LESSON PLAN TEMPLATE

EDUC 441

Author Cambria Smith Date: 12/6/18 Subject: History

School-Site Rosario Gomez Course: EDU 441 Grade Level: K
Supervisor:
School Decker Elementary

Preparation to Teach
Unit Theme National Symbols- This will be the fourth and final lesson of the unit on National symbols, discussing the Liberty Bell, its history, and how it
(Where in the unit is symbolizes the United States.
your lesson)
Content Standard(s): HSS K.2 Students recognize national and state symbols and icons such as the national and state flags, the bald eagle, and the Statue of
Liberty.

CCSS.ELA-Literacy.RI.K.1 With prompting and support, ask and answer questions about key details in a text.
CCSS.ELA-Literacy.W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they
name what they are writing about and supply some information about the topic.
CCSS.ELA-Literacy.SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers
and adults in small and larger groups.
ELD Standards: Interpretive–Emerging–Listening Actively
Demonstrate active listening to read-alouds and oral presentations by asking and answering yes-no and wh- questions with oral
sentence frames and substantial prompting and support.
Learning Goal(s) or The students will be able to recognize the Liberty Bell as a national symbol and write an accurate historical fact about it.
Objective(s):
Materials: Book- Can We Ring the Liberty Bell?
Writing Paper
Brown Construction Paper
Black construction Paper
Yellow Construction Paper
Black Marker
Technology Teacher: Use the overhead to display the book while reading.
Integration: Student: None

Class Background
List three things you have learned about your students that will assist you in planning and implementing this lesson.
What you learned: There are several TK students in the Kindergarten class who do not perform at the same level as the other
students.

How it will influence your lesson: I will have them make the collage and trace the letters to spell American Flag but they will not
have to write a full sentence.
What you learned: The students are active and wiggly. They cannot sit still and listen for very long.

How it will influence your lesson: I will incorporate many opportunities to move as well as hands-on activities.
What you learned: The students work best as groups at the carpet area and individually at their desks.

How it will influence your lesson: I will use the carpet area for read alouds and discussions to promote collaboration and ensure
all students can see the book well enough to stay engaged. I will allow them to work individually at their desks at the end of the
lesson.
 Adaptations
English Learner
Student Description Grace has autism and struggles behaviorally. She becomes impulsive when overwhelmed or upset and
cannot regulate her emotions.

Instructional adaptation(s) based I will actively work to keep Grace involved in the lesson and look to re-direct any behavior issues through
on the strengths and needs of the engaging her and having her help me with things such as reading, explaining, or even turning pages in the
student book.

Rationale for adaptation(s) Re-directing Grace when she is close to having a meltdown will help her to calm down and make her feel
important and useful if she is helping me out.

Student who presents a different instructional challenge or from an underserved population

Student Description Sophia has selective mutism and does not talk at all in the classroom.

Instructional adaptation(s) based I will allow her to communicate through physical gestures or give her something to write with for
on the strengths and needs of the discussion times.
student

Rationale for adaptation(s) She understands everything, so giving her the opportunity to communicate is important, in whatever
modality she feels comfortable.

Instructional Plan
Activating Background Knowledge

Instructional Strategies We will play a unit review game where I draw a student name and then out of a jar they draw one of the national symbols we have
learned about thus far and tell me one thing they have learned about it. After this review activity, I will introduce our next national
symbol, the Liberty Bell. I will ask students to raise their hands if they have heard of this national symbol before or anything about it. I
will then introduce the book we will be reading to learn more about it.
Informal Assessment Observation of student participation and discussion

Rationale for Decisions The review game will get students engaged in and excited for the lesson. This will get them thinking about what they have learned so
far in order to help them make connections to the symbol we are learning in this lesson. It will activate their background knowledge.
Reflection (Completed I did not get a chance to teach this fourth lesson.
after the lesson)

Instructional Input

Instructional Strategies I will read aloud the book, “Can We Ring the Liberty Bell”. During the read aloud, I will stop every now and then to allow students to
question, predict, etc. as part of a DRTA. Have students Think-Pair-Share for some of the questions.
After the reading, I will draw names to tell me facts they leaned and I will create a graphic organizer of three sentences to model and
leave up for reference for student writing. I will also model one of the sentences using the overhead. I will then tell students that when
they finish their writing, they will get to create the liberty bell. I will show them an example of a finished product and explain the steps
of cutting the paper and gluing them. After the put all the pieces together, they will get to draw the crack in the liberty bell with a black
marker.
Informal Assessment Observation of student participation and discussion.

Rationale for Decisions Students will be asked questions throughout the read aloud to keep them engaged, check for understanding, and emphasize the
important historical information. Discussions will be with a partner first, and then as a whole group to allow for more collaboration
and discussion time between students. I will model at least three sentences for students to give them a few choices to choose from for
their writing, as well as highlight some of the most important information presented. I will also model how the liberty bell art activity
is to be done so that they can jump right into it after they finish their writing. I will leave a model sentence on the overhead for
students to look at as well.
Reflection (Completed I did not get a chance to teach this fourth lesson.
after the lesson)

Closure
Instructional Strategies Students will go back to their seats and write their sentences, using my model displayed on the overhead. When they finish writing
their sentences, they will get to work on their liberty bell art project. After the writing and art project, we will reconvene on the carpet
and I will have students discuss with their shoulder partner one thing they learned about the liberty bell and something they enjoyed
from the lesson.
Formal Assessment I will assess the Liberty Bell sentences for correctness.

Rationale for Decisions Students can choose to use the modeled examples or not, which allows students to work individually at their own level. Students must
complete the sentence before they can begin working on their art project in order to show me what they learned as well as keep them
focused on one task at a time. The art activity will engage them deeper in their learning through a fun hands-on activity.
Reflection (Completed I did not get a chance to teach this fourth lesson.
after the lesson)

1. Explain how your lesson
holds all students accountable
to high expectations for
learning.
2. Explain how the lesson
engages students in content
specific higher order
thinking.
3. Explain how the learning plan
connects to the social and
emotional needs of the
students to create a positive
learning environment.
4. Explain how your choice of
technology supported the
learning goals and student
engagement.
5. How are you going to know
that students are actively
engaged and are
understanding the content?
6. Describe how the lesson
supported students’ content
learning and academic
language.
7. Describe the ways you are
providing content specific
feedback to students within
your lesson.
Rationale
My lesson holds all students accountable for their learning by having them write their own
sentences before getting to work on their liberty bell art project. They must show what they have
learned before they get to do art.
This lesson engages students in content specific higher order thinking with think-pair-share
questions throughout the reading where students will be collaborating in discussions about the
liberty bell and using their higher order thinking.
The learning plan connects to the social and emotional needs of the students by allowing for
discussion and collaboration throughout the lesson. It enhances their social skills by allowing for
discussion in all aspects of the lesson.
The only technology I am using is a document camera, because the students are very young still.
However, the use of this technology will allow students to see the book more clearly and follow
along throughout the reading. All students will be able to see the illustrations and words clearly
no matter where they are at on the carpet.
I will know students are actively engaged in the lesson through their contributions to whole
group discussions as well as communication with a partner through discussion. I will be able to
know whether or not students understood the content through the completion of their sentences.
This lesson supports the students’ content learning through a very factual book that is
informational yet engaging. It teaches specific facts about the liberty bell and how it became a
national symbol. The book provides the students with a lot of academic language tied to the
history of the liberty bell as well as a realistic image.
The factual sentences students write will be reviewed for accuracy before they can begin to work
on their liberty bell art projects. This provides them with content specific feedback on their
liberty bell information. They also receive content specific feedback throughout discussion time
during the read aloud.