DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 4th SEMESTER & STUDENT TEACHING LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate _Alison Farnsworth_____ Grade Level _k__ Title Christopher _Columbus: Spice Seekers
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:
Contextual Factors:

14 Students
7 Boys and 7 Girls

O ELL
O IEP-Natasha has a hard time focusing (usually has a student aid) and is being observed
Classroom environment: The classroom is divided into three centers; computers, and two teacher stations.

Each teacher station is 10 minutes and the computer station is 20 minutes. Students are divided into
groups based on level and row color
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective:

Students will learn why and where early explorers traveled.

Content Walk-Away: I will be able to explain and say why Europeans wanted to travel to Asia.
Language Walk-Away:

I will be able to explain and say why Europeans wanted to travel to Asia.

Vocabulary: map, journey

ASSESSMENT EVIDENCE (What evidence do I need to show the students have

learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson):
Observe students during read aloud
Listening to students during whole group discussion and center work

Content Walk-Away Evidence (Summative): Students will answer questions and start
the map during centers.

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Based on my contextual
factors I will teach this
lesson according to the core
knowledge

Language Walk-Away Evidence (Summative): Students will talk about a journey.

Approx.
Time

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge
Has anyone ever taken a trip to a place far away from home?
-let students share
over the next few weeks we are going to learn about people who took trips far away from home
SIOP # 7, and 8

Formative assessment:
Learning Goal
Student sharing

Success Criteria
Assessment Strategy
Sharing about places they have
-observe students
traveled
Modification/accommodations: (ELL, IEP, GATE, etc.) If Natasha is having problems, have somebody sit by
her or move her over by Mrs. Engle
Focus Lesson (I do it)

In todays read-aloud we are going to learn about how people used to travel in the olden days, and why they
needed to go on these long journey
Here is a picture of a map, can you say the word map with me map a map shows us the world
-Begin read-aloud story Spice Seekers
SIOP #4, 10

Formative Assessment:
Learning Goal
-Saying map
-listening to read-aloud

Success Criteria
-as a class saying map
-sitting quietly in their spots

Assessment Strategy
-listening and observe
-observing students listening

Modification/accommodations: NA
Guided Instruction (We do it)
Comprehension questions from read aloud
-Do Giovanni and Sophia live in todays time?
-To Where Did Giovanni plan to travel?
-why did the Europeans travel to asia?
-what new ways were they going to try?
SIOP #6, 21, 22

Formative Assessment:
Learning Goal
Answering comprehension
questions

Success Criteria
Raising hand, and waiting to be
called on

Assessment Strategy
-listen to students answer
questions

Modification/accommodations:NA
Collaborative/Cooperative (You do it together)
Im going to ask you a question and I want you to turn to the person sitting next to you and talk about the
question, than we will talk about the question as a group
Think-Pair-Share: would you want to travel to the indies?
SIOP # 13, 16,18

Formative Assessment:
Learning Goal
Think-pair-share

Success Criteria
-working with partner to answer
question

Assessment Strategy
-Observe
-listen to students working
together

Modification/accommodations:NA
Focus Lesson (I do it)
In the read-aloud today, Sofia said that going to the indies was a dangerous journey
Say the word journey with me
Lets clap the word journey
Journey: means a long trip from one place to another
Lets students tell about a time they went on a journey
SIOP #9,10,12

Learning Goal
-Listen, say, and clap the word
journey
-tell about a time they were
journey

Success Criteria
-say jorney
-tell when they were journey

Assessment Strategy
Listen and observe

Independent (You do it alone)

In centers students will say/sing the content song in order for them to label their maps
Summative Assessment: labeling of maps

Modification/accommodations:NA
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
What word have we been talking about?
Lets say and clap the word journey
Was Giovanni going to go on a journey

SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation
of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Strategies: 13-Students use learning strategies, 14-Scaffolding, 15-Higher-order thinking,
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills:
reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?
This lesson went really well, I loved how I get to review and recap the stories in center time with smaller groups in order
for student s to understand some of the complex situations that were happening during that time. I also love how it lets
me see what students are listening and grasping the information.