
this like role playing
or scenario prompts
to have students
thinking more
critically on
character
development.

Rev. 2013

Accommodations:
I have several students who are pulled out at various times during the day to receive
special help in specific areas, so I will need to plan my lesson so that all students are in
the room in order to receive the instruction they need. Another accommodation that I will
have to take into consideration is that in my classroom we have 1 Autistic child who
works with a shadow all day, every day. A one on one lesson with this particular student
might be necessary.
Materials:
- Stand Tall, Molly Lou Melon book for read aloud
- Construction paper
- Pencil/colored pencils
- Writing prompt paper
Procedures:

Grouping: Whole class

Probing Question: How important is being unique? Do you share a lot of traits with
people in the community or that is our classroom?
Motivation: How do you think our classroom would be if students werent unique?
What about at home?
Procedures:
1. Have students move to the rug by tables

Lander University Teacher Education Lesson Plan Template

Rev. 2013
2. Then I will start the lesson by asking the probing question and giving students
adequate amount to answer the given question.
3. I will then read the book, Stand Tall, Molly Lou Melon I will introduce the book
by giving the students a summary of what the book is about and leave them
with a question to think about as they listen to the book, such as Think about
how you would react if you were Molly Lou Melon? Would you want to still be
her friend at the end of the book? I will use sticky notes to write my questions
down so that I am fully prepared and will know at exactly what point to ask
them.
4. After I have finished reading, I will then ask the students what they thought of
the book. Was it something you can relate to? Have you ever been someone who
doesnt like others special traits? Dont you see that it is better to have friends
all unique than all the same?
5. Once students have answered the question, I will then ask them to go back to
their seats and to get out their pencil or colored pencil of their choice.
6. Once students have out their pencil, I will put the prompt up on the SmartBoard
and will have them respond by writing on their writing prompt sheet
7. I will then give the students the time allowed to respond
8. Once students have finished on the prompt sheet, I will then ask them to pick a
colored piece of paper to cut out their writing and to glue it to the colored
paper so they can be displayed in the hallway along with the standards covered.
9. Once students start finishing up, I will then ask them to read silently in order
for everyone else who hasnt finished the time they need and in order to quietly
move on to the next activity.

Activity Analysis:

The read aloud will probe a real life scenario for students to really think about and that they can
relate to their everyday life and what they do in the classroom. This will also help as they think
of the writing prompt. The writing in their journal will help them to reflect on what they have
learned from the reading and to apply it to their life in the classroom and outside of the
classroom. In Montessori these are very developmentally appropriate since they are very social
and have a lot of character building in their development as students. I will be using technology
in this lesson, the SmartBoard, to put the prompt up for the students to be able to see clearly.

References:

No references we needed for this lesson.