Beruflich Dokumente
Kultur Dokumente
Teacher Candidate
Date/Time of Scheduled
Visit
Name/Address of School
Age/Grade level
Cooperating Teacher
Iseult Harvey
01/16
Name of Lesson
Content
area(s)/developmental
domain(s) addressed
Rationale
PS 20 Brooklyn
1st Grade
Classroom Number
This lesson uses bread as a way to talk about many social studies subjects:
differences and similarities between communities, Brooklyns diversity and other
countries in the world. It will lead to a discussion about bread and culture where
children will demonstrate that they can follow rules for discussions.
Timeframe
Objective(s) of the
activity
Connections to
standards
Language Objectives
Resources/materials
needed:
45 minutes
15 minutes: read aloud + map
15 minutes: bread tasting, discussion
15 minutes: independent writing
Children will demonstrate knowledge about bread and the different names and
recipes that are used to make bread around the world. They will be introduced to
several countries and where they can be found on a map. They will also apply
DOK level 2 and 3 actions such as : compare, relate, classify and critique
1.1b People and families of diverse racial, religious, national, and ethnic groups
share their beliefs, customs, and traditions, which creates a multicultural
community.
1.1c Awareness of Americas rich diversity fosters intercultural understanding
1.5a Maps and map tools, such as legends and cardinal directions, can help us
navigate from one place to the next, provide directions, or trace important
routes.
1.7c Families of long ago have similarities and differences with families today.
What language/vocabulary, communication, or literacy skill(s) do I want my
students to develop in this lesson?
Communication skills expected in this activity are compliance to the rules of
discussion and demonstration of respect of other students.
Vocabulary will focus in identifying different types of bread: new types of bread
and types of bread that we eat at home. (roll, baguette, bagel, focaccia, ciabatta,
pita, challah, )
As well as sentences such as: my favorite bread wasbecause/ mon pain prfr
estparce que
-
pins
different sorts of bread
writing paper
Independent practice:
Children will go to their writing spot and write about their favorite kind of bread,
using vocabulary that has been demonstrated during discussion.
Method of assessing
childrens
understanding of
lesson/activity/objective
(s)
(Be sure to include any
tools, rubrics/checklists
and/or worksheets you will
use for assessment(s)
Pre-assessment
Prior knowledge will be
evaluated during the
read-aloud through
questions.
Supporting children
with identified delays
or disabilities
This lesson was
developed to embrace all
cultures present in the
classroom. The teacher
will research the
background of each
Assessment of Student
Assessment of
Learning
Childrens Language
Because it is the first lesson Learning
of a unit on bread, it may
Childrens oral
be hard to assess yet.
language will be
However, the teacher will
assessed during the
take record of students
discussion; written
participation orally and in
language will be
the common text, and
assessed through their
analyze information present individual writings
in individual writing
Supporting English Language Learners
-
sheltered English
the book was chosen with ELLs in mind, for its
easy vocabulary and pictures.
use of additional pictures
questions such as how do we say bread in
your language? To foster sense of belonging
use of French or English is allowed and
Follow up/Extension
activities
Any additional
information that would
be helpful for the
observer to know
Observer feedback on the lesson plan, including commendations and recommendations for improving aspects
of the learning activity