Location Campbellsville Independent Campbellsville, KY
Teacher Mrs. Lisa Mardis
of Students _22_
of males _10_ females _12__
IEP
#Gifted**
ELL
Age/Grade Level Age: 6-7 Grade: 1
Content Reading/Language Arts
Unit Title if applicable:
Lesson Title “The First Thanksgiving”
School Data and Instructional Goals Review and identify by listing school data and instruction goals from: (1) the School Report Card, including gap data; (2) Comprehensive District/School Improvement Plan; and (3) the most recent K-PREP data in your content area. Others sources may include MAP data, STAR data, RtI data, end-of-course exams, Program Reviews, and content literacy plans. Based on your review, in a narrative describe your anticipated contribution toward student achievement. Student achievement is necessary and required in order to be successful in school systems. I plan to contribute to student achievement by making sure my students are familiar with technology and helping them to become more comfortable with using it. The use of technology is growing every day. I also plan to make sure that my students are more aware of historical events.
Knowledge of Students **(D1b)
Describe the cognitive, social and emotional development stages of the students for whom this lesson is planned. How did you determine the stages of the students?
The students get along very well with each other. However, there are some that learn better and understand more about the things they are being taught when working with others. I have learners that learn better in groups and students that do well when they are by themselves as well. I determined the stages in these students through my observation hours. I spent a lot of time with each student to see which methods would work and which ones wouldn’t.
Describe the backgrounds of students: cultures, skills, language proficiency, interests and special needs. How did you determine the students’ backgrounds.
There are some children in the class that struggle with speaking (verbal fluency, speech impediments) but this does not affect their learning. I determined this by spending one-on-one time with each student during my observations.
1.Lesson Context (D1a: Knowledge of Content)
Respond to each of the following items:
a. Identify the enduring skill (s) /essential questions/unit objective (s)/ learning targets addressed by this lesson.
Students will learn about The First Thanksgiving while understanding how to work in groups with their classmates and take what they have learned today and apply it to the post test I have created over the lesson.
c. Describe the pre-assessment (s) used to establish all students’ baseline knowledge and skills for this lesson(D1b: Knowledge of Students).
I gave the students a pre-test the day before the lesson. I asked the students 5 basic questions that I did not expect them to know the answers to because they had never heard learned of the First Thanksgiving before. They will learn about the First Thanksgiving the next day and all answers will be known to the students by this time and they will be able to answer the questions of the post-test correctly.
d. Describe how you will differentiate instruction to accommodate students’ identified learning strengths and needs(D1b: Knowledge of Students).
I will differentiate student learning by assessing the student’s needs. In my observation, I learned that the majority of the students in the classroom work better with others than they do on their own. So I have planned around this for the lesson I will be teaching. (Example: Students will be placed into groups when I show them the instructional video over the First Thanksgiving)
e. Describe the summative assessment (s) for this lesson/unit.
Students are assessed over what they learned of the First Thanksgiving. I will hold a class discussion followed by the educational video from YouTube in which they will be tested over.
Knowledge of Resources (D1d)
List all specific materials for this lesson.
Microsoft Powerpoint (Pre-test and Post-test)
The First Thanksgiving video (YouTube)
SmartBoard and Computer to work with functions
End of class activity:
Construction paper Cardstock Scissors Glue stick Crayons List all technology and media used to prepare/ teach this lesson.
Smart Board, Computer, YouTube video List all technology to be used by students in this lesson.
List all assistive (low and high tech) and adaptive technology used in this lesson.
SmartBoard *Resources can be beyond the classroom/school and therefore include the community, professional organizations and universities. e. g. They can include textbooks on varying levels to accommodate student needs.
Formative Assessment Process (D 1f Aligned with outcomes and clear)
Instructional Strategies/Activities (D1E. Heart of planning, showing knowledge of content and students.)
Objective/Target: KCAS, measurable
Students will learn about The First Thanksgiving while understanding how to work in groups with their classmates and take what they have learned today and apply it to the post test I have created over the lesson.
Assessment Descriptions
Students will be divided into groups (5 groups) at their tables. Each student will have to work with the other members in their group to decide which answer in the multiple choice test is the best choice. Students will then write their answers on a piece of paper and show it to me. I will keep track of their answers and grade the test as I go, giving the results to the students at the end of the lesson. Differentiated Assessment
Encourage the students that do not work so well in groups to talk to their classmates and work on becoming comfortable with giving their own opinions from their understanding of what I taught them.
