Name: Program: Course:

Carson Hope Early Childhood Special Education (K-3) ECH 460

Lesson Topic/Title:
New Years’ Resolutions
Lesson Date: Lesson Length: Grade:
January 2-3, 2020 1 hour 1st Grade
Learning Objective Instructional Decisions/Reasoning
Students will develop an academic goal for After a discussion about the new year and
the new year and document it in writing. resolutions, students will write their own
resolution related to school.
Content Standard Instructional Decisions/Reasoning
Maine Learning Results: Life and Career By developing goals and sharing them
Ready Standards with their teachers, students have the
B. 1: “Students use resources, seeking help opportunity to access resources and adult
proactively and asking questions when support as well as be given opportunities
needed, to promote creativity and curiosity that work toward that goal or interest.
about their interests.”
Assessment Instructional Decisions/Reasoning
Students will complete a rough draft of Teachers will assist students in editing to
their goal, so teachers can assess spelling model that process. Teachers will assess
and grammar and assist in the editing whether students followed the directions
process. Students’ final copies will be (wrote an academic goal) and if they
assessed for completion and following of wrote something that is considered a
directions. goal/resolution. This is not a curricular
lesson but is more to discuss the recent
holiday and provide insight to me as their
new teacher.
Materials, Resources, and/or Instructional Decisions/Reasoning
Technology • Students will write a rough draft for
• Rough draft papers editing purposes.
• Final copy templates • Students will complete a clean, final
• Pencils copy that is also an art project so
• Coloring utensils resolutions can be displayed nicely for
• Scissors students to have as a reminder.
• Glue sticks • Students will write in pencil so they
can erase mistakes.


Teaching and Learning Sequence
Introduction
1. At calendar, students will be
introduced to the new year: 2020. The
teacher will explain that because it is
now January, it is a new year. The
teacher will ask if anyone celebrated
New Years’ Eve or New Years’ Day.
2. Students will be asked to transition
back to their seats for an activity.
Instruction
3. The teacher will explain that students
are going to write resolutions. The
teacher will ask students if they know
what resolutions are. The teacher will
explain what a resolution is. The
teacher will share with students that
they will be writing their own
resolution. The teacher will ask that
this resolution be related to school in
some way. The teacher will provide
examples.
4. Students will be shown both the rough
draft and template for the final copy.
The teacher will explain that students
will write their goal first, and then
meet with the teacher. The teacher will
help them edit their goal, and then
students will complete the final copy.
5. The teacher will model how to
assemble the final copy. They will show
where the goal is written, how to
attach the pieces, and how to twirl the
“noisemaker.”
Work Time
6. Students will be sent off to work on
their rough draft.
7. When students finish, their work will
be reviewed by the teacher. The teacher
• Students will color in the final copy.
• The template requires cutting.
• The template requires gluing.
Instructional Decisions/Reasoning
1. Calendar occurs right before social
studies, so a natural transition into
the activity took place.
2. Students will move to their seats to
work.
3. The teacher will introduce new
vocabulary (resolution) and explain
the activity. The teacher will model
multiple examples.
4. The teacher will explain the process of
creating a rough draft before their
final copy.
5. Students will be shown how their
work will be formatted/displayed.
6. Students will have time to work on
their writing. This will extend into
social studies the following day.
Students will be informed of this at
the end of the first day’s work time.
7. Students will receive direct support
when they complete rough draft prior
to moving onto the next step.
8. Students will complete the final
edited copy.
9. Students may want to verbally share
their resolution with their classmates.
They can choose to share or to not
share.
10. Students will be reminded the
purpose and will be told that it is
important to stick to their goals when
trying to reach them.
 will make editing suggestions for the
final copy.
8. Students will be given the final copy
template after conferencing with the
teacher.
Conclusion
9. Students will be given an opportunity
to share their resolutions with the
class.
10. The teacher will explain that she will
hang these up in the classroom for
students to reflect on.
Meeting Students’ Needs Instructional Decisions/Reasoning
This lesson is an opportunity for me to I will observe where students need
observe students’ needs, as this is support in different ways, and I will take
happening at the very beginning of my notes during this opportunity to evaluate
placement. some of their needs.

Reflection
This activity really helped me to get to know my students. I got to learn more about
their interests as well as what they are hoping to learn about or grow stronger in. Some
students had academic goals while other students had different kinds of goals. It was
interesting to walk around the classroom and ask students about their goals and what
they plan to do to reach them. I felt like this helped in me developing relationships with
students. Some were still hesitant to share with me as they are just getting to know me
at this point, but I think this was a step in the right direction.

Teaching Standards and Rationale
Standard 1 addresses learner development. The standard states: “the teacher
understands how students learn and develop, recognizing that patterns of
learning and development vary individually within and across the cognitive,
linguistic, social, emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning experiences” (CCTS). In
other words, this means the teacher has a knowledge for child development as
well as understanding of the different learning styles and how children acquire
knowledge. Furthermore, the teacher has competency planning lessons based on
child development and the variety of learning styles, and designs lessons to meet
the needs of all students and challenge each individual. Indicator 1(j) states the
educator “takes responsibility for promoting learner’s growth and development”
(CCTS). Developing goals keys teachers into students’ interests as well as areas
students self-identify a need for growth or support. This being an activity during
my first two days in the classroom, it gave me an opportunity to get to know my
students and learn about what they want to learn or do in school, and what they
self-identify as an area they might need teacher support in. In an attempt to take
“responsibility for promoting learner’s growth and development,” I used these
self-identified goals as a way to start conversations for the one-on-one interviews
I conducted as a part of my Contextual Factors Analysis. I have a strong belief
that students learn best when they are motivated by and interested in the
material, so using their goals to my instructional advantage was helpful in
planning purposes.