Date: October 29, 2019 Candidate: Becca McConvey

Context/Grade Level: Summarize contextual information about your students, such as English language proficiency, cultural background,
funds of knowledge, interests, reading level, developmental learning and/or behavioral needs.

There are 27 students in Mrs. Trudeau’s 1st Grade class. For half of each day, one student joins us who is on an IEP plan in which he does
50% of his academic day with a Special Education class and 50% of the day with mainstreams with our class. Four of the students are EL’s that
have been assessed by ELPAC; one student is at a Level 2 and the other three at a Level 3. Two of the Level 3 students transferred from
another school in the same town that has a dual immersion program in which they were apart of and the other two have been at Lobo since
Kindergarten. There are 2 students on an IEP who were in Special Education classes for Kindergarten. They participate in speech and RSP
classes 2-3 times a week. The students reading and comprehension levels range from Kindergarten level to end of 1st grade. Their math levels
range in emerging K-1st.

Standards: copy and paste from: https://my.calstateteach.net/ci.php/standards/browse

California Academic Content Standards

History-Social Science, Grade 1

A Child’s Place in Time and Space | 1.3 Students know and understand the symbols, icons, and traditions of the United States that provide
continuity and a sense of community across time.

1.3.3: Identify American symbols, landmarks, and essential documents, such as the flag, bald eagle, Statue of Liberty, U.S. Constitution, and
Declaration of Independence, and know the people and events associated with them.

Objective: State what you want your students to know, understand, and/or be able to do by the end of the lesson.

Upon completing this lesson, the students will be able to identify some American symbols and will demonstrate this by completing a workbook
and filling in the missing words that complete the descriptions of each symbol.

Academic Vocabulary: Identify specific words or phrases students will need to know, so they can engage, practice or evaluate target content.

Symbol
Observation Focus: If this is a lesson to be observed, please identify which Dimension (one of the 6 Cs) will be the focus.

The focus of this lesson is content. I want to present the information in an engaging and informative way which is why I am using the animated
video that has characters that will engage the students. It works for both audial and visual learners as there are subtitles displaying what the
characters are saying. In the video, there are a lot of images that will be good for those who may not understand some of the terminology. Then,
as the video is playing, I will stop the video and review what was just said and clarify any misunderstandings students may have. After the video,
I will give the students a workbook that requires them to fill in the blank spots and they can color in the pictures to match the descriptions of the
symbols they previously learned about. This will be an interactive way for the students to review and further learn the target content.
CalstateTEACH 3.0 Lesson Frame
ENGAGE
Procedures Use students’ prior knowledge to engage
their interest in the target content.
The students already know the flag to be
an American symbol and they will review
that again today. Additionally, they are
familiar with common symbols such as a
heart to represent love or a smiley face
to represent happiness.
Adaptations Will any students need differentiated content
and/or an alternate pathway to access the
target content?
No, all of the students will use the same
content and pathway to access the
content,
Technology How will you and your students use
technology to engage with the content?
The students will watch a short
educational video on American symbols
to introduce and engage them with the
content.
Assessment Pre-Assessment
How will you assess your students’ prior
knowledge and how might they self-assess
their own prior knowledge?
PRACTICE
Provide learning experiences for students to
explore and develop their understanding of
the target content.
The students will watch a video that will
review what a symbol is and what
symbols represent America. Then, they
will follow up the video with a workbook
that they fill in the missing words as well
as color in the pictures. During this time,
we will discuss where they might find
these symbols around them.
Will any students need differentiated process
activities to make sense of and/or process
the target content?
The two students who are in speech and
will miss the previous lesson about
symbols will need help which is a big
reason this video was selected for the
process. The video reviews the meaning
of symbol and provides examples. This
is specifically for the students who either
missed the previous days lesson or do
not remember the information that they
learned previously.
How will you and your students use
technology to interact with and process the
content?
As a class, the students will take a short
and interactive quiz about the video they
just watched using the smart board.
Formative Assessment as Progress
Monitoring
How will you gather data about what students
are learning as you teach? How might
EVALUATE
Provide opportunities for students to reflect
on their new learning and connect it to the
world and/or other content areas.
After the class has completed their
workbook, they will get to vote which
American symbol is their favorite and we
will graph it. I will tell them to look around
when they are not in class to see where
else they find these symbols.
Will any students need a differentiated
product to demonstrate their learning of
target content?
There are three students who will need a
booklet that has already been colored in
and two will have some of the words
stenciled in so that those students just
need to trace the words. These students
get overwhelmed quickly by too much
work and will refuse to do their work so I
will modify their books to make it slightly
less work but still engaging.
How will you and your students use
technology to evaluate understanding of
content?
The students will work on a fill in the
blank booklet after the video to
demonstrate their understanding of the
target content. I will use the projector to
work through this with them.
Formative or Summative Assessment
How will you determine if your students met
the target objective? How might your
students self-assess their outcomes?
 students measure their own progress toward
their objective?

Before starting the video, I will ask the
students if they are familiar with any
American symbols and ask them to
share with the class. I will be able to see
which students know some and which do
not by their sharing.
As we complete the workbook, students
will raise their hand if they remember
what goes in the blanks. I will use this to
progress monitor their understanding.
Students will have to bring their
completed workbooks to me to see if
they have completed the coloring and
filling in the blanks all together. When we
graph their favorite symbol, I will ask why
and assess their understanding of the
symbols to see if they have met the
target objective. They will be able to self-
assess their own outcome by seeing if
they remember what the video taught
them.

Reflection After teaching the lesson, reflect on whether or not your students met the lesson objective?
Use evidence to describe how you know.

Application Thinking about your students’ performance in this lesson, what will you include in the next lesson to support your students’ learning?

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