Hannah Finegan 12.7.

2017

EFFECTIVE INSTRUCTIONAL DESIGN – STANDARDS-BASED LESSON PLAN

Elements of the Lesson Evidence that Documents the Elements

I. Standard Ha English- Presents from Santa Clause
Common Core State Standards
Or Essential Elements

II. Objectives/Targets and I can statements
What am I going to teach?
What will the students be able to do at the end of the lesson?
What formative assessments are used to inform instruction?
What challenges might students encounter?
I can… recite the name of an object (present) based on the
H picture and/or realia presented.
At the end of the lesson, students will be able to say the name of
an object (present) when asked.

III. Lesson Management: Focus and Organization I will see students trying to say the vocabulary words and if they
What positive strategies, techniques and tools will you see? cannot remember, the students will ask for help.
What ideas for on task, active and focused student behavior?

IV. Introduction: Creating Excitement and Focus for the Lesson Target To generate interest: “Yesterday St. Nikolaus came to deliver gifts
What will you do to generate interest? to the class. He knew we were learning about presents in English,
How will you access prior knowledge? so he left us with some to practice with.” One by one, I will bring
What will you practice/review? out the presents and we will go over their names again. This
should be a review and are not learning these names for the first
time.
V. Input: Setting up the Lesson for Student Success Task Analysis:
 Discuss St. Nikolaus leaving the presents for us to practice.
Task analysis:  Pull out presents, one by one.
 What information does the learner need? If needed, how will it be  Repeating their names (clap, arms, soft, loud)
provided?  Point to object, student answers. (x3)
 Play “What’s missing?”
 Independent fun worksheet
Webb’s Depth of Knowledge
 Review of vocabulary words
 Recall/Reproduction
 Skills/Concept
 Strategic Thinking
Hannah Finegan 12.7.2017

 Extended Thinking Webb’s DOK: recall/reproduction (repeating the names) and

skill/concept (what’s missing and asking students to tell me what
Accommodations: Differentiating to meet students’ needs the object is)
 Remediation/Intervention
 Extension/enrichment Accommodations: I will keep the objects out for students to refer
Methods, Materials and Integrated Technology to as a visual aid. When playing “What’s missing?” I will keep the
 Instructional techniques cards in their same spot, but take out the one that is missing. If
 Engagement strategies students need an extension, I can also describe the present and
 Materials and Integrated Technology list they must tell me what one I am describing.

Materials: (picture card and realia of each)

 Ball
 Doll
 Teddy Bear
 Lego
 Car
 Truck
 Rollerblades
 book
VI. Modeling: I Do I will first show the students the object. I will use descriptive words
SHOW/TELL (Visual/Verbal Input) to describe the object. “This present is black, as four wheels, and
you can drive it on the road.” I will model what I am talking about.
HOW/WHAT (Questioning and Redirecting) Show the number 4 on my fingers, point to the wheels…. We will
go over the name and then repeat it many times. (clapping, arms,
soft, loud, related actions)
VII. Checking for Understanding I will ask students what object I am pointing to after repeating the
Samples of questions to be asked objects many times. This will allow me to see if they can recall the
Ways in which students will respond and be engaged objects and their names. If students need help, they can ask their
Formative assessment strategies to be implemented friends.
Hannah Finegan 12.7.2017
VII. Guided Practice: We Do
What do the teacher and student do together?
How will a gradual release of responsibility be accomplished?
IX. Collaborative (You Do Together) and/or Independent Practice (You
Do)
What practices will be demonstrated/modeled?
X. Closure
How will the ‘I can’ statement(s) be reviewed?
How will students be involved?
What connections to future learning will occur?
XI. Assessment
What evidence supports that the objective(s) were met?
What do my students know, understand and are able to do?
What formative assessments will be used to inform instruction?
Reflection
How do you know that the objective(s)/target(s) was met? What is your
evidence?
Based on the data gathered, what will you do next?
Together, we will play “what’s missing?” First, I will model the
game while also describing what to do. Then I will have a student
helper each round to take a card away while the rest of the class
has their eyes closed. That student will pick on others to guess, in
English, the card that has been taken away. Before each round, we
will go over the cards on the board to have the words fresh in their
mind. (play five or six rounds)
I will then introduce the next activity. I will model the directions.
~Color the presents, cut the presents out, glue them by the tree~ I
will then have students go back to their seats and get started on
the activity once they have their worksheet. While they are
working on the worksheet, I will go around and ask the student
what one or more of the presents are on their sheet. I will also
make comments to expose them to more English, like “I love how
you colored your ball blue. It looks very nice.” I can also use
describing sentences like, “I can see you are coloring the teddy
bear brown and the doll blue. Very nice!”
To review the I can statement, I will be going around to the
students to see if they are able to successfully tell me the names
of the presents. I will be asking them questions and noting what
students were able to identify the presents and what ones needed
some encouragement or help.
For my formative assessments, I will be using the worksheets and
student responses to my questions and statements. I need to be
constantly assessing my students to see what direction I need to
take the lesson into.
Self-Reflection after the lesson
Hannah Finegan 12.7.2017

How well did the students perform/respond? How did students show they
were engaged? What evidence do you have?

What aspect of the lesson was particularly challenging for students? What
will you do to help the student(s) who struggled?

What will you do to extend the learning for those students who met
target?

Were there any surprises? What would you do if you taught this lesson
again?

(Edited by Elementary Team, 2014)

Revised July 2016