LESSON PLAN- EDU3216

Aligned with the Minnesota Standards of Effective Practice on Planni

and the Minnesota Teacher Performance Assessment Package

Teacher Candidate: Sarah Petersen Date:

School and District: Grade: 5th
Cooperating Teacher: C.T.s Signature:
University Supervisor:
Unit/Subject: "All About Me"
Lesson Title/Lesson Focus: "Who Am I?" Estimated Length of Lesson: 75 minutes
*Please attach the cooperating teachers and the university supervisors observational comments
to this document.

PRE-INSTRUCTIONAL PLANNING
Context for Learning/Provisions for Diverse Learners
1) Identify the strengths, needs, and interests of individuals needing
accommodations, including students with IEPs and/or 504 plans.
The main strengths include active participation in class work time. Needs of the
class include two students on the autism spectrum (both high-functioning and
verbal) and another student with ADHD. There is an Educational Assistant
assigned to one of the students with autism and the student with ADHD.

2) Identify the strengths, needs, and interests of individual students in your

classroom whose first language is not English, who represent cultural
differences, who may struggle to learn, or who may be highly motivated to
learn.
The strengths included in this class are active participation, once the task is
understood. Students are also very receptive to positive reinforcement and
respond well to words of affirmation when they are given by becoming engaged
in whatever the activity is. Some needs are staying on task when given work
time and raising hands before sharing answers, comments, or participating in
discussion. Visuals best assist those in this class who struggle understanding
new concepts that are introduced. Those who are highly motivated to learn are
eager to share their thoughts, which at times leads to blurting, then prompting
my redirection to raise their hands.

3) Identify prior learning experience, and language, physical, cognitive, or

social/emotional development you will need to consider as you plan instruction
for this group of students.
Prior learning experience would be based on any prior "show and tell"
demonstrations in former classes. This includes gathering facts, descriptions,
and reflections on something (in this lesson, themselves) and being able to
articulate it into complete sentences. The final step will be presenting their
"Who am I?" poster before the class, which may be an easier task to those who
have had prior experiences presenting, and a more intimidating task to those
who have not. I will have to consider the social development of the students and
how they interact socially to ensure that it will be a safe environment to speak
and share their work in front of their teacher and peers.
 4) Identify data (such as students progress in previous lessons, assessment
results from previous lessons, or a prepared pre-assessment related to the
lessons you will teach) that you have collected (or will collect) to inform your
planning (in order to address students strengths, needs, and interests).
5) Based on your answers to prompts 1-4 above, what specific supports have you
planned (or will you plan) for students to help them reach the lesson objective?
The specific supports I have planned are including an example of the poster that I
previously created for myself, and then demonstrating how the students identify
these terms for themselves by collaborating with them to fill out a "Who am I?" poster
for our class mascot. To redirect those who struggle with blurting, I have planned to
use several strategies to enforce a "think then speak" habit before sharing thoughts
to the class. Another support I will plan on using is incorporating opportunities to
stand in front of the class to speak, allowing room for confidence in public speaking to
grow. I also plan on using "move your body" times for the class to briefly do physical
activities for approximately a minute or less to either stimulate or relax students.
These will be used in discretion.

Central Focus and Alignment:

What is the learning goal you have identified for your students?
The learning goal is for students to be equipped for social conversations with their
peers, as well as practice public speaking to edify their English usage. Comprehension
of instructional language is enforced by the "I do", "we do", "you do" model.

What state adopted academic or content standard(s) are you addressing? (Provide
the name of the
standards document, the grade level, the correct numerical citation, and the text
of the standard(s)
you select.)
"Standard 1: English language learners communicate for Social and Social and
Instructional purposes within the school setting Instructional language."
What is your objective(s) for this lesson? Identify what the students will be able to
do following
instruction. Include an action verb (observable behavior), and criteria for
success.
By the end of this lesson, students will be able to identify specific characteristics
about themselves, write them in complete sentences, and present what they wrote to
their classmates with 5 or less speech and/spelling errors.

Continuity of Lessons:
Describe your lesson sequence. How do the prior and subsequent lessons affect
what you
will be teaching and what you will be expecting students to do? How will you build
on what
students have learned in previous lessons and use what they know to support them
in meeting
expectations of the next lesson? How have you made use of student assessment
from previous lessons to
make and or adjust these plans?
Academic Language and Support:
What are the academic language demands?
Function:
Show and tell: an activity where students stand in front of the class and speak about
themselves to their classmates, sharing specific aspects of who they are in complete
sentences.
Form:
Characteristic: a specific quality or feature of a person or thing.

