Danielson Model: Lesson Plan Design

Class: 5th Grade Resource Room-Johnson Group Date: 1/25/19

Unit: Social Skills Lesson Title: Table

Manners

Content Standard Alignment:

N/A-Social Skills Lesson
Lesson Objectives/Instructional Outcomes: (Framework Domain 1c: Setting Instructional Goals)
Outline the concept, knowledge, skill, or application students can demonstrate upon lesson completion. This may be the
same as or very similar to the content standard; however, it could be narrower or perhaps broader. Objectives may be
stated in the form of critical questions students should be able to answer.

I can use good manners at the dinner table, such as chewing with my mouth closed, using
my napkin, and taking small bites of food.

Relationship to Unit Structure: (Framework Domain 1e: Designing Coherent Instruction)

How does this lesson support the unit goals / enduring understandings? How does this lesson build on the previous
lesson in this instructional sequence? How does this lesson support the next lesson in this instructional sequence?

This lesson was created in answer to a concern that the school social worker had about
the students’ table manners in the lunchroom.

Instructional Materials/Resources: (Framework Domain 1d: Demonstrating Knowledge of Resources)

List all materials and resources required by teacher and/or students, include preparation or other special instructions; e.g.
paper based materials such as textbooks, technology equipment, science equipment or supplies, art materials or
equipment.

Table Manner Cards

Table Manner Checklist (Assessment)
Napkins
Plastic Silverware
Paper Plates
Whiteboard/Markers
Snacks (student provided--teacher will bring goldfish for students with no snack)

Methods and Instructional Strategies

(Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy)

Anticipated Student Misconceptions:

Some misconceptions the students may have are that they already demonstrate proper
table manners or that they already have an understanding of different table manners.

Concept Prerequisites:
List all key concepts and terminology necessary for students to understand the concepts as well as meet the standards,
goals and objectives of the lesson.

Manners: a way in which a thing is done or happens

Table Manners: a pattern of behavior required while eating
Introduction:

The teacher will ask students what they know about table manners;
the do’s and don’ts. The teacher will write their answers on the
whiteboard in a do/don’t chart. The teacher will then ask the students
what places they should have good table manners (i.e. classroom,
lunch table, home, restaurants).

Instructional Activities:
Includes questioning techniques, grouping strategies, pedagogical approaches.

1. The teacher will hold up cards depicting a good table manner

or a bad table manner.
2. The students will determine if the card is a good or bad table
manner.
3. The teacher will place the card in the corresponding spot on
the chart.
4. The teacher will then randomly call on a student to model the
appropriate table manner (the card if it is a “do”, the do if it is
a “don’t” card).
5. The teacher will ask all of the students to model the
appropriate table manner.
6. Steps 1-5 will be repeated until all cards are gone, but with
more student participation (i.e. the students place the cards on
the chart).
7. The teacher will call on students to review the list they have
created about table manners.

Wrap Up-Synthesis/Closure:

The teacher will allow students to grab their snacks for snack time,
and the students will demonstrate the table manners that they have
learned. After eating, the students and teacher will read the “I Can”
statement together.

Differentiation According to Student Needs: (Framework Domain 1b: Demonstrating Knowledge of Students)
Address diverse student needs including students with an IEP or 504, cultural or linguistic needs.

All students have an IEP, and the students are in a small group of 4. However, more
teacher support will be provided as needed to one student who struggles with fine-motor
skills.

Assessment (Formative and Summative): (Framework Domain 1f: Assessing Student Learning)
May indicate the type of assessment most appropriate, or it may provide sample questions, entire tests, portfolio
guidelines or rubrics if available submitted along with the lesson plan as attachments.
Formative assessment that will occur is teacher observations of students modeling
appropriate table manners. The teacher will have a checklist for each student of the table
manners that will be observed during their snack time, with notes of teacher
prompts/reminders.

Reflections: (Framework Domain 4a: Reflecting on Teaching)

What questions will you ask yourself after the lesson is taught?