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Lesson Plan Template
Name: Kristen Halo Date: 1/14/21 Grade Level/Content:
1st Grade Literacy/Social Studies
Asynchronous:
Seesaw:
Schoology
Other :
Synchronous
Zoom link:Google meets link:
Other:
In Person:
Heather Lavelle will be videotaping lesson.
I. Pre-Assessment Data (FEET 3.5)
What do students already know about this topic? What data (formal or informal) is available?
Students have prior knowledge of the history of Martin Luther King Jr. from kindergarten. Students are also familiar with listening to stories to find key details that they will use in their writing.
II. Content and Language Objective (FEET 3.1)
*Must be conveyed to studentsWhat will students be able to do at the end of today’s lesson? How will this support language development?
Describe Explain Apply Analyze Compare Evaluate Defend Create Interpret Formulate SWBAT describe, in writing and drawings, key concepts from a historical time period using a sentence stem and the assistance of partner talk.
Key Vocabulary: Equality, racism, peace, segregation
III. Rationale (FEET 3.1)
* Must be conveyed to studentsWhy is this important to students? How is this related to unit goals and essential questions? How does this connect to students’ real lives?
“We are learning about this because MLK helped improve things in our country for everyone by fighting for peace and equality.”
IV. Assessment (FEET 3.1, 3.5)
* Must be conveyed to studentsHow will you measure students’ progress toward the objective? Will the data you gather allow you to differentiate future instruction?
The students’ participation in the class discussion, partner discussion, and individual writing responses will provide information about their progress toward the objective. From previous writing assignments and data, I am aware of certain students that will need additional support in the form of conferencing during their work time.
V. Differentiation (FEET 3.6)
How will you use data to intentionally group students according to skills/readiness? What choice will students have in the process or product associated with this lesson?
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Grouping is not a feasible option due to covid. If individual students need more support, I will work with them individually or with one partner to scaffold their writing assignment. Students that are reading and writing above grade level will be pushed to ensure their writing contains minimal grammatical errors. Students will choose which word they want to write about.
VI.
Lesson Components (FEET
3.2, 3.4) Active Engagement Strategies
Oral language development
Cooperative learning
Critical thinking
Arts Integration Checks for understanding
Frequent feedback
Student voice and choice
Scaffolding
Strategies to support ELLs (3.3, 3.4,) o Visual supports
o Explicit vocabulary o Realia
o Native language support
Component Time
required A. Management(FEET 1.2): Explain your expectations and the consequences if expectations are not met
Precise Directions Positive Narration Whole-class Incentives Individual Consequences
I will give precise directions regarding my expectations for the seesaw assignment and utilize positive narration to encourage students to stay on task. I will utilize our daily behavior clip chart to reward or encourage certain behaviors.
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B. Lesson Introduction (FEET 3.1): ‘Hook’ students into content. Explain objective, rationale, and assessment
“We’re going to talk about something really important today. Raise your hand if you’ve heard of MLK. Who can tell us about MLK?”
“We’re going to listen to a story about MLK and talk about what he did for our country because he helped improve our country by fighting for equality and peace.”
“While we’re listening and talking about MLK, I want you to be thinking about some of his big ideas because in your writing assignment today, you’re going to pick one of the words to write about.”
C. Body of Lesson(FEET 3.2): I Do, We Do, You Do: model, guided practice, independent practice Teacher Does…
“I read, you read” objective
“Before we talk more about MLK, I want to review some words that are very important to our lesson today. Our first word is equality. I want you to turn to your table partner and share what you think equality means. The person facing the window will go first. When you have both shared, show me that by giving your partner an air high five. You have about one minute and then we will share out as a group. Ready, go”
“3, 2, 1, Voices…”
“Raise your hand if you want to share out what you think equality means, after talking with your partner.
Students Do…
Students choral read objective
Students will share with partner about what they think equality means.
Students will wrap up partner talks and be at 0 voice level.
Students will raise hands to share ideas about what equality
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“Our next word is peace. Talk with your partner about what peace means. The partner facing the wall will go first. Show me an air high five once you have shared. Ready, go.”
“3, 2, 1, Voices…”
“Raise your hand if you want to share out what you think peace means, after talking with your partner.”
“Our last words that I want to think about are segregation and racism. I grouped them together because they are kind of related. I want you to talk with your partner again about what you think these words mean. This time the partner with longer hair will go first. Ready, go.”
