Lesson plan Template

Name: Emily Glover Date: 10/22/15 Discipline: Elementary Education

Lesson Title: Cinderella v. Bubba and the Cowboy Prince School: University Place Elementary School
Grade: 1st Grade
Context for Learning (EdTPA):
1. In what type of school do you teach?
Elementary
Urban
2. List any special features of your school or classroom setting (e.g., charter, co-teaching, themed magnet, classroom aide,
bilingual, team taught with a special education teacher) that will affect your teaching in this learning segment.
none
3. Describe the physical facilities (e.g., regular classroom, specially equipped art room, portable, storage space), materials, and
equipment (e.g., easels, potter;s wheel, kiln) available to you for the learning segment.
It is a regular classroom, with a smart board, iPads, a library, and reading rugs that can be used for this lesson.
4. Describe any district, school or cooperating teacher requirements, expectations, or scheduling that might affect your
planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized
tests.
My cooperating teacher has very little restrictions as long as the common core state standards and UPs standards match
up with the standards in my lesson. I will have to take in account for a bathroom break and/or P.E. time.
About This Class Featured in This Assessment
1. How much time is devoted each day to english language arts in your classroom?
The main goal school wide is to teach kids how to read and write well. Most of the instruction time is spent reinforcing
how to read and how to write because if the students can do that, then every other subject comes naturally.
2. Identify any textbook or instructional program you primarily use for english language arts instruction. If a textbook, please
provide the title, publisher, and date of publication.
My teacher gets all of her stories she uses for reading from multiple program online.
3. List other resources (e.g. electronic whiteboard, hands-on materials, online resources, art posters, slides of artwork, and/or
materials for art production) you use for english language arts instruction in this class.
We have electronic whiteboard, hands-on materials, online resources, and reading posters to write on and to hang on the
walls for reinforcement.
About the students in the class featured in this Assessment

1. Grade level: 1st Grade

2. Number of students in the class: 16
3. Males: 8 Females: 8
Students with Specific Learning Needs
IEP/504 Plans:
3 IEPs
Classification/ Needs
These students have a separate time each week to go meet with a specialist to complete the work they are given in class.
Number of Students
3
Supports, Accommodations, Modifications, Pertinent IEP Goals
Out of class support with a specialist, inclusive classroom modifications
Study Buddy has a goal to read for comprehension, write complete sentences neatly, and has benchmark for adding and subtracting
more than 2 numbers well by the end of the semester.
Other Learning Needs
Number of Students
Supports, Accommodations, Modifications
Common Core State Standard(s):
8.) Compare and contrast the adventures and experiences of characters in stories. [RL.1.9]
Instructional Objective: The students will be able to
Ask and answer questions about key details, compare and contrast two different fairy tales using background knowledge, and make
predictions about a new story using background knowledge and context clues.
Student-friendly Objective(s): I can statement
complete a venn diagram on a worksheet that compares and contrasts two stories based on prior knowledge.
Prerequisite Concept(s) or Skill(s):
The students must be able to read and write. The students must be able to recognize key details in the stories. The students must
understand what background knowledge is in order to use it to predict the story.
Language Demand: Identify the language demand (academic language, content vocabulary, function, discourse, syntax) that students
will encounter or must use/comprehend as they participate in learning tasks.
key details, compare, contrast, similarities, differences, background knowledge, fairy tales, identify
Key Vocabulary:

Princess, Prince, Cinderella, Cowboy, compare, contrast, similar (same), different, married, danced, ball, boot, shoe, venn diagram
Model of Delivery: Direct instruction, lecture/presentation, STAD, etc.
Guided instruction, independent instruction
Accommodations/Grouping: Accommodations, Modifications, Support for Diverse Student Learning Needs, Interventions,
Extensions, ELL, IEP, 504, Differentiation, Teacher Knowledge of Students
Support struggling students with the Independent Practice by having them write down all the things that are the same as their partner.
Then have them write down all the things that are different. Finally, guide students to record the similarities and differences in the
correct place in the Venn diagram.
Materials, Equipment and Resources: Provide a list of all materials, equipment and resources. Attach copies of students sheets,
handouts, etc. in an appendix.
Teacher
oversized paper for venn diagram, sharpie, you tube videos, tape
Students
venn diagram worksheet, pencils, clipboards
Lesson Procedures & Activities:
Teacher Activities
Talk about back ground knowledge of cinderella, underlying message with the use of a video on you tube (Impossible by Whitney
Houston- message is that anything is Possible), Complete venn diagram based on students answers, work 1 on 1 with study buddy
Students Activities
Answering questions, watching videos, partner worksheet of venn diagram, study buddy worked with student teacher
Introduction/hook (anticipatory set):
Set/Hook/Advance Organizer
Venn diagram
Multiple Ways to Engage Students
videos, group work, competition,
Motivator
get to wear crown/cowboy hat
Essential Question

How can we identify similarities and differences?

Connection to Prior Knowledge
Use venn diagram to connect similarities/differences between Cinderella and Bubba The Cowboy Prince
Promotes Curiosity
Lesson:
Mini lesson
Strategies- direct instruction, guided instruction
Big Ideas
Procedures/Sequence
Modeling
doing venn diagram first
Learning Tasks
Academic Feedback
Higher Order Questioning
Differentiation
Active Student Participation
Guided practice/ Independent practice/application
Closure:

Review
Differentiation
Assessment (aligned with objective)
Student reflections

Assessment and Evaluation: formal or informal, whole group, small group or individual
informal, small group
Extension: Homework, further instruction

Reflection: Complete after the lesson has been taught. (use a separate sheet)

How does the candidate use knowledge of his/her students to target support for students learning of the
objective(s)?

How does the candidate use knowledge of students to inform teaching and learning?

How are the informal and/or formal assessments used to monitor student learning?

How does the candidate demonstrate a positive learning environment that supports students engagement in
learning?

How does the candidate actively engage students in integrating strategies and skills to understand the learning
objective(s)?

How does the candidate use evidence to evaluate and change teaching practice to meet students varied learning
needs?