DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate Ellyse Harris
Grade Level
Title: What Does it Mean to be Patriotic?
CONTEXTUAL FACTORS (classroom factors)

1st

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.
B. Demonstrate respect for patriotic practices and customs
Content Walk-Away
I can write how I can be patriotic.
Language Walk-Away
I can write how I can be patriotic.
Vocabulary: patriotic, respect
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 with their buddy what the word patriotic means.
Content Walk-Away Evidence (Summative):

I can write how I can be patriotic.

Language Walk-Away Evidence (Summative):

I can write how I can be patriotic.

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 Nephi,
Natalia, and Adien tell
me what they do to be
patriotic.
I will ask Jordan and
Dylan why it is
important to be
patriotic.

Approx
.

ACTIVE LEARNING PLAN

Time
Activate/Building Background Knowledge
The last week we have been learning all about our country. Our country has many different symbols. I want to
turn to your buddy and tell them one of the symbols of our country. Good job, those are all different symbols
of our country. Now I want you to think about what our country has that lets us make our own choices. Thats
right, our country has freedom. We are very blessed to live in a country were we have the freedom to make our
own choices. Today we are going to learn how to show our country that we love and are grateful for it.
Formative assessment:
Learning Goal
Students remember what makes
our country special.

Success Criteria
Students tell their buddy what
makes our country special.

Assessment Strategy
Listen to them as they interact.

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

Ask Sixto to share a symbol of our country.
Ask Reyes to share what makes our country special.

7-Linked to background, 8-Linked to past learning, 9-Key vocabulary

Focus Lesson (I do it)

I am going to review the walk aways and vocabulary with the class.
I will then read them a picture book about how we can be patriotic.
Formative Assessment:
Learning Goal
Students understand the
vocabulary words.

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

Modification/accommodations:
Create an action to go with the vocabulary word.
Guided Instruction (We do it)

Assessment Strategy
Listen to students as they
interact.

Have the students share what it means to be patriotic.

16-Opportunity for interaction

Formative Assessment:
Learning Goal
Students understand what it
means to be patriotic.

Success Criteria
Students share with a partner.

Assessment Strategy
Listen to the students as they
interact.

Modification/accommodations:
Ask Sixto explain what it means to be patriotic.
21-Activities to apply content/language knowledge, 22-Language skills

Collaborative/Cooperative (You do it together)

Have students share with each other what they can do to be patriotic.

Formative Assessment:
Learning Goal
Students understand how they
can be patriotic.

Success Criteria
Students share with their buddy
how they can be patriotic.

Assessment Strategy
Listen to students as they
interact.

Modification/accommodations:
Ask Jordan and Dylan what they can do to be patriotic.
Independent (You do it alone)

Summative Assessment:
Students will write down how they can be patriotic. They can draw a picture to go along with their writing.
30-Assessment 6-Meaningful activities

Modification/accommodations:

I will have Adien tell me how he can be patriotic, I will then write it for him.
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?

This lesson should take 30 minutes

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?