How have you planned to support students in meeting the academic language
demands for this lesson?
(Identify specific strategies, visuals, models, and or demonstrations you plan to
use to support students understanding of the academic language. Describe when,
within the lesson, students will be expected to use and demonstrate understanding of
the academic language. Be sure to include function, form, syntax, and discourse.)
I plan to support students in meeting the academic language demands by first sharing
my example "Who am I?" poster I made for myself, and discussing each of the specific
traits I chose to write for me ("I do"). Then I will proceed to make a poster with the
students on the smart board/Doc. Cam about our class mascot ("we do"). I will have a
cup next to the mascot filled with slips of paper of made up traits that I previously
wrote. I will call on students at random to walk up to the cup and pick a slip of paper
and read it out loud to the class. Then I will ask the students where should we write
the trait on the poster, "Which question does it answer?" Once the poster for the class
mascot is completed, I will hand out posters to the students and give them class time
to work on theirs independently to demonstrate their understanding, as well as to
assess if further explanation is needed ("you do").

Assessment: Attach to your lesson plan any rubrics, checklists or other assessment
tools that you will use.
Describe the tools/procedures that will be used throughout this lesson to monitor
and measure
students learning of the lesson objective(s). (Multiple and varied assessments
should be used in the
lesson.)
I will plan on monitoring and measuring student's learning by noting how the
students answer the questions I ask, as well as their involvement with learning about
the class mascot. Before giving students class work time to work independently, I will
ask a student at random to "Can you explain what you are supposed to do now during
work time?" to check if the asked task in understood. During the class work time, I
will circulate the room and see how students are formulating their complete
sentences. Upon the presentations of their posters, I will mark in their online
gradebook how many speech errors were made, and equivalate that to percentage of
their accuracy and overall score.

Identify the performance criteria or benchmark to be achieved.

Feedback:
 How will you plan to provide specific feedback to students on their progress
toward reaching the lesson objective?
I plan on providing specific feedback to students on their progress by commenting on
what they have completed in class on details such as giving relevant answers to the
questions given, answering in complete sentences, as well as giving written feedback
on the back of their "Who am I?" poster with a point value.

How will students use the feedback to improve their competencies and knowledge?
(Describe the
specific opportunity for their application of the feedback.)
The feedback will consist of specific aspects of their work, so they will know exactly
what items they should adjust, if anything necessary. Beyond this lesson, they can
apply the feedback to further class exercises when we build off of this lesson by
describing and writing more in future lessons.

Materials and Special Arrangements:

Teacher Materials:
"Who am I?" poster template with copies made for each student, one "Who am I?"
poster I previously made describing myself, slips of paper that have, in complete
sentences, traits answering the same questions on the "Who am I?" poster (applied to
the class mascot), Doc. Cam or smartboard.

Student Materials:
Pencil, markers, colored pencils/crayons.

Theories and or Research-Based Best Practices:

Identify relevant research/theory to justify why learning tasks (or their application)
are appropriate.
How have you intentionally linked this to your instructional planning?
The "I do, We do, You do" model demonstrates in several formats what the students
are expected to do, first by observation, then collaboration, then independently.

References (APA) and Acknowledgments:

Killian, Shaun, "The "I Do WE Do YOU Do" Model Explained." The Australian Society
for Evidence Based Teaching. EvidenceBasedTeaching.org, 31 Aug. 2015. Web. 25 Mar.
2017. <http://www.evidencebasedteaching.org.au/the-i-do-we-do-you-do-model-
explained/>.

Expectations for Student Behavior:

Describe how your students will be intellectually engaged. How will you
communicate expectations for them? How will you follow up on behavior expectations
and how well you are engaging learners?
My students will be intellectually engaged by brainstorming the question what makes
them, them? I want them to be aware of their interests, traits, gifts, and what their
dreams are (one of the questions will be, "When I grow up, I want to be."). As
students begin to self-reflect, they will be processing what specific characteristics
about themselves makes them unique. This is to promote self-awareness and
encourage confidence by sharing these highlighted characteristics. I will state the
expectations of participation, answer these same poster questions in complete
sentences (as I will model), and state rules for public speaking in class: "every voice
is important, stop to listen to every voice." This is written next to the smartboard,
and if students fail to follow expectations, steps will be followed accordingly.

Teacher Skill Focus for This Lesson: (Also note how you plan to collect feedback.)
The skill focus for this lesson includes gaging the volume of my voice, calling on all
sides of the room, and redirecting any student's off-task behavior.
 Standard Lesson Plan Form

LESSON PLAN

Plan your teaching steps by addressing What will the teacher do and What will students do.