Student Self-Assessment
Students will be able to take what they have learned and apply it to the post test
Strategies/Activities
Open up the lesson by asking the students (randomly selecting a few) how they celebrate Thanksgiving at their house. Students will already be in groups so this will be a more organized way for both me and the students to answer the questions I give.
Individualized/Differentiated Strategies/Activities
Make sure that I involve all students and give everyone a chance to speak. Call on these students specifically.
I Can Statement
I can identify the main characters in The First Thanksgiving and describe specific events of the day when our ancestors came to America and why they came to America.
Critical Vocabulary
The First Thanksgiving
Pilgrim
Indian
Squanto
Plymouth Rock
1620
Harvest
Objective/Target: KCAS, measurable
Students will be able to recount specific details from the story to themselves and their classmates in order to follow through with the entirety of the lesson.
Assessment Descriptions
*See above
Differentiated Assessment
*Seeabove
Student Self-Assessment
Students will be more familiar with the story because of the standards I am implementing them to learn from my lesson.
a. Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives within this sequence: Include a step by step list of all components of the lesson and expected time for each. They must match the lesson objectives and be appropriately challenging, include higher order thinking and varied instructional strategies.
Select at least one of the three lesson plan formats: The Direct Lesson format is listed below. Two other options include the Five E or Inquiry Based (see descriptions at end of template). Include all components and estimated time for each component.
Direct Instruction Lesson Plan Format with 5 Steps:
Anticipatory Set:Motivator/hook for lesson I will ask the students what are some of the things they do for Thanksgiving. (Example: Where do you eat? Who do you spend time with? What does the meal consist of?) I will then show the educational video to the students that explains key details about The First Thanksgiving.
Instruction (Concept Development) This component requires that the concepts for each lesson objective be taught, using a variety of strategies and student involvement. I will review with the students as the story is told what is happening in the video. If I see that the students are confused, I will ask if anyone has any questions, at which case I can clarify whatever the student is struggling with. I will ask “rhetorical questions” where the answer was just given in the video and the students should be able to answer correctly because they are going to be strong learners where they are able to easily tell me what the answer is.
Guided Practice(Activity/assignment during which students demonstrate they learned concepts just taught. GUIDEDmeans the teacher circulates to check on each student’s learning of concepts; feedback may indicate that the teacher needs to return to instruction mode for the whole class, small group or individuals. At the time for the test, I will have the students understand to whisper to their group and be respectful to the other groups around them. This should be done in a way that the students feel that this is not a game and it is a real test that should be taken very seriously.
Independent Practice(Independent activity/assignment during which the students demonstrate they learned the concepts just taught. The students will take what they have learned from the lesson and the video and apply it to their test. Students are working together in groups. We will go back to the beginning of the lesson where I show the students the proper way for how I want the test to be. Students will sit with their group at a table and when asked a question they will whisper to their group members, as it is a test, and I will have them write their answer choice (a, b or c) on a piece of paper. After about a minute or so, the students will show me their answers. I will tell the students if they got the answer right or wrong before we move on to the next question. Closure or Assessment:Final Review I will ask students what their favorite thing about the lesson was and what they learned from it. For example, I might ask a student what the “coolest” thing was they learned today. This allows the students to reflect on the content. At this point, I will show the students the craft I made for them to work on and we can end the lesson with the students working on their craft (tracing their hand on a piece of construction paper, cutting out other pieces to glue on the fingers and pieces to create a beak, mouth and feet of a turkey) the students will then glue the turkey to a piece of construction paper to take home. It will be a fun way to end the day!
b. Describe the differentiated strategies designed to meet the identified strengths and needs of your students.
Encourage the students that do not work so well in groups to talk to their classmates and work on becoming comfortable with giving their own opinions from their understanding of what I taught them. If students understand that they are working together to understand the lesson, they are more likely to try harder and do better on the test.
c. Identify the questions you will use to promote thinking and understanding. This section should outline the who, what, when, and where of the instructional strategies and activities.
What is Thanksgiving like at your house?
Do you know why we celebrate Thanksgiving?
Who helped the pilgrims when they came to the land? These questions open up for discussion as well as for the lesson itself. This really helps to engage the students.
d. Describe how you plan to communicate learning results to students and parents/caregivers that provide a clear and timely understanding of learning progress for lesson objectives.
By teaching this lesson, students will have learned about the First Thanksgiving and why we celebrate it every year. I have connected the state standards to this lesson that include improving the students comprehension and ensuring that they are able to recount specific things they have learned.
