LESSON PLAN Lesson #__5____

Format and Cooperating Teacher Feedback Form

Name: Kiki Lor Content Area: Social Studies

Date: 11/09/17 Grade Level:_3_

C. 4. 1 Identify and explain the individual’s responsibilities to

Goals: family, peers, and the community, including the need for civil-
ity and respect for diversity.

This is a 3rd grade classroom of 30 English speaking students.

Planning: Their reading levels range from Kindergarten through 3rd
grade and beyond. There are 3 IEP students in the classroom
who will most likely need assistance and monitoring to make
sure they comprehend the lesson. The behavior of the students
in this class are a bit talkative but overall really well behaved
and engaged.

Students will be able to identify good and bad behaviors of a

Objective(s): citizen in various environments and situations by deciphering
and depicting one behavior of each for home, school, and their
community.

The type of assessment that will used in this lesson is a KWL

Assessment: chart that will be used as a reassessment as well as a formative
assessment. The K(knowledge) session will be used to assess
and recall prior knowledge of what the students already know
about being a Citizen. Then the formative assessment of the
chart will be the L(learned). As well as I will formatively as-
sess the students overall participation and comprehension of
lesson. The summative assessment for this lesson is the flap
chart that he students will create on their own. They will take a
post-it note (green=good, blue=bad) and write and draw a pic-
ture for one of each:home, school, and community.
 Pencil, coloring utensils
Materials Needed: flap book
sticky post-it
cut out pictures
 Introduction:
Procedures: (5minute)
-Ask students what they think it means to be a good citizen.
(give them 4-5 seconds to write in the K column)
-Ask then for examples.
-Have each student come up with a W question that they have
about citizen. (have a few share their question)

Teacher Model:
(15-20minutes)
-Tell the students that a good citizen is a person who respects
others and their property, is helpful, considerate, and willing to
put others first, respects the environment and does not damage
it in anyway, and is well mannered and pleasant.
-Include other characteristics of a good citizen within the class-
room, home, and community.

-Have students write their name on the packet(flap chart). Have

them turn it to the back and draw two circles side by side. La-
bel the right side “Good” and the left “bad.” Pair up students in
2’s, give them a scenario/action that they have to act out in
front of the classroom. Have the students try to guess and then
determine it it’s being a goo citizen or bad citizen (using
thumbs up and thumbs down). After, have them write the ac-
tion in whichever circle it belongs in. (once everyone has had a
chance to go move onto to the actual book)

(30minutes)

-Pass out the flap books. Have the students draw two circles on
the back; label one wise with a smiley face(good citizen) and
the other side with a sad face(bad citizen). Explain to the stu-
dents that for the first activity they will be paired up. Each pair
will be given a picture/phrase and they have to act it out or say
the phrase while the class (thumbs up or thumbs down) if it’s a
good act of a citizen or bad. (*Students will be chosen using
popsicle sticks). After each person has acted, have the students
jot down the “Acts” in the diagram. If they give a thumbs up
the act goes in the smiley circle vise versa.
-Have the students now complete the flap book. Tell them to
take all the green post-it notes and stick it onto the “good citi-
zen” side and all the blue post-it notes on the “bad citizen”
side.

Then model an example: picking a act of good/bad writing a

sentence like: I am a good citizen at home because I make my
bed. Then draw/sketch a picture, students can color when and
ONLY when they have finished all 3 sections.
-At the end, have the students fill out the L section of the KWL
chart. Tell them, they will have 5 minutes to fill it out and then
it will be their “EXIT Ticket” to completing the activity.

Differentiation: In creating this lesson, I added some pictures to

help those who would need help when acting (or have diffi-
culty reading). The purpose of the circle diagrams are to help
those in need, they can reference the chart and fill out the flap
book when needed.

Closure: The activity will end with the teacher wrapping up the
students in whatever section they are at. They will fill out the L
section of the KWL chart and turn it in to be collected.

***students whom finish early can color pages/cover.

Lesson Self- Assessment

Name: Kiki
Lesson topic:
Date:
School/grade level/ number of students:Rodger St. Academy/3rd grade/28-30
Name of Cooperating Teacher: Carol Sura

Planning and preparation: Describe how your plan provided opportunities for active engage-
ment. How did you provide for the needs of diverse learners? Did you adjust your plan in any
way? Describe how and why if you did.