Provide evidence of scaffolding, linking new content to prior learning, engaging students,
monitoring progress, supporting students so they can use academic language, and transitioning.

INSTRUCTIONAL SEQUENCE
Tim What will the teacher do? What will students do? (Note behavior
e expectations and plans to promote
intellectual engagement.)
Introduction/Motivation:
Hello class! I am so excited to have each of Play a name game/ around the world to
5 you in my class and get to know each of you learn everyones names.
min better over the next few weeks!

We also have a very important member of Students raise hands and I call them by
our class that will be doing activities with name to share their ideas. We will then pick
1 us. (Present stuffed animal/puppet that will on a name for the class mascot.
min assist in modeling conversations). What
should we name him? Please raise your
hand when you have something that you
want to say.

Activate prior knowledge See if any students raise their hands, and
5 prompt discussion as to why it's important
min Who enjoys learning new things about our to learn about the people around us?
friends, or simply sharing fund facts about
ourselves?

Communicate the learning objective

2
min Over the next few days, each of you will be
working on making a poster about
yourselves, and then you will share it with
your classmates.
Call on students who have hand raised. If
Introduce academic language none respond, then explain what "show and
tell" means: an activity where each student
10 Who has heard of "show and tell" before? If will stand in front of the class and speak
min so, who would like to explain what that about themselves, sharing specific aspects
means to the class? of who they are in complete sentences.

5 Pull out a blank "Who am I?" poster and

min walk around the room to show the class to

Class, what is a "characteristic"?
Lesson Tasks (Including Assessment):
10 This is going to be such a fun project
min because I want us to start learning as a
class by first learning about each other! We
are going to do that by sharing what makes
us who we are. I will start by sharing with
you all my poster I created that answers the
question, "Who am I?"
15
min Now that you all know about me, let's work
together to get to know our class
mascot,______! Let's read about his
characteristics and make a "Who am I?"
poster for him together!
15
min
Great! I'm so glad we all know a bit about
our mascot and what makes him unique and
who he is. Now you all get to make your
own "Who am I?" poster describing yourself
and what traits make you unique and who
you are! You will have the rest of the class
time to start to answer the questions and
color in the pictures if you want to, it is not
required.
Who wants to explain to the entire class
what you are supposed to do now?
Closure: (Summarize the lesson with students,
provide further opportunities for learning, and
build a bridge to the next lesson.)
show examples of some characteristics of a
person, then write what it means on the
board: a specific feature [quality or aspect]
of a person or thing.
"I do": I proceed to share a "Who am I?
poster that I completed for myself, which
includes examples of characteristics of
myself: how tall I am, my family members,
my favorite color, favorite food, favorite
activity, favorite animal, and if I could do
anything or be anything, what would I want
to be?
"We do": Then the class and I would
complete one together for our class mascot
under a Doc. Cam.
Next to the mascot is a bucket filled with
slips of paper with characteristics
describing who it is. As each paper is read
out loud, students will write the trait on the
poster under the Doc. Cam to the
corresponding question.
"You do": Call on a student to hand out a
poster to each student.
Call on a student with a raised hand or
select a student at random to repeat what
they are supposed to do.
1 I am so excited to get to know each of you
min and see your poster presented! The next
few days you will finish creating your "Who
Am I?" poster describing yourself, and you
will continue to work on your posters if time
is needed. You will all share our posters to
the class by Friday.

Extension:

POST-INSTRUCTIONAL ASSESSMENT
Analyzing Students Learning:

What were the patterns of students understanding, skills, and misunderstandings

as shown in the
assessment data in relation to identified standards and learning objectives?
(Include data to support
your analysis.)

Describe evidence that students understood and used identified academic

language.

What next steps are needed to provide targeted support to students (who did not
meet or exceeded
the objectives) relative to the central focus, standards, learning objectives, and
the assessment data?

Describe the specific feedback you gave the students to further guide their
learning. How were students
able to use the feedback you provided? (Describe the specific opportunity for their
application of the
feedback.)
Analyzing Teaching Effectiveness:

In reflecting on your lesson and your strengths and challenges, what went well?
Why? What challenges
did you face? Why?

What do you understand about your own teaching based upon the patterns of
students understanding,
skills, and misunderstandings that were identified?

What is the evidence that you engaged students intellectually and deepened their
learning?

What is a proposed change to your teaching practices that is specific and strategic
to improve individual
and collective students understanding of standards/objectives?