Name of Teacher Candidate: Taylor Bell

Habitude Selected: Courage

Date: August 15, 2016

Grade Level: 1st

Lesson Title: How can we be brave?

Time Required: 30 Minutes

Instructional Groupings:

Are you using

whole group, small group, partners, quads,
homogeneous, heterogeneous? Whole Group

As a result of this lesson/unit students will

Be: (What are the attitudinal changes expected as a result of the lesson? This should be specific to the
habitude which is chosen as the focus for the lessons. This should be the same for both habitude lessons.)

The goal is for the students to be able to share experiences of courage with one another
successfully.

Relevant Goal(s):

(The relevant goal states the overall purpose of the lesson. The purpose of the lesson is
to ..)
The goal is for the students to be able to discuss with one another about an academic topic.
Essential Question(s): (Essential questions should be used to guide instruction.)

What are the different ways I can show courage?

Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the
thinking skills, skills of the discipline. These represent the skills that will be assessed.)

The students should be able to think and tell me a time that they showed
courage.
Support for Academic Language
Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or
symbols specific to the content area. These may be derived from the standards.)
Courage
Bravery
Hollow
Language Demands: (Language demands is defined as the specific ways that academic language
(vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading,
writing, listening, and/or speaking to demonstrate their disciplinary understanding. Identify the following
way/ways that students will participate in learning tasks to demonstrate disciplinary understanding: reading,
writing, listening, or oral language.)
Oral Language: Discussion
Reading
Listening
Language Function: (The language function is represented by the active verbs within the learning
objectives. Common language functions in the include identifying main ideas and details; analyzing and
interpreting characters and plots; arguing a position or point of view; predicting; evaluating or
interpreting an authors purpose, message, and use of setting, mood, or tone; comparing ideas within and
between texts; and so on.
Identifying
Interpreting
Analyzing
Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into
structures, such as sentences, tables, or graphs. Identify the supports that will be provided for students to
organize the information charts, graphs, diagrams. These must relate to the Language Function.)
Sentences
Discourse: (Describe how the students will demonstrate/express their understanding of the Academic
Language.) Discussion: Whole Group
Assessment (Each learning objective must be assessed. Questions to consider: How will the KNOW, DO, and
BE be evaluated? How will students demonstrate their understanding or the lessons objectives? How will you
provide feedback for the students? What type of assessment will be used? Is the assessment formal or informal?
What evidence will be collected to demonstrate students understanding/mastery of the lessons objective? What
constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the
learning objectives listed above. Each learning objective should be assessed. DO NOT restate the learning
objective.)
I will assess the students understanding of the topic by their ability to tell me a time they showed
courage.
Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that

anchor judgments about the learners degree of success on an assessment.)

If the student is able to correctly explain a time to me when they showed

courage, they will have fully grasped the concept.
If the student is not able to explain a time they showed courage, they will have
not met the objectives.

Differentiation for IEP and Focus Students:

These students will be given extra time and as many examples as they need to
give me their answer.
Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson
procedures including strategies/planned supports for wholeclass, small group, and individual instructions; and
differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the
lesson.)

I will show the students the Comfort vs. Courage Zone chart.
Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson,
be directly related to the goals and objectives of the lesson, tap into prior knowledge/experiences, and develop
student interest.)

I will ask the students to tell me what they can remember about courage.
Instructional Strategies and Planned Supports: (Use a bulleted or numbered format to
communicate the procedures for the lesson. Describe the strategies which will be used to support students
learning. Knowledge of students cognitive, social, emotional, and physical development along with their cultural
backgrounds should be evidence.

The students will be shown the Comfort vs. Courage Zone chart.

I will then ask them what they can remember about courage from the first lesson.

I will show the book, Chester the Brave, to the students and I will ask them what they think
it will be about.

We will then read the book, and the students will be asked to put their thumbs up every
time they think a character is showing courage.

After we read the book, we will talk about the book as a class.

After we talk about the book and we have covered Chester and how he showed courage, I
will have the students tell each other about a time that they showed courage.
Closure/Wrap up: (Describe how the content of the lesson will be summarized. There may be a review of
the core concepts, relevant goals, or essential questions.)
After they students have been given a few minutes to discuss with one another, I will stop them and
let them share. If the student gives an example that is correct, the other students will hear another
way in which they can show courage. If they get it wrong, then we will discuss it as a class.

Modifications/Differentiation to Support Student Learning

What will be differentiated? Choose one: Content/Process/Product
Process
How will differentiation be accomplished?
During the lesson, the students will be putting their thumbs up if they hear a
character showing courage. If the students do not put their thumb up, I can
help guide them by stopping and discussing the events that are happening in
the book.
Instructional Supports
Resources and Materials Used to Engage Students in Learning (Provide citations for all
resources that you did not create. Attach key instructional material needed to understand what you and the
students will be doing. Examples: class handouts, assignments, slides, and interