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Extended Lesson Planning Format for Teacher Education Candidates

Ithaca College School of Humanities and Sciences

Name Dana Lobell

Lesson Title or Topic Traditions-Learning About Each Other

Grade Level 1

Course Name or Content Area Social Studies

State/National/Common Core Standards

List the number and full text of each standard that is addressed in this lesson.

Remember to include content and literacy standards, as appropriate to the lesson.

1.1b People and families of diverse racial, religious, national, and ethnic groups share their
beliefs, customs, and traditions to create a multicultural community.

Students will identify traditions that are associated with their families and tell why the
tradition is important.

Objectives and Assessments

--Here list the short-range learning objectives specific to this particular lesson. These objectives
should be items that are immediately observable and easily assessed.

--In addition, you will identify how you will know if the learning objectives for this lesson have
been met. List the types of assessments you will use to determine whether the objectives have
been met. List the types of formative assessments you will use to monitor student learning of
your specific learning objectives for this lesson. What assessments will determine proficiency,
excellence, or failure to meet the learning objectives of this lesson?

--As you consider your assessments, you should think about the kind(s) of feedback your
students will receive from you related to your assessments and how you will expect them to use
this feedback.

- Formal assessments could include an exit ticket, a homework assignment, an in class writing
assignment, a project, or a quiz or a test you will give later, etc. Informal assessments could
include structured observation, thumbs up/thumbs down, think-pair-share, whiteboards, etc.

Learning Objectives Formative Assessments Summative Assessments

The students will be able to
(Learning outcomes to be
achieved by the end of this
lesson)
What formal and informal What evidence, by the end of
assessments will you use the learning segment/unit, will
during this lesson to monitor show that students
whether your students are understand and have met
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developing the your learning objectives?

Every objective should have
an assessment.
Note: Use as many rows as
you have learning objectives.
You must have at least one
objective, but there is no
maximum number.
understanding/skills required
to meet the learning objective
you have identified? If you are
using observation as a form of
assessment, write the
questions you will use as a
guide for your observations of
students during the lesson.

I can ask questions to learn Informal Assessment: N/A

more about a persons culture
and traditions.
Students will generate a list of
questions that they can ask to
learn more about each other.
Students will then ask another
student questions to learn
more about them.

Formal Assessment:

Students will fill out an exit

ticket and write one thing they
learned about a peer.

If, as a result of the assessments above, students have not met your learning objectives
for this lesson, what strategy/ies will you use to teach/re-teach?

If, as a result of the assessments above, students have not met my learning objectives for this
lesson, I will work with those students during the morning time to help them with asking
questions to another person. I will have them ask me questions to practice learning about one
another.

Advanced Preparation for the Lesson

1. What instructional resources/materials do you need to prepare in advance?

List here the resources you will use to engage your students and assess their learning in this
lesson.

Include handouts, slides, supplies, images, grouping plans, manipulatives, equipment, rubrics,
answer keys, or anything else that requires advance preparation. Written materials should be
attached to this plan.
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2. What else do you need to do before the lesson starts in order to be ready?

List here reminders to yourself so that youre prepared when the students walk into the room.

1. Blank word document for writing down students questions, exit tickets, music

2. Have document and music ready to go prior to lesson. Have two chairs in front of the
whiteboard-sit here and have student volunteer sit here.

Lesson Procedures: Instructional Strategies/ Learning Tasks

Describe, in detail, the steps you will follow in this lesson, attending to both what you will be
doing and what the students will be doing.

Time Step-by-Step Procedures

Opening (Launch)

How will you begin your lesson in a way that motivates and engages students in learning this
lessons content? (Motivation for lessons should be interesting, age-level appropriate, brief, and
directly related to the learning objectives of the lesson.)

****Record this lesson for E-Portfolio

1. Begin the lesson by reading the book Children Around the World. Explain to students
that while Im reading the book, I want you all to think about the similarities and
differences between you and some of the children that I will read about. After the book,
ask students to share what they found to be interesting about the children we read
about, and things that are similar and different between the children and themselves.
After reading the book, explain to students that this week, were going to talk about
traditions, specifically each of our traditions, and why they are important. Can anyone
tell me what a tradition is? Great, a tradition is something that you and your family may
do that has been done for a very long time in your family, maybe even something that
has been done by older family members, who pass on that special tradition to younger
family members. We will continue talking about traditions later on in the week, but
today, were going to learn a little bit more about each other by asking each other
questions.

Procedures

List the next steps of your lesson. Provide a detailed description of what teacher and students
will be doing. Your planned formative assessments and language supports from above should
show up in this section as part of your lesson procedures. Add rows below as needed.

