Lesson Plan Template

Lesson Title: Sleeping journal

Grade Level: 1st grade
Learning Central Focus
Central Focus
How to encourage and support First graders to develop
good sleeping habits through regular reflection and
What is the central focus for the
evaluation.
content in the learning segment?

Content Standard
What standard(s) are most relevant to
the learning goals?

22.A.1b Identify methods of health promotion and

illness prevention (e.g., obtaining immunizations, hand
washing, brushing, and flossing teeth, eating practices,
sleep, cleanliness).
22.D.1a Identify positive health choices and
demonstrate ways to communicate individual choices.

Student Learning Goal(s)/

Objective(s)
Skills/procedures
What are the specific learning goal(s)
for student in this lesson?
Concepts and reasoning/problem
solving/thinking/strategies
What are the specific learning goal(s)
for students in this lesson?

Prior Academic Knowledge

and Conceptions
What knowledge, skills, and concepts
must students already know to be
successful with this lesson?
What prior knowledge and/or gaps in
knowledge do these students have
that are necessary to support the
learning of the skills and concepts for
this lesson?

22.D.2a Express opinions about health issues and

communicate individual health needs
1. Students will practice telling time in order to
determine when they went to bed and when
they arose for the day.
2. Students will keep a daily sleep journal for one
week.
3. Students will assess how they feel at school,
given the amount of hours they slept.
4. Students will compare the amount of sleep they
get to that of their family members and to that
of a cat.
1st graders must know how to tell time on a clock in
order to keep a sleep journal.
These students are continuing to develop a
consciousness of cause and effect. This lesson can make a
meaningful connection between lack of sleep and
sleepiness during the day.

Common errors,
developmental
approximations,
misconceptions, partial
understandings, or
misunderstandings

A seven year old child typically experiences moments

of light sleeping or even restlessness during the night.
This experience, known as night waking is sometimes
a result of a nightmare, but most often because of the
natural cycle of sleep that a child undergoes.

What are common errors or

These children will be shown that it is possible to calm

misunderstandings of students related

to the central focus of this lesson?
How will you address them for this
group of students?

one-self down in the troubling darkness of the night,

and to return to ones sleep without being afraid.
Exercises learned in class will help at these moments:
closing eyes, deep breaths, pleasant thoughts, listening
to the quiet of the room.

Instructional Strategies and Learning Tasks

Description of what the teacher (you) will be doing and/or what the students will be doing.

Launch
____4______

Minutes

Read one story from Amanda Beans Amazing Dream; kids

stories about dreams which combine good sleeping habits and
adventure in the realm of dream land.

How will you start the

lesson to engage and
motivate students in
learning?

Instruction
___10_____ Minutes

Students will take 10 minutes at the beginning of the day to fill out
their sleep journal.

What will you do to

engage students in
developing understanding
of the lesson objective(s)?

The journals have pre-written questions which help the student

evaluate how they are sleeping.

How will you link the new

content (skills and
concepts) to students
prior academic learning
and their personal/cultural
and community assets?
What will you say and do?
What questions will you
ask?
How will you engage
students to help them
understand the concepts?
What will students do?
How will you determine if
students are meeting the
intended learning
objectives?

Firstly: How long are you sleeping each night? (In view of seeing a
pattern).
Secondly: How long are other members of my family sleeping? (In
view of seeing the differences in sleep according to ones age).
In order to engage students, they will be asked to search the cause
of their less-restful nights of sleep with options suggested, like
eating sugary foods, watching television or playing on a computer
until the moment of bed-time etc
Students journals must be filled out every day during one week.
Even if they do not know how long they slept on a given night, it is
most important that they begin to make a correlation between
getting enough sleep and feeling energized throughout the day.

Structured Practice
and
Application
_____20___ Minutes
How will you give
students the opportunity
to practice so you can
provide feedback?
How will students apply
what they have learned?

-Students will be paired up to make a sleep slogan poster, to be

hung in the classroom and hallway.

-At the end of the week, the teacher will have gathered all the data
on the length of the students sleep and put it into a poster graph.
The graph will illustrate correlations between the amount of sleep
and attitudes (Sleepy, grumpy, distracted, normal, happy, energized
etc).

How will you determine if

students are meeting the
intended learning
objectives?

-A class discussion will accompany this graph in order for the

teacher to give feedback on the correlations.

Closure
_____1_____

A peaceful, three-toned chime will be rang by the teacher to

indicate to the students that they need to finish their sleep journal.

Minutes

How will you end the

lesson?

