DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate Ellyse Harris

Grade Level

1st

Title: white house

CONTEXTUAL FACTORS (classroom factors)

Contextual Factors:

ESL students:
Angel WIDA level one
Allyson WIDA level one
Maria WIDA level one
Sixto WIDA level one
Reyes WIDA level one
Adien WIDA level one

High Ability Learners:

Jordan- He excels in reading and in math.
Kayden- He excels in reading and in math.

Behavior Problems:
Harmony- She will often talk out and distract others.
Kylee- She will often talk out and distract others.

Struggling students:
Adien- He missed the first month of school and has fallen very far behind. He receives
extra help in math and reading.
Natalia- She has a hard time focusing and paying attention. She receives extra help in
reading.
Maria, Sixto, Nephi and Reyes all struggle with reading.

There arent any students with an IEP.

Classroom environment:

Children sit at tables of four. There is a rug in the front of the room for whole group
discussion. There is an elmo, smart board, and four chrome books.
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective:

Objective 3 Name school, neighborhood, Utah state, and national symbols, landmarks,
and documents.
Content Walk-Away
I can write about why the white house is special.
Language WalkI can write about why the white house is special.
Vocabulary: review symbol, president
1-Content objectives, 2-Language objectives, 3-Content appropriate

ASSESSMENT EVIDENCE (What evidence do I need to show the students have

learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson):
Students will share why the white house is important.
Content Walk-Away Evidence (Summative):
Students will write why the white house is special.
Language Walk-Away Evidence (Summative):
Students will write why the white house is special.
5-Adaptation of content, 6-Meaningful activities

Modifications/Accomodations (ELL, IEP, GATE, etc.)

I will have vocabulary,

labels, and pictures
displayed. Students will
do an action to go along
with the vocabulary
words.
Students will be paired
with their reading
buddy that they interact
well with.
I will have Adien, Nephi,
and Sixto tell me who
lives in the white house.
I will ask Jordan and
Kayden and Dylan why
the white house is
special and why we
have a president.

Approx
.

ACTIVE LEARNING PLAN

Time

Activate/Building Background Knowledge

The past few weeks we have been learning about our country. What are some things we have learned about
our country that makes it special. Turn and tell your buddy what you think. Thats right in our country we
have the freedom to make our own choices. Who can remind me of what the word freedom means. Turn and
tell your buddy what if means to have freedom. Thats right freedom means you can make your own
choices. Our country is also special because we have a president. Today we are going to be learning about
the president and where he lives.
Formative assessment:
Learning Goal
Students recognize that our
country has freedom.

Success Criteria
Students will discuss what
freedom means.

Assessment Strategy
Listen to them as they interact.

Modification/accommodations: (ELL, IEP, GATE, etc.)

Ask Jordan to share what makes our country special.
Ask Natalia to tell me what the word freedom means.
7-Linked to background, 8-Linked to past learning, 9-Key vocabulary

Focus Lesson (I do it)

Review the walk away and vocabulary.
I will then read them a picture book about the president and white house.
Formative Assessment:
Learning Goal
Students understand the
vocabulary words.

Success Criteria
Students will use the vocabulary
words in a sentence with their
buddy.

Assessment Strategy
Listen to students as they
interact.

Modification/accommodations:
Create an action or phrase to go with the new vocabulary words.
Guided Instruction (We do it)
Stop when it gets to the part in the book that explains how the President in chosen. Explain what it means to
vote. I will then have the students do a vote to see if they want to watch a movie about the white house and

president after the lesson.

16-Opportunity for interaction

T
Formative Assessment:
Learning Goal
Students understand what it
means to vote.

Success Criteria
Students participate in a vote.

Assessment Strategy
Watch students as they interact.

Modification/accommodations:
Ask Jordan if he thinks voting is an example of freedom.
21-Activities to apply content/language knowledge

Collaborative/Cooperative (You do it together)

After reading the book I will show a clip about the white house and president.
After the movie I will ask the students what the Presidents job is and how he is chosen. I will have the
students share with their buddy. I will then ask them were the president lives.
Formative Assessment:
Learning Goal
Students can recognize the
president and the white house .

Success Criteria
Students share with their buddy.

Modification/accommodations:
Ask Adien to share where the president lives.
Ask Dylan what the Presidents job is.
Ask Harmony how the president is chosen.

Independent (You do it alone)

Summative Assessment:
Students will write why the white house is special.
30-Assessment 6-Meaningful activities

Assessment Strategy
Listen to students as they
interact.

Modification/accommodations:
I will have Adien, Nephi, and Natalia sit at the back table with me and I will help them write.
Closure/Review of walk-aways, vocabulary, and essential questions
Review the walk-aways and vocabulary. Have the students share their writing with each other.
27-Review vocabulary, 28-Review concepts, 29-Feedback

SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary
materials, 5-Adaptation of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22Language skills: reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students
engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?

Book about the white house and president

Movie clip about the white house and president
I will only have 25 minutes for this lesson.

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?
I felt like this lesson could have gone better. I was short on time so the lesson felt rushed. If I were to teach this again I
would break it up into two sections. One lesson about who the president is and how we elect him, and another lesson
about the white house. Because I knew I wouldnt have a lot of time I chose an assessment that was fill in the blanks

instead of writing. I dont feel like this assessment did a very good job of promoting higher thinking skills.