EDR 317/318 Lesson Plan Template-Madison Zeky

LESSON PLAN TEMPLATE

11/29/18
Lesson Day

How will this lesson support the learning goal? The students and teacher will participate in scaffolding to help students
(1c: Setting Instructional Outcomes) plan what they are going to draw and write.

Kindergarten students will be able able to draw all the parts of a stuffed
Objective(s) animal and label at least three parts.
(1c: Setting Instructional Outcomes)

Taking the learning goal into consideration, what is the

objective(s) of this lesson that will support progress toward
the learning goal.

Objectives should be learner focused (not what the teacher

will do or accomplish), observable (use verbs that can be
measured), and target a specific outcome. Please refer to
the SLO User Guide for the “ABCD” method or “I CAN”
statements that can be used as a guide.

PA Standards CC.1.4.K.E
www.Pdesas.org/Standard/view or
https://www.pdesas.org/Page?pageId=11 With prompting and support, illustrate using details and dictate/write
using descriptive words.

ISTE Standards (if applicable)

 Technology Materials/ Resources
(1d: Demonstrating Knowledge of Resources)

What texts, digital resources, & materials will be used in this

lesson? How do the materials align with the learning
objective(s)? If appropriate, what educational technology will
be used to support the learning outcomes of this lesson?
How do the resources support the learning objectives?

Cite publications and any web resources.

Anticipatory Set
(1a: Demonstrating Knowledge of Content and
Pedagogy)
____ minutes
How will you set the purpose and help students learn why
today’s lesson is important to them as learners?
How will you pique the interest or curiosity regarding the
lesson topic?
How will you build on students’ prior knowledge?
How will you introduce and explain the strategy/concept or
skill?
“Who has done show and tell before? This is what I brought in for show
and tell! I love this bear and it is so special to me. Can someone tell me
what show and tell is? But this is writer’s workshop, so we’re not going
to tell, we’re going to write. I have a tip for all of you. Good writers plan
what they are going to draw and write before they do it. What does the
word plan mean? Right, it means to think about how you are going to
do something before you do it. So before we draw something, it’s a
good idea to think about what we want to draw first. When you go to
draw something, it helps to think ‘How will I draw this?’ ‘What parts do I
see?’ and then draw all of those parts and label them. We are going to
plan how to do draw this teddy bear all together, and it will sort of be
like show and tell!”

Provide very detailed steps.


Instructional Activities
(1a: Demonstrating Knowledge of Content and
Pedagogy;
1e: Designing Coherent Instruction)
____ minutes
Exploration (Model): How will students explore the new
concepts? How will you model or provide explicit instruction?
You MUST include a teacher think-aloud using student-
friendly language here.
Guided Practice: How will you provide support to students
as they apply the new concept? How will you allow them to
practice (with teacher support)?
Independent practice: How will students review and solidify
these concepts to be able to use this new knowledge? How
will you monitor and provide feedback?
Provide very detailed steps and include teacher talk where
appropriate.
 “Class, I could pick up my teddy bear and begin drawing it right
away.” Begin drawing a very tiny animal on a piece of paper on
the easel. Explain to the students that if I draw it like this I can’t
see the eyes or face and then it’s hard to label.
 “When we want to show and tell something, we first need to look
and think. So I am going to look at the teddy bear that I am going
to draw and think, ‘what are the parts of this?’ Then draw one of
them.” I will choose one part (the head) and mention that I am
going to draw it big enough to draw the other parts on it, like the
mouth. I will then ask the students, “Now you look at the teddy
bear. What’s another part we can draw?” I will take a suggestion
and draw that part.
 Then, I will have the students do a turn and talk about other parts
we should draw next. I will listen to the students as they speak
and finish drawing the rest of the parts of the animal.
 “So far we looked at this teddy bear, thought about what to draw,
finished drawing the teddy bear, what’s left? Right! Now we need
to write the words or labels!” I will point to the ear and ask the
students, “what can we write here?” We will sound out the word
ear and write down the sounds we hear. This may be invented
spelling.
 “We are each going to get a chance to show and tell with a
stuffed animal. But don’t forget the steps we took! Take a look up
here! (refer to anchor chart) What’s the first thing we do when we
want to show and tell? Yes, we need to look and think. So when
you get back to your seats, pick up the stuffed animal at your
seat, turn it around and look at all of the parts. Think about all the
different parts you want to draw. The next step is to draw the
parts. Are we going to draw it super tiny? No, we are going to
draw it large enough to see easily and write labels. What do we
do after drawing it? Right, we write the labels. Now you all know
how to plan what you are going to show and tell!” Instruct
students to go back to their seats and begin.
 Walk around and assist students as needed. Ask students,
“What parts do you see?” “What did you do first?” Encourage
students by saying, “I like how you included these parts that you
saw on your stuffed animal.” “What other parts can you label?”
“This person has drawn her stuffed animal and is now onto
writing.”
 The lesson will conclude with having all of the students turn to the
Closure partner next to them and do a “show and tell” with them about what they
(1e: Designing Coherent Instruction) drew and wrote. This lesson will lead to the next lesson on drawing
more and eventually writing a sentence about what they drew.
___ minutes
How will students share or show what they have learned in
this lesson?
How will you restate the teaching point or ask students to do
so and clarify key concepts?
How will you provide opportunities to extend ideas and
check for understanding?
How will this lesson lead to the next lesson?
For students whose academic level is below the current grade level,
Differentiation they may only label two parts.
(1e: Designing Coherent Instruction) For students whose academic level is above the current grade level,
they may be asked to draw more details on the animal or more pictures
What differentiated support will you provide for students around it to label, which will lead into the next lesson.
whose academic development is below or above the current Content-I may draw myself or a student in the class to draw and label
grade level? because it may be more familiar to the students.
What specific differentiation of content, process, products, Process-Students may be given a picture of a person already drawn,
and/or learning environment do you plan to employ to meet with arrows and lines provided. The student will only need to focus on
the needs of all of your students? writing the labels in the correct spots. Some students may use a word
How will your lesson be supportive for all students, including bank to copy the words as they label.
English Language Learners, and build upon the linguistic, Product-The students may draw a picture of themselves to label.
cultural, and experiential resources that they bring to their
learning?
How will your lesson promote creative and critical thinking
and inventiveness?
 N/A
Accommodations ** (see note below)
(1e: Designing Coherent Instruction)