I think this lesson plan was very engaging. The students all seemed very engaged and definitely
loved the acting part. At the end there was an odd number of students and so everyone wanted to
be paired up again but I ended up being the partner. During the guided practice, I had pictures
and words that helped guide them to know what they could possibly do when acting out. How-
ever when I had them independently do the packets, I would walk over and peek just to make
sure they knew what they were doing. At certain times, I’d read or ask them what they wrote. I
did not have to make any adjustments. The lesson went smoothly; I was super ecstatic about the
outcome.

Classroom environment: Evaluate the ways in which your encouraged student participation.
How did you elicit student responses? How did you engage them in responding to you and each
other? Evaluate your plan for individual, small group and/or whole class work. How effective
were these different organizational techniques for keeping students involved in your lesson?

I wanted to make sure everyone participated and so what I did was draw sticks from my CT jar
with all the students names. If you watch my video there’s a pair of boys, which really took me
by surprised. They had the word “Bully” and the talkative outgoing boy didn’t know how to act;
while the shy quiet one jumped out and pretended to want to fight and bully the talkative one.
This surprised me because he’s always really quiet and keeps to himself but when it was his turn
he was actually pretty loud and really into it. I think verses all whole group, maybe I could of
had more “turn and talks” so they could question each others thinking. I tried to use more “ques-
tioning” as you had recommended but I don’t think it happened. After watching my video I’m
kind of disappointed. I feel like my tone of voice and words I chose were words I use to speak to
my 2-3 year olds. For example “do we yell.” I think one of my strengths is meeting the needs of
all my learners. As you can tell in the video, I make my way around form student to student. Try-
ing to give a little time to this one and that. As soon as I see a hand up in the air, I’m already try-
ing to make my way over. Or if i’m helping someone I’ll say “give me a minute, I’ll be right
there.”
Instruction: Evaluate your choices of instructional strategies. Did they have the effect you in-
tended? Were the needs of all learners met? What changes would you make if you repeated this
lesson?
I think my instructional strategies were definitely more planned out and thorough. I modeled this
time!!! YAY!! Which made a huge difference and so everyone knew what to do by themselves. I
had then repeat back to me what the expectation was and so it was clear that they knew what was
expected of them. The needs of all learners were met. Something that I found to be so intriguing
was how QUIET they worked! My CT and the aid also commented on how quietly everyone was
working (although the disruptive students were out of the classroom due to an incident.) but
again I commented in the planning section how talkative they were; this time with the camera
rolling (I think) they were super quiet. I didn’t know what to think..!

Assessment: What assessment processes did you plan and how did they work? What did you
learn from listening to student responses, examining their work or listening to their interactions?
How well did your assessment procedures inform you about student attainment of your lesson’s
objectives?

I planned a KWL chart for a pre-assessment and it kind of worked. Honestly, I don’t think it
worked out at greatly as I had planned (I failed to ask for some responses on what they wrote..)
But I mean I think it was a new tool for them and once I finished the lesson and went back to
read it all, it definitely helped me realize that for future reference, maybe focus on it a little more.
Some of the responses were not too clear or an “i don’t know” response. But I think it went okay.
My overall summative assessment was the flap chart which I think the students liked. They love
to draw and so I think this was definitely something that they liked. All of them were super ex-
cited to color the cover page.

Professional responsibilities: What did you learn from your cooperating teacher’s feedback on
this lesson? How will you apply it to future lessons?

That keeping students engaged in a great thing and really building a relationship with them. I
think this definitely will help me in my future classroom. I started this field feeling uneasy and
now that its nearing the end I’m getting sad because I really enjoy working with he students. My
CT has opened up more and so it has made teaching easier for me and I feel more comfortable.

Reflection: What did you learn about student learning and assessing from this lesson? How will
it affect your planning for future teaching?

I learned that when you start something new (assessment wise) be clear and explicit with expla-
nations. If I could go back, I’d focus on a better explanation of the KWL chart as well as how it’s
used and my expectations of it are.

Cooperating Teacher Feedback: Lesson # _5__Lesson date: ___________