Southwestern College-Teacher Education Lesson Planning Template

(pilot fall 2012)

See Unit and Lesson Planning Template with Explanations for directions to complete this template.

Standard(s) for this lessons objective(s): For math use CCSSDomain: Measurement and Data Cluster: Tell and write time. Standard: 3. Tell and write time in hours and half-hours using analog and digital clocks. For ELA use CCSSStrand: Writing Standards Code: W.1.2 Boxed Sub-heading: Text Types and Purposes Standard: 2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Code: SL.1.2 Strand: Speaking and Listening Standards Boxed Sub-heading: Comprehension and Collaboration Standard: 2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Strand: Speaking and Listening Standards Boxed Sub-heading: Presentation of Knowledge and Ideas Standard: 4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. Code: SL.1.4 Code: 1.MD3

Lesson Plan Template (refer to Unit and Lesson Plan guidelines with explanations for components of each section of template) Name- Jana Emrich Subject area- Literacy/Math Course-EDUC437 Methods Grade level-1 Date-20 April 2013

Time allotted for each component.

Lesson Title Animal Strike at the Zoo!

Objective(s): Students will write a short opinion piece and will back it up with reasoning. Students will verbally answer questions about key details in text. Students will demonstrate the ability to correctly show time both numerically and graphically. Assessment: Assessment will take place in the form of observations both during story time and independent practice. Student strike sign will be added to their literacy journal/portfolio and reviewed by teacher. Clock worksheet will be graded. Meeting the needs of various learners/Accommodations: Gifted learners - For gifted learners, once they have completed the strike poster outlining their demands as their chosen animal, they will describe how the zoo would go about meeting the demands and what obstacles they might encounter. Once they have completed feeding schedule, they will use classroom resources to determine what each of the animals on the worksheet eats, to be shared with the class during snack time. Struggling readers and ELL learners One-on-one assistance will be given and steps broken down to ensure understanding. Teacher will engage in additional We do as needed.

 Learners w/ Behavior Issues: For behavior issues teacher will mostly use proximity by keeping the student(s) close during reading and will consistently move through the room and observe as they work. Instructional PlanOpening: Teacher will open the lesson by explaining that she will be reading another story about the zoo. They will also practice showing and writing time, something they have already learned in a previous lesson. Teacher will tell a couple of jokes to lead off and then show this video. http://www.youtube.com/watch?v=22s_6b2CCDg. Students can stand and dance to the song. Jokes: What time is it when an elephant sits on your fence? Time to get a new fence. What animal has more lives than a cat? A frog, he croaks every night. What do you call a gorilla wearing ear muffs? Anything you want, he cant hear you! Instruction: Students will come to the floor for story and teacher will read aloud Animal Strike at the Zoo, by Karma Wilson. Upon completion of the story, teacher will ask students questions about details in the story, both stated and inferred. Why was Sue sad? What did the animals learn by ending the strike? Why does a deep hush of sadness fall over the place? Why did the animals want more?
20 minutes

10 minutes

Students will discuss answer quietly with their neighbor, then teacher will then call upon a student to answer and ask for thumbs up or down if the rest agree. Practice: Students will return to their desk and teacher will explain that she was put in charge of a feeding schedule for the animals and that she knew the class was very good with time. She asks them to make the schedule for her when she reads their feeding time out loud. She will hold up a manipulative clock and explain that she was asked to feed the monkeys at 4:30. I do Feed monkeys at 4:30 We do Feed elephants at 5:00 She will manipulate the clock to the correct time and write it on the board. For the next one, feeding the elephants at 5:00, they will each use their own manipulative to show her 5:00 and then instruct her on how to write it on the board. For the We do portion, they will keep going until they all understand, at which point she will pass out the worksheet and call out the feeding times. You do Feed zebras at 11:00 Feed lions at 1:30 Feed alligators at 2:30 Feed seals at 8:30 Once they complete this, she will pass out a sheet that will allow them describe what type of animal they would
30 minutes

choose to be and why. Then they will illustrate their strike sign showing their demands. Closing: In closing today, students will stand and quickly share their poster and explain their demands. A snack of goldfish will complete the lesson. These items will be added to their literacy journal notebook. After Assessment: Collection of students work will determine if they have grasped the concept showing time both numerically and graphically and this will determine if more class instruction is needed on the topic. If there are a few that need more help, direct instruction during strategy group time will be given, as time concepts can be implemented easily. Assessment of the writing piece will determine which areas need to be addressed in future lessons in regards to conveying ideas. Developing ideas and structuring writing pieces is a skill that will be honed throughout the year. Additional instruction will be differentiated in the amount of assistance given by the teacher during independent writing time, which occurs on a daily basis.
10 minutes