What classroom accommodations do you plan to employ to

increase curriculum access for students identified with
special education needs or 504?

Describe how these accommodations align with the current

Individualized Education Plan (IEP) for each student as
applicable (avoid using actual names of students).
N/A
Modifications**(see note below)
(1e: Designing Coherent Instruction)

What curricular modifications and/or changes in

performance standards, if any, do you plan to employ to
facilitate the participation of students identified with special
education needs?
Students’ papers will be collected and used as a formative assessment
Assessment (Formal or Informal) in order to keep track of how well the students met the objectives and
(1f: Assessing Student Learning) guide further instruction on the topic.

How will you and the students assess where the learning
objectives, listed above, were met?

Each formal or informal assessment should describe how it

is aligned to the above objective(s).

Reflection on Instruction
At the conclusion of the lesson you should reflect on the
lesson. The reflection should go beyond simply answering
the question “Was this a good lesson?” Below are some
questions to assist you in your reflective process (Danielson,
2008):
o What evidence did you collect to demonstrate that
your students have met or are progressing towards
the learning outcomes/objectives?
o View student work samples. What do they reveal
about the students’ level of engagement and
comprehension?
o What changes, if any, would you make to the lesson if
you teach this lesson in the future? What
misconceptions, if any, do you need to clarify before
teaching the next lesson?
o Did you stray from your lesson plan? If so, how and
why?
o Comment on your classroom procedures, student
conduct, and your use of physical space. To what
extent did these contribute to student learning?
o Comment on different aspects of your instructional
delivery (e.g., activities, grouping of students,
materials/resources utilized). To what extent were
they effective?
 This lesson supports the curriculum by following a new writer’s
workshop program that kindergarten is trying out this year. The
lesson involves planning before drawing and writing, which is a
skill that good writers should use. The lesson also involves
labeling, which the students have been working on for the past
couple weeks.
 When planning this lesson, I consulted with my cooperating
teacher about the best way to demonstrate the skill. We decided
to create a larger version of the papers that the students use and
display it on the easel.
 When researching for this lesson plan, I consulted the writer’s
workshop book.
 From my observations, I learned that the students are becoming
very strong at using invented spelling to label their pictures.
 The large paper for demonstrating the strategy supported the
lesson by allowing me to scaffold the strategy. I drew the stuffed
animal, but the students helped me by telling me what parts to
draw and stretching out the words to write labels.
 The stuffed animals enhanced the lesson by creating excitement
for the students. The students enjoyed receiving different stuffed
animals and getting to draw the parts of them.
 The anchor chart supported the lesson by reinforcing the steps
that I taught.
 During my conference with my professor, we discussed if it was
appropriate for me to use invented spelling when demonstrating
labeling. For example, I stretched out the word “ear” with the
students and wrote the sounds that we heard, which happened
to be “er.” This may be a concern because some students copied
that and it is not the correct spelling. However, I spoke with my
cooperating teacher and she believes that at this point in time,
we should be writing words using invented spelling because she
wants the students to focus on writing down the sounds they
hear. Later in the year, we will focus more on complicated vowel
patterns such as “ea.”
 My future teaching goals include eventually teaching the
students the correct spelling patterns of words, such as “ear.”
**Accommodations and Modifications
Students with disabilities may need accommodations or modifications to their educational program to participate in the general
curriculum. Both are essential to consider when planning an equitable educational experience for students with disabilities.
Accommodations refer to changes in how a student learns the material but they do not change knowledge content. With
accommodations, a student receives the SAME education as other children, but the student can access content or express knowledge
in different ways. Modifications refer to changes of what is taught or what students with disabilities are expected to learn. This may
include adaptations made to instruction and assessment that change or reduce learning expectations. (Please refer to the SLO User
Guide and SLO template for additional explanation.)

When completing these two sections, you need to describe, if appropriate, how you will ensure that students will access the material
based on the accommodations or modifications listed within the IEP or 504 plan. There should be a direct connection within the
Anticipatory Set, Instructional Activity, and Closure section of the lesson plan template.