Teacher Candidate

Name:
Grade Level:
Subject:
Date:

Maggie Konold
3rd grade
Language Arts, Technology

Millicent Atkins School of Education: Common

Lesson Plan Template
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:
Language Arts:
3.RI.9 Compare and contrast the most important points and key details
presented in
two texts on the same topic.
Technology:
3.ET.RL.1.1 Search an existing database using a keyword or phrase.
List the Learning Objective(s) to be addressed in this lesson. Use the
following format: Students will be able to
Students will be able to look up facts on an animal using a data base and
will be able to create an educreations using the facts that they found.
Describe how the objective is relevant to students lives.
With this lesson the children can tie it in to having to look things up as they
get older and need to use a database for different forms of research.
List the words relevant to the content area that you will either introduce
and/or review during your lesson.

Database

Compare
Keyword
Research

List the materials you will need to teach the lesson.

Computer

iPad with the app Educreation

Books on the topic of choice
Paper
Pencil
Marker
Colored pencils

ASSESSMENT
Pre-Assessment: Describe the instrument or process you will use to
measure students level of understanding toward the learning objective(s)
prior to teaching the lesson.
I will ask them what are different forms of research you could do if you
didnt know anything about a certain topic? I will then wait for them to
respond.
APPENDIX: Include a blank copy of the lesson pre-assessment. (if
applicable)
Is your pre-assessment included at the end of this lesson plan?
Describe the timeline as to when you plan to administer the preassessment?
(Recommended timeline is a minimum of two days prior to teaching your
lesson).
I will do this 1 day before I teach this lesson.
Create and insert a table/chart/graph that shows the pre-assessment data
results. (if applicable)

Insert an image of your table/chart/graph here.

Describe how the results of the pre-assessment (what the students have
demonstrated they know) will be used to design the lesson objectives,
instruction, and post-assessment.
Done after pre-assessment.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment
you will use to measure students level of understanding toward the learning objectives after
teaching the lesson.

The students will then choose an animal and they will research different
things about the animal of chose. Then they will create their own
educreations using the different facts they found and then present it to the
class. Then I would give them a small multiple choice quiz that gives
different examples of each form of research we did or talked about.
APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which
provides a model of the desired outcome.

Is your key included at the end of this lesson plan?

TECHNOLOGY
Describe the instructional and/or assistive technology that you plan to
incorporate into the lesson to enhance instruction and student learning.
In this lesson the students will be using their iPads to create an educreation
with the facts that they found. They will also use the computers in the
computer lab to look up facts about their animal that they choose to

research. They will also use the computer to access the library database to
find books to research in.

ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will use to
meet the needs of all learners and accommodate differences in students
learning, culture, language, etc. * Be sure that these accommodations are
based on what you identified/described in your contextual information
(Task I).
I would follow the childs IEP. I would also put the children that have a
harder time staying focused on one animal to research I would tell them
that they need to stick with one animal and then the next time we do a
project like this with animals you can choose a different one. I would also
place them in a different room that is not so loud for them so they can
stayed focused on the task at hand.

MANAGEMENT
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged
throughout the lesson.

During the we do part I will ask different open ended questions to the
whole class. Before they go to line up to go to the computer lab I will call
on the people that are sitting quietly. During the you do part I will walk
around the room and check in with different students and make sure they
understand and help the ones that may need a little extra help. Before I
start to give directions and how I will get the students attention I will say in
a quiet voice if you can hear me clap two times I would do this until I
have everyones attention.

LESSON IMPLEMENTATION
I Do

(Teacher introduces lesson and models expected outcome of

learning objectives)
Describe how you will activate student interest and present the learning
objective in an engaging way (this is your lesson opening).
I will ask the students do you know everything about every animal in the
world? I will then listen for their responses.
Describe how you will communicate (to students) how the objective is
relevant to their lives.
I will tell them that there are going to be times that you may know very
little to nothing at all on a certain topic so that is when you can research
the topic and find somethings out about the topic.
Describe what instructional strategies you will use to
model/explain/demonstrate the knowledge and skills required of the
objective. (cite theories/theorists)
In Vygotskys theory of Zone of Proximal Develop (ZPD) it talks about how
at the beginning of the lesson they will not be able to do this on their own
but, throughout the lesson they will work on doing this with help from a
teacher or someone. By the end of the lesson they will be able to do this on
their own or with minimal help.
Describe how you will check for students understanding before moving on
to guided practice.
I will show them the different forms of research on the SMART Board to
show them what they look like and we will go over them many times before
we move into the guided practice.
We Do
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to
practice the skills and content needed to meet the learning objective(s).

I will be at the front of the room and we will all go through the process of
getting to the library database website and how to get to the student
centered websites where we would find information on different topics. We
will all be looking up the same topic and we will have the students pick out
one fact that they found interesting on that certain topic and we will write
it down the board and compile all of our finding before we create an
educreations lesson.
Describe how you will check for students understanding before moving on to independent
practice.

I will choose a different student every day to show the class how we get to

each part of the research process.

You Do
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills
required by the lesson objectives? (this is the post-assessment)

The students will then choose an animal and they will research different
things about the animal of chose. Then they will create their own
educreations using the different facts they found and then present it to the
class.
APPENDIX: Include a blank copy of your post-assessment.
Is your BLANK COPY of the post-assessment included at the end of this
lesson plan?
Lesson Closing
Describe how you will reemphasize the lesson objective and any
skills/content that were taught in an interactive manner (whole/small
group, etc.).
We will create an educreation of our experience with the different forms or
research we used that we will play for the parents at an open house that
we might have coming up and the students will be in charge of creating
one part of the project.

ANALYZE
(This portion may only be done after the post assessment is
collected/scored.)
Describe the results of the Post-Assessment and be sure to address the following:
Students progress from pre-to-post assessment. (if applicable)
Factors that may have influenced the post assessment results.
How the results of the post assessment highlight what areas of the
lesson will require re-teaching (if any).
If applicable, insert a table/chart/graph (below) that shows the post-assessment data
results. If you used the same document for both the pre and post assessments, it is strongly
encouraged that you show the comparison.

Insert an image of your table/chart/graph here.

Description:

REFLECT
List and describe two things you feel you did well to plan, implement, or assess instruction
(successes).

One thing that I felt went well is that after we got a topic that the student
was interested she sat down and worked on the project the first day
because she was so excited to get to work the iPad. Another thing that I
felt went well is that when we were putting together the project she was
open to me helping her when she was recording the facts in the
educreation presentation.
List and describe two things you feel were challenges during the planning, implementation
and/or assessment of the lesson.

One of the things that I found were challenges were was keeping the
student I working with was keeping her focused enough to get through the

task at hand. Another thing I found with this lesson that I thought was a
challenge is that when you are assessing them it is hard to assess them if
there isnt certain rubric or something them to make sure that they have
everything.
List and describe two ideas for redesign you would make if you were to teach this lesson
again.

One thing that I would have suggested is I would have shown them
different ways of creating an educreation and show examples of different
ones that were created beforehand. I would also suggest that there be a
certain time limit on how long it has to be because when the presentations
are too long the children start to get distracted and they lose interest.