“3, 2, 1, Voices…”
“Raise your hand if you want to share out what you think segregation or racism means, after talking with your partner.”
“We’re going to watch a video about MLK’s life. I want you to listen to some of the key details in the video that tell us about MLK’s life and that period of history.”
“What were some things this book talked about?”
I will briefly review the calendar to show students when MLK day is honored and explain why we won’t have school on Monday.
means.
Students will share with partner about what they think peace means.
Students will wrap up partner talks and be at 0 voice level.
Students will raise hands to share ideas about what equality means.
Students will share with partner about what they think segregation and racism mean.
Students will wrap up partner talks and be at 0 voice level.
Students will raise hands to share ideas about what segregation and racism mean.”
Students will actively watch the informational story book so that they can engage in a conversation about MLK’s life.
Students will raise their hands to share out their thoughts from the video.
“We’re going to look at some ways that our lives would have been different if we lived when MLK lived. That will help us to see how much he changed our lives.”
“I’m going to read the captions for the “then” pictures and then I will call on someone to help us read the “now”
pictures.”
“Then…bus, water fountain, school, movie theater”
“I’m wondering… how does this make you feel? How would your life be different if MLK didn’t fight for our equality?”
“We’re going to watch one more video about how much MLK did for all of us. I want you to be thinking about some of the ideas that Kid President talks about.”
Students will raise their hands to read the “now” captions.
Students can share out in whole group.
Students will watch video so that they can engage in discussion that will help with assessment.
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“These are some of the big ideas that we learned about today. I read, you read. Friendship, equality, etc.”
“For your writing assignment today, you are going to pick one of these words to write about. Let’s try one together. I want to write about equality so I’m going to write that word in my box that says ‘big word’. Who can remind me of what equality means?”
“What could I draw for my picture to show equality?”
“Next I need to write a sentence that talk about what equality means to me. So I’m going to start my sentence with the ‘big word’ that I chose.”
“Equality means that everyone is treated fairly.”
Before we start our assignment, I want you to turn to your partner and tell your partner which ‘big word’ you are going to write about. Once both partners know what you’re going to write about, show me an air high five so that I know you’re ready to start writing and I will bring your paper over. The partner with the shortest hair will share first. Ready, go.”
Students will choral read the “big words”.
Students will follow along while I model so that they can successfully complete their individual assignments.
Students can raise their hands to share what equality means.
Students will raise their hands to share ideas about what to draw to show equality.
Students will talk with partner about their writing ideas and show an air high five once they are ready to begin their writing assignment.
I will monitor groups to give them their assignment once they are ready to begin. I will do a quick conference with students to ensure that they know what they are writing about and are on the right track.
I will provide individual sentence stems to students that require additional assistance.
I will give feedback to students as they complete their assignment on ways that they can improve ideas, spelling, or grammar, or incomplete portions.
Students will choose a ‘big word’ and write it in the box.
Students will then draw a picture to represent the ‘big word’.
Students will write their sentences about what their ‘big word’ means.
Students will revise their work based on feedback.
20 min
D. Closing (FEET 3.1, 3.5): Review progress toward objective (may include student self-assessment)
I will share out exemplary student work, as students finish. This will serve as a support for students who are still working.
When students have competed their final draft, I will have a quick conference with them regarding their assignment and if they think they met the requirements of the assignment.
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Materials and Resources Needed (FEET 1.2, 3.2,3.4,) - Youtube videos
- Printout activity sheet - Data tracking sheet
Extension of Learning (e.g., homework) (FEET 3.6)
- Students will continue to learn about MLK on Friday
Apprentice Teacher Reports on their participation on the following:
1.1 Communicates with
parents/families to gather information on student needs, provide support, and
I participated in the individual virtual home visits for the students and families
that were able to meet with us via google meet. I also participated in Back to
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share data about student progress.
School meetings with families.
I facilitated istation testing through individual google meets with students and
family members. I communicated with the family members about how to get
their student logged into the test and what the expectations were regarding
assistance.
I communicate with parents briefly at pickup at the end of the day and during
google meets when appropriate or warranted.
I follow along with family concerns and feedback via Remind.
4.2 Participates in school, district, and community initiatives (e.g.,
professional development opportunities, school events, community-based activities).
