Lesson Plan Components

Name: Amberly Carey

Cooperating Teacher: Lauren Williams

CTs Initials:

Date Submitted to CT:

Date Taught: 2/25/16

Subject: Social

Grade Level: 5th Grade

Setting: CASL

LEARNING OBJECTIVE
A (Audience)
B (Behavior)
C (Condition)

Given 3 examples of situations where Brain Eater takes over (distracts from the task
at hand), the student will accurately identify one of the three appropriate strategies to
stay focused and on task. Additionally, the student will be able to identify at least 4
distractors that he or she faces throughout the day.

D (Determining Criteria)
E (Ending)
IEP OBJECTIVE(S)
By his next annual ARD, in the classroom environment, N.O. will utilize positive self-talk and coping strategies to handle
stressful situations or work demands in which he manifests anxious or withdrawn behavior, demonstrated by engaged in
the 30 minute activity or situation in a clam and positive manner with one prompt on 2/3 occasions.

TEKS STANDARDS
N/A

MATERIALS/EQUIPMENT/TECHNOLOGY
Materials: Brain Eater Powerpoint, octopus coloring sheet
Equipment/Technology: Smart Board, Powerpoint

MODIFICATIONS
L.B.: Oral answers, frequent reminders to stay on-topic and to not worry about when he will have free time.
N.O.: Oral answers, task reminders, help with writing

PREINSTRUCTIONAL SET
Attention-Getting Strategy

Student Objective

Purpose of Lesson

INSTRUCTION
Relate to Prior Knowledge

Direct Instruction (I DO)

Guided Practice (WE DO)
Independent Practice
(YOU DO)

Try to build a tower that is 10 stories high, the other student will try to distract you
by making noises and messing with various things around the room (not being
destructive)
Each student will try this activity
Discussion afterward: How hard was it to concentrate on building the tower? What
was the most distracting thing the other person did?
By the end of the lesson today you will be able to identify different things that
distract you throughout the day, you will then be able to identify the best SuperFlex
strategy for defeating those distractors. You will do this by writing your distractors
down and identifying how to defeat them.
It is important for you to stay focused on the chore or task that you are supposed to
be doing so that you can accomplish the many things you have to do throughout
the day. In each class period, there are different tasks you have to complete, and if
we are distracted the entire time we will not complete those tasks within the
appropriate time frame. Later in life, you will have deadlines and due dates for
college classes or even in your future career that you have to complete. If you let
the distractors take over, you will not meet those deadlines. What do you think
would happen if you do not meet those deadlines?
Yesterday, we read the SuperFlex story about how Brain Eater affected the citizens
of Social Town. Today, we will look at how Brain Eater affects us and how we can
defeat him when his many tentacles try to grab ahold of us.
Review the strategies for defeating Brain Eater. The first scenario will be completed
by the teacher, model the thinking process required for deciding on a good strategy
(out loud).
For the activity: A sample of the activity has already been completed by the
teacher. The teacher should present the activity and model the thinking she used.
Work through the second scenario together, guiding the thinking process.
Help students develop his or her first tentacle on the distracting octopus.
Let each of the students attempt a scenario and think through the entire process.
The student will complete the remainder of the octopus independently.

Higher Level Questions

Why is whole body listening important?

What is something new you learned about yourself today?
How will you work to defeat Brain Eater at home? At school?

CLOSURE (objective restated, link to future learning; incl. students)

Each of you did an amazing job of identifying how we can defeat Brain Eater in our own lives. You worked hard to stay on
task during the lesson today and were able to finish the chore we needed to complete.
Today we learned what our own personal distractors are, as well as strategies needed to defeat the distractors and get rid
of Brain Eater.
Lets review:
Who is Brain Eater? What does he make us do?
What is something new you learned about yourself today?
What strategies can we use to defeat Brain Eater?
How will you work to defeat Brain Eater at home? At school?
Remember that this is important to you because: discuss purpose again.
The next unthinkable we discuss will be Worry Wall. How do you think these to unthinkables could work together?

LESSON ELABORATION & EXTENSION

Elaboration: If the student is struggling with identifying distractors in his/her own day, the student will be asked to keep a
journal. The journal will help the student keep track of the many times throughout the day that these distractors are present.
We would then apply the strategies we learned to the individual distractors of the student.
Extension: To go deeper into this topic, the students would create his or her own scenario and the class would have to
decide the best strategy for the student-created scenario.

ASSESSMENT
Oral understanding of the concept
Place self-evaluations on the back of your lesson plan for each plan you use during a supervisors observation.

Student Teaching Lesson Plan Form

Name:

Cooperating Teacher:

Date Submitted to CT:

Date Taught:
Subject:

CTs Initials:
Grade Level:

Setting:

LEARNING OBJECTIVE
A (Audience)
B (Behavior)
C (Condition)
D (Determining Criteria)
E (Ending)
IEP OBJECTIVE(S)
TEKS STANDARDS
MATERIALS/EQUIPMENT/TECHNOLOGY
MODIFICATIONS
PREINSTRUCTIONAL SET
Attention-Getting Strategy
Student Objective
Purpose of Lesson
INSTRUCTION
Relate to Prior Knowledge
Direct Instruction (incl.
modeling e.g./non-e.g.)
Guided Practice
Independent Practice
Higher Level Questions
CLOSURE (objective restated, link to future learning; incl. students)
LESSON EXTENSION & ELABORATION
ASSESSMENT