Differentiation/
Planned support
How will you provide
students access to
learning based on
individual and group
needs?
How will you support
students with gaps in the
prior knowledge that is
necessary to be
successful in this lesson?

Whole Class: Each student will be encouraged to get at least 11

hours of sleep each night, which research recommends for this age
group.
The student will do a short research project on how many hours an
animal sleeps to see the differences between an animal and them.
(Exploring such topics as hibernation and nocturnal animals).

Groups of students with similar needs: Since sleep is vital to the

success of every student, the first graders slogan posters will be
placed throughout the school in order to encourage this health
promotion with all the students in the school.

Individual students: Some students journals and behaviors will

show a sleep deprivation. Parents of these students will personally
receive a brochure, endorsed by the school, which explains good
sleep habits, as well as a link to a page on the schools website
which explores this topic of sleep:
http://healthwebproject.weebly.com/lesson-plans.html

Students with IEPs or 504 plans: Any student with a disability will
fill out their sleep journal with a teachers aid. This journal will
also be sent home with the student every day, so that the parents
can help fill in certain items, like the number of hours that the
child sleeps.

Strategies for responding to common errors and

misunderstandings, developmental approximations,
misconceptions, partial understandings, and/or
misunderstandings:

Student
interactions
How will you structure
opportunities for students
to work with partners or in
groups? What criteria will
you use when forming
groups?

What ifs
What might not go as
planned and how can you
be ready to make
adjustment?

Students will be paired in groups to make the sleep slogan poster.

Students will reflect together every day at the beginning of the
sleep journal lesson about the benefits of sleep by talking about the
short story taken from Amanda Beans Amazing Dream.

Many students could be forgetful or unaware of how many hours

they slept each night. Thus, letters will be sent to their parents,
explaining this sleeping journal, in order that they could help their
child determine how long they slept each night.

Theoretical
principles and/or
researchbased
best practices

Sleep Deprivation: Not getting enough sleep can lead to serious

problems, and students will already be able to understand this in
how they feel at school, given the amount of sleep they had in a
night.

Why are the learning

tasks for this lesson
appropriate for your
students?

Sleep Cycle: Looking at what happens to our body when we sleep

helps a student to see the importance of an activity which is
otherwise motionless to the eye.

Materials

The teacher will need a big clock with a second hand, which can
be handled by the students for practicing time telling, poster paper
and markers.

What materials does the

teacher need for this
lesson?
What materials do the
students need for this
lesson?

Each student will need a binder for a sleep journal, paper and
pencil.

Academic Language Demand(s):

What language function do you want students to develop in this lesson? What must students
understand in order to be intellectually engaged in the lesson? Students will develop the ability

to tell time. Additionally, students will be able to express how they feel after a nights sleep,
thus assessing their attitude: sleepy, grumpy, distracted, normal, happy, energized etc
What content specific terms (vocabulary) do students need to support learning of the learning
objective for this lesson

Health promotion, sleep duration, sleep deprivation, attitude.

What specific way(s) will students need to use language (reading, writing, listening and/or
speaking) to participate in learning tasks and demonstrate their learning for this lesson ?

Students will write in a personal sleeping diary everyday for one week. Students will listen
to a book about dreams and respond to the teachers questions about the book. Students will
manipulate a clock in practicing time telling.
What are your students abilities with regard to the oral and written language associated with this
lesson? Students have very basic writing skills, and will thus be given very specific

questions that do not require much articulation, like how do you feel after last nights sleep?
How will you support students so they can understand and use the language associated with the
language function and other demands in meeting the learning objectives of the lesson? Students

will be asked to respond affirmatively or negatively to language based items of this lesson:
Can you think of anything that deprived or kept you from sleeping well last night?

Assessments:
Describe the tools/procedures that will be used in this lesson to monitor students learning of the
lesson objective(s). Attach a copy of the assessment and the evaluation criteria/rubric in the
resources section at the end of the lesson plan.

Type of
assessme
nt
(Informal
or Formal)

Description
of
assessmen
t

Modifications to the
assessment so that
all students could
demonstrate their
learning.

Evaluation Criteria - What

evidence of student
learning (related to the
learning objectives and
central focus) does the
assessment provide?

Analyzing teaching
To be completed after the lesson has be taught

What worked?
What didnt?
For whom?

Adjustments
What instructional changes do you need to make as you prepare for the lesson
tomorrow?

Proposed Changes.
If you could teach this lesson again to this group of students what changes
would you make to your instruction?

Whole class:
Groups of
students:
Individual
students:

Justification
Why will these changes improve student learning?
What research/ theory supports these changes?