Write lesson plan procedures so that another teacher could pick up your plans and actually
accomplish your objectives for the lesson. The following procedural terms are too vague:
introduce, discuss, review. How will you introduce something new? How will you organize
discussion? How will you conduct a review? Include specific questions you will use.

2. Ask students why its important to learn about each other. Type students thoughts
onto a blank word document. Ask students what types of questions we can ask to learn
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more about each other. Type students thoughts onto the word document.

3. Now that weve come up with questions that we can ask to learn more about each
other, were going to practice talking to each other about ourselves and asking
questions to each other. Im going to model how to do this. Can I have a volunteer?
(have student come up and sit in second chair across from you). Im going to pick a
question and demonstrate how to ask someone about themselves. (pick question from
board). Notice that when I asked the question, I looked at ___while I was speaking, and
___looked at me. Now that Ive asked the question, ____ is going to answer it. (Student
answers question). Notice how when ___is answering my question, Im showing them
that Im listening by looking at them and not doing anything else while theyre speaking.
This is how I want you all to have your conversations.

4. Now that weve reviewed this, Im going to call out partners. The first round of
questioning will be with your assigned partner. Halfway through the class, Im going to
ring the chime, and at that point I will ask you to pick a different partner of your choice. I
am doing this so that you also get a chance to speak to someone that you choose on
your own, so I expect that while you are doing this, you show me that you can work
well with a partner that I have not assigned for you. After I read the partner list and I
say that you can begin, you and your partner will find a comfortable place to sit, and
you will each have a chance to ask each other questions. You will decide between each
other who will ask the first question. You and your partner will take turns asking each
other questions. You will use the questions you came up with during your conversation.
Your questions will be available to you on the board to look back to. Im going to read
the questions again so you have an idea of what they were (read the questions).

5. Read the partners. Have students find a place to talk. Play soft music while students
are talking. After 10 minutes, ring chime, and have students switch partners.

Closure

How will you bring this lesson to closure? How will students reflect on what they learned today,
and how will you prepare them for whats ahead?

X. Ring the chime after 10 minutes, and have students stop their conversations.
Explain were going to stop our conversations. Were going to conclude the lesson with
an exit ticket. On the exit ticket, I want you to write your name and the date, your two
partners names, and one thing you learned about each of them.

Inclusiveness

Universal Design

What general features of your procedures and/or assessments support the learning of all
students by making this lesson accessible for every student in the class? Make sure to address
each of the 3 major principles of Universal Design (i.e. providing multiple means of (1)
representation, (2) action and expression, (3) engagement).
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Multiple means of representation:

Children of the World book, conversation/typed students thoughts on document, student

conversations, exit ticket

Multiple means of action/expression:

Students provide examples of questions they can ask to learn more about another person,
students ask each other questions, students complete an exit ticket

Multiple means of engagement:

Students discuss why its important to learn about other people, students listen carefully to a
partner as they answer questions, students write down one thing they learned about each of
their partners

Students with Specific Learning Needs (to be completed below)

What are some of the specific learning needs possessed by students in your class, and what will
you do to intentionally support students learning specific to this lesson?

IEP/ 504 Plans Supports, Accommodations, Modifications,

Examples: Auditory processing, attention
related issues
Pertinent IEP Goals (Do not copy and paste
from other lesson plans. These supports
should be specific to this lesson and these
students. List specific supports for students
using initials to designate each student.)

L- ADD L- Student will be asked to refocus if beginning

to discuss something that is off topic. If student
has a question that cannot be answered right
away, have student write question down on dry
erase board so that he can have the question
ready to ask when there is an opportunity.

Specific Language Needs Supports, Accommodations, Modifications

Examples: English Language Learners,

regional varieties of English

L-English Language Learner-beginner L, J- by modeling a conversation, students see

what their conversation should look and sound
J-English Language Learner-beginner like. Questions will be on the board for them to
refer back to.
A- English Language Learner-advanced

S- English Language Learner-advanced

M- English Language Learner-advanced

Ti- English Language Learner-advanced

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Ta- English Language Learner-advanced

Other Learning Needs Supports, Accommodations, Modifications

Examples: Struggling readers, students with

gaps in academic knowledge, students
learning at an advanced level, etc.

S- Has a difficult time not moving around
during lessons.
S- Student will be asked to sit down and
refocus when necessary. I will walk around and
observe whether the student is talking with his
partner. I will model what listening looks like
during whole group portion of the lesson.

A- I will observe student during partner work

A- Requires academic support
and help her with asking questions.

T-Anxious, has a difficult time beginning a

T- I will observe T to see how he is interacting
task.
with his partner. I will remind him to look at the
board to pick a question.

References

Include here any professional resources from which one or more parts of this lesson plan have
been borrowed/adapted. (If a mentor teacher shared plans, please credit them.)