EDR 317/318 Lesson Plan Template for SLO

(40 points)

LESSON PLAN TEMPLATE

Name: Julianne Alexander

Lesson Day Date: November 20, 2017
Grade: Kindergarten
Topic: Families
Grouping: Whole Class
Time: 60 minutes

How will this lesson support the learning goal?

(1c: Setting Instructional Outcomes) Why is it important to learn about different types of families?
(1 point)

Students will be able to:

Objective(s) 1. Write two or more things that they like to do with their family or what
(1c: Setting Instructional Outcomes) they like about their family after reading Whos in My Family: All
(2 points) About Our Families.
2. Draw a picture of their family relating to their writing.
Taking the learning goal into consideration, what is the
objective(s) of this lesson that will support progress toward the
learning goal.

Objectives should be learner focused (not what the teacher will do

or accomplish), observable (use verbs that can be measured), and
target a specific outcome. Please refer to the SLO User Guide for
the ABCD method or I CAN statements that can be used as a
guide.

PA Standards (2 points) 1. CC.1.4.K.B: Use a combination of drawing, dictating, and writing to focus
www.Pdesas.org/Standard/view or on one specific topic.
https://www.pdesas.org/Page?pageId=11

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 ISTE Standards (if applicable)
Technology Materials/ Resources
(1d: Demonstrating Knowledge of Resources)
(2 points)
What texts, digital resources, & materials will be used in this
lesson? How do the materials align with the learning objective(s)?
If appropriate, what educational technology will be used to
support the learning outcomes of this lesson? How do the
resources support the learning objectives?
Cite publications and any web resources.
RJM Fall 2017 SLO Lesson Plan Template
Designer 5.A: Use technology to create, adapt and personalize learning
experiences that foster independent learning and accommodate learner
differences and needs.
1. Harris, Robie H., and Nadine Bernard Westcott. Whos in my Family?: All
About our Families. Walker Books for Young Readers, 2015.
a. The teacher will read this book to teach students about different
types of families.
2. ActiveBoard
a. The teacher will make both the pre-reading and post reading charts
on the ActiveBoard.
3. Popsicle sticks
a. The students will use the popsicle sticks to make a house.
4. Glue
a. The students will use the glue to make a house.
5. Markers
a. The students will use the markets to decorate their house.
6. Paper (quarter sheet per student)
a. The students will use the paper to draw a picture of their family and
write what they like to do with their family.
7. Crayons
a. The students will use their crayons to draw a picture of their family.
8. Pencil
a. The students will use a pencil to write what they like to do with
their family.
9. Sample
a. The teacher will place the model of the house activity in an
accessible place in the classroom to provide students with a visual.
10. Lined Writing Paper
a. The students will illustrate and write about what the like about their
family or what they like to do with their family.
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 1. Today we are going to learn about different types of families. Everyones
Anticipatory Set family is different. We can learn a lot about from different families. The
(1a: Demonstrating Knowledge of Content and Pedagogy) one thing that is the same with every family is that they love each other.
(2 points) 2. Who can be in a family? The teacher will listen to the responses from the
students and dictate them on a chart on the ActiveBoard.
2 minutes
How will you set the purpose and help students learn why todays
lesson is important to them as learners?
How will you pique the interest or curiosity regarding the lesson
topic?
How will you build on students prior knowledge?
How will you introduce and explain the strategy/concept or skill?

Provide very detailed steps.

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 1. We are going to read Whos in My Family? All About Our Families by
Instructional Activities Robie H. Harris, illustrated by Nadine Bernard Wesrcott. While we read, I
(1a: Demonstrating Knowledge of Content and Pedagogy; want you to think about the chart we made about who is in a family.
1e: Designing Coherent Instruction) 2. The teacher will begin reading the book. The teacher will stop at page 6.
(15 points) What does your family eat for breakfast? The teacher will listen to the
students responses.
58 minutes 3. The teacher will read to page 9. What kinds of families do you see in this
picture? The teacher will listen to the students responses.
Exploration (Model): How will students explore the new concepts? 4. The teacher will read to page 18. Who lives with you at home? The teacher
How will you model or provide explicit instruction? You MUST will listen to the students responses.
include a teacher think-aloud using student-friendly language 5. The teacher will read to page 25. What does your family do to make you
here. feel better when you dont feel well or are sad? The teacher will listen to
the students responses.
Guided Practice: How will you provide support to students as they 6. Families like to do a lot of things together, just as we saw in our book.
apply the new concept? How will you allow them to practice (with What are some things you like to do with your family? The teacher will
teacher support)? record things that the students like to do with their families on an anchor
chart.
Independent practice: How will students review and solidify these Part 1
concepts to be able to use this new knowledge? How will you 7. I want you to write 2 things that you like about your family or what you like
monitor and provide feedback? to do with your family. Draw a picture to go along with your writing.
When you finish, you can continue writing or adding to your picture..
Provide very detailed steps and include teacher talk where Part 2
appropriate. 8. Now I want you to draw everyone in your house. Make sure you include a
setting in your picture.
Part 3
9. Now we are going to build a house with popsicle sticks. First, decorate
your popsicle sticks. Then, you will glue your popsicle sticks to your paper
to make a house. I have an example of what your house could look like.
Remember to put your name on your house or picture.

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Closure
(1e: Designing Coherent Instruction)
(2 points)
___ minutes
How will students share or show what they have learned in this
lesson?
How will you restate the teaching point or ask students to do so
and clarify key concepts?
How will you provide opportunities to extend ideas and check for
understanding?
How will this lesson lead to the next lesson?
Differentiation
(1e: Designing Coherent Instruction)
(2 points)
What differentiated support will you provide for students whose
academic development is below or above the current grade level?
What specific differentiation of content, process, products, and/or
learning environment do you plan to employ to meet the needs
of all of your students?
How will your lesson be supportive for all students, including
English Language Learners, and build upon the linguistic,
cultural, and experiential resources that they bring to their
learning?
How will your lesson promote creative and critical thinking and
inventiveness?
RJM Fall 2017 SLO Lesson Plan Template
1. Who would like to share something they wrote about their family? The
teacher will listen to the student responses.
2. We learned a lot about families. It is good for everyones family being
different. The important thing to remember is that families love one
another.
The teacher will ask leveled questions during the read aloud to make it
accessible to all the students. During the writing activity, the teacher will use
the following prompts to support students in their writing:
Do you and your family like to play outside? What do you like to do
outside?
Do you and your family like to play games together?
Does your family make you feel better when you are sad?
The teacher will leave the anchor chart up to help students with brainstorming
ideas for their writing. The teacher will also support students by helping them
sound out the words when writing. An example of the house activity will be
provided as a visual to explain the activity. For the students who are more
advanced and finish early, they will write additional information about their
families. I broke the activity into three different parts for students who have a
difficult time following multistep directions.
5
 The teacher will provide a model for the student to follow, which will help
Accommodations ** (see note below) with building the house. The student will use an ABC chart that will help with
(1e: Designing Coherent Instruction) letter and sound recognition when writing.
(1 points)

What classroom accommodations do you plan to employ to

increase curriculum access for students identified with special
education needs or 504?

Describe how these accommodations align with the current

Individualized Education Plan (IEP) for each student as
applicable (avoid using actual names of students).
N/A
Modifications**(see note below)
(1e: Designing Coherent Instruction)
(1 points)

What curricular modifications and/or changes in performance

standards, if any, do you plan to employ to facilitate the
participation of students identified with special education needs?
Assessment (Formal or Informal)
(1f: Assessing Student Learning)
(3 points)
How will you and the students assess where the learning
objectives, listed above, were met?
1. The teacher will read the students writing to see their letter sound
correspondence. The teacher will look to determine if the correspondence
is developmentally appropriate.
2. The teacher will look at the students pictures to see if it matches their
writing. The teacher will be able to determine if the picture matches their
writing.

Each formal or informal assessment should describe how it is

aligned to the above objective(s).

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 Overall, I think this lesson went well. I felt very comfortable and prepared
Reflection on Instruction for the lesson; however, I was a little nervous about the activity because it was
(7 points) lengthy and had multiple steps. The students did very well with the read aloud,
charts, and the activities. Many of the students who do not normally
At the conclusion of the lesson you should reflect on the lesson. participate were involved during the whole group instruction time. I believe
The reflection should go beyond simply answering the question this is because the lesson was on a topic that every student was familiar with,
Was this a good lesson? Below are some questions to assist you their family. After reviewing the writing pieces, I could see that the students
in your reflective process (Danielson, 2008): are improving in their writing. There is also a clear link between many of the
o What evidence did you collect to demonstrate that your pictures and their writing.
students have met or are progressing towards the learning The students really enjoyed making their family houses. They really liked
outcomes/objectives? drawing a picture of their family, and making a frame in the shape of the
o View student work samples. What do they reveal about the house. They were all really proud of their work. While they were working, I
students level of engagement and comprehension? noticed that they were talking about their families to one another. This was so
o What changes, if any, would you make to the lesson if you wonderful to hear because it showed that they really understood the purpose of
teach this lesson in the future? What misconceptions, if the lesson. I felt as though this lesson worked out really well, so there is
any, do you need to clarify before teaching the next lesson? nothing that I would change.
o Did you stray from your lesson plan? If so, how and why? Originally, the students were going to create their popsicle stick house on
o Comment on your classroom procedures, student conduct, their writing paper. After looking at their writing pieces, my mentor teacher
and your use of physical space. To what extent did these and I decided it would be nice if they created a separate picture of their family
contribute to student learning? and framed it with the house. Many of the students wrote about specific events
o Comment on different aspects of your instructional with specific people in their family. This resulted in not all the family
delivery (e.g., activities, grouping of students, members being in the picture. It was a quick fix that made the lesson turn out
materials/resources utilized). To what extent were they well.
effective? Since the activity was lengthy, I explained it and had the students perform
the tasks in three different parts. I think this helped keep all of the students on-
task. All of the students responded well to the broken-down parts. Another
thing I did was go around to each table to explain how to glue the popsicle
sticks into the shape of a house to frame their pictures. This helped many of
the students because it provided that individual support. This also helped me
make sure that all of the students understood the directions before completing
the activity. This helped ease my nerves about how the activity was going to
go.
In my class, we have a lot of students at all different levels. This makes
differentiation key. I feel as if my preparation for this activity allowed each
student access the lesson at their level, while being able to fully participate.
For example, I have a few students that came into school knowing no English.
The one student would raise her hand and participate during the discussion
about who can be in a family. She was able to give an answer, in English,
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 because it relates to the vocabulary that she currently knows.
I also tried to incorporate some technology into this lesson, since I have
not done that in the past. I made the charts on the ActiveBoard, which allowed
the students to see the list very well. After getting the hang of the
ActiveBoard, I am willing to try to use it more in the future.
Again, I feel as if this lesson went really well. The students all seemed to
really enjoy talking about families and sharing about their families. I feel as if
my lesson planning has been improving over the course of the semester, which
helped lead to the success of this lesson.

**Accommodations and Modifications

Students with disabilities may need accommodations or modifications to their educational program to participate in the general curriculum. Both are essential to
consider when planning an equitable educational experience for students with disabilities. Accommodations refer to changes in how a student learns the material
but they do not change knowledge content. With accommodations, a student receives the SAME education as other children, but the student can access content or
express knowledge in different ways. Modifications refer to changes of what is taught or what students with disabilities are expected to learn. This may include
adaptations made to instruction and assessment that change or reduce learning expectations. (Please refer to the SLO User Guide and SLO template for additional
explanation.)

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When completing these two sections, you need to describe, if appropriate, how you will ensure that students will access the material based on the accommodations
or modifications listed within the IEP or 504 plan. There should be a direct connection within the Anticipatory Set, Instructional Activity, and Closure section of
the lesson plan template.

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