Lesson Plan
Campbellsville University
School of Education
Lesson Plan
Corie Beth McClusky
11/20/2014
ED 310
Campbellsville Elementary
Campbellsville Independent
Campbellsville, KY
Mrs. Lisa Mardis
Age: 6-7
Grade: 1
Reading/Language Arts
“The First Thanksgiving”
Review and identify by listing school data and instruction goals from: (1) the School Report Card, including gap data; (2) Comprehensive District/School Improvement Plan; and (3) the most recent K-PREP data in your content area. Others sources may include MAP data, STAR data, RtI data, end-of-course exams, Program Reviews, and content literacy plans.
Based on your review, in a narrative describe your anticipated contribution toward student achievement.
Student achievement is necessary and required in order to be successful in school systems. I plan to contribute to student achievement by making sure my students are familiar with technology and helping them to become more comfortable with using it. The use of technology is growing every day. I also plan to make sure that my students are more aware of historical events.
Describe the cognitive, social and emotional development stages of the students for whom this lesson is planned. How did you determine the stages of the students?
The students get along very well with each other. However, there are some that learn better and understand more about the things they are being taught when working with others. I have learners that learn better in groups and students that do well when they are by themselves as well. I determined the stages in these students through my observation hours. I spent a lot of time with each student to see which methods would work and which ones wouldn’t.
Describe the backgrounds of students: cultures, skills, language proficiency, interests and special needs. How did you determine the students’ backgrounds.
There are some children in the class that struggle with speaking (verbal fluency, speech impediments) but this does not affect their learning. I determined this by spending one-on-one time with each student during my observations.
a. Identify the enduring skill (s) /essential questions/unit objective (s)/ learning targets addressed by this lesson.
Students will learn about The First Thanksgiving while understanding how to work in groups with their classmates and take what they have learned today and apply it to the post test I have created over the lesson.
b. Connect the skills/questions/objectives/targets to the state curriculum documents (i.e. KY Core Academic Standards, Program of Studies) Be sure to include ELA and content literacy.
Reading: Literature
http://www.corestandards.org/ELA-Literacy/RL/1/7/ (The student uses illustrations and details to describe characters, setting or events
http://www.corestandards.org/ELA-Literacy/RL/1/6/ (The student is able to identify who is telling the story)
http://www.corestandards.org/ELA-Literacy/RI/1/1/ (The student can ask and answer questions about key details in the story)
Speaking and Listening
http://www.corestandards.org/ELA-Literacy/SL/1/1/a/ (Students are able to follow the agreed rules about other groups and being respectful when it is not their turn to speak
http://www.corestandards.org/ELA-Literacy/SL/1/4/ (The student is able to describe people, places and events with relevant details from the story
c. Describe the pre-assessment (s) used to establish all students’ baseline knowledge and skills for this lesson (D1b: Knowledge of Students).
I gave the students a pre-test the day before the lesson. I asked the students 5 basic questions that I did not expect them to know the answers to because they had never heard learned of the First Thanksgiving before. They will learn about the First Thanksgiving the next day and all answers will be known to the students by this time and they will be able to answer the questions of the post-test correctly.
d. Describe how you will differentiate instruction to accommodate students’ identified learning strengths and needs (D1b: Knowledge of Students).
I will differentiate student learning by assessing the student’s needs. In my observation, I learned that the majority of the students in the classroom work better with others than they do on their own. So I have planned around this for the lesson I will be teaching. (Example: Students will be placed into groups when I show them the instructional video over the First Thanksgiving)
e. Describe the summative assessment (s) for this lesson/unit.
Students are assessed over what they learned of the First Thanksgiving. I will hold a class discussion followed by the educational video from YouTube in which they will be tested over.
List all specific materials for this lesson.
Microsoft Powerpoint (Pre-test and Post-test)
The First Thanksgiving video (YouTube)
SmartBoard and Computer to work with functions
End of class activity:
Construction paper Cardstock Scissors Glue stick Crayons
List all technology and media used to prepare/ teach this lesson.
Smart Board, Computer, YouTube video
List all technology to be used by students in this lesson.
List all assistive (low and high tech) and adaptive technology used in this lesson.
SmartBoard
*Resources can be beyond the classroom/school and therefore include the community, professional organizations and universities. e. g. They can include textbooks on varying levels to accommodate student needs.
Co-Teaching Strategy (ies) used (if applicable).
(D1c. Rigorous, important, student learning oriented, measurable, varied)
(D 1f Aligned with outcomes and clear)
(D1E. Heart of planning, showing knowledge of content and students.)
Students will learn about The First Thanksgiving while understanding how to work in groups with their classmates and take what they have learned today and apply it to the post test I have created over the lesson.
Students will be divided into groups (5 groups) at their tables. Each student will have to work with the other members in their group to decide which answer in the multiple choice test is the best choice. Students will then write their answers on a piece of paper and show it to me. I will keep track of their answers and grade the test as I go, giving the results to the students at the end of the lesson.
Differentiated Assessment
Encourage the students that do not work so well in groups to talk to their classmates and work on becoming comfortable with giving their own opinions from their understanding of what I taught them.
Student Self-Assessment
Students will be able to take what they have learned and apply it to the post test
Open up the lesson by asking the students (randomly selecting a few) how they celebrate Thanksgiving at their house. Students will already be in groups so this will be a more organized way for both me and the students to answer the questions I give.
Individualized/Differentiated Strategies/Activities
Make sure that I involve all students and give everyone a chance to speak. Call on these students specifically.
I can identify the main characters in The First Thanksgiving and describe specific events of the day when our ancestors came to America and why they came to America.
The First Thanksgiving
Pilgrim
Indian
Squanto
Plymouth Rock
1620
Harvest
Students will be able to recount specific details from the story to themselves and their classmates in order to follow through with the entirety of the lesson.
*See above
Differentiated Assessment
*Seeabove
Student Self-Assessment
Students will be more familiar with the story because of the standards I am implementing them to learn from my lesson.
*See above
Individualized/Differentiated Strategies/Activities
*See above
*See above
*See above
D1e.Learning experiences
Select at least one of the three lesson plan formats: The Direct Lesson format is listed below. Two other options include the Five E or Inquiry Based (see descriptions at end of template). Include all components and estimated time for each component.
Direct Instruction Lesson Plan Format with 5 Steps:
Anticipatory Set:Motivator/hook for lesson
I will ask the students what are some of the things they do for Thanksgiving. (Example: Where do you eat? Who do you spend time with? What does the meal consist of?) I will then show the educational video to the students that explains key details about The First Thanksgiving.
Instruction (Concept Development)
This component requires that the concepts for each lesson objective be taught, using a variety of strategies and student
involvement.
I will review with the students as the story is told what is happening in the video. If I see that the students are confused, I will ask if anyone has any questions, at which case I can clarify whatever the student is struggling with. I will ask “rhetorical questions” where the answer was just given in the video and the students should be able to answer correctly because they are going to be strong learners where they are able to easily tell me what the answer is.
Guided Practice(Activity/assignment during which students demonstrate they learned concepts just taught.
GUIDEDmeans the teacher circulates to check on each student’s learning of concepts; feedback may indicate that the
teacher needs to return to instruction mode for the whole class, small group or individuals.
At the time for the test, I will have the students understand to whisper to their group and be respectful to the other groups around them. This should be done in a way that the students feel that this is not a game and it is a real test that should be taken very seriously.
Independent Practice(Independent activity/assignment during which the students demonstrate they learned the concepts just
taught.
The students will take what they have learned from the lesson and the video and apply it to their test. Students are working together in groups. We will go back to the beginning of the lesson where I show the students the proper way for how I want the test to be. Students will sit with their group at a table and when asked a question they will whisper to their group members, as it is a test, and I will have them write their answer choice (a, b or c) on a piece of paper. After about a minute or so, the students will show me their answers. I will tell the students if they got the answer right or wrong before we move on to the next question.
Closure or Assessment:Final Review
I will ask students what their favorite thing about the lesson was and what they learned from it. For example, I might ask a student what the “coolest” thing was they learned today. This allows the students to reflect on the content. At this point, I will show the students the craft I made for them to work on and we can end the lesson with the students working on their craft (tracing their hand on a piece of construction paper, cutting out other pieces to glue on the fingers and pieces to create a beak, mouth and feet of a turkey) the students will then glue the turkey to a piece of construction paper to take home. It will be a fun way to end the day!
Encourage the students that do not work so well in groups to talk to their classmates and work on becoming comfortable with giving their own opinions from their understanding of what I taught them. If students understand that they are working together to understand the lesson, they are more likely to try harder and do better on the test.
This section should outline the who, what, when, and where of the instructional strategies and activities.
What is Thanksgiving like at your house?
Do you know why we celebrate Thanksgiving?
Who helped the pilgrims when they came to the land?
These questions open up for discussion as well as for the lesson itself. This really helps to engage the students.
By teaching this lesson, students will have learned about the First Thanksgiving and why we celebrate it every year. I have connected the state standards to this lesson that include improving the students comprehension and ensuring that they are able to recount specific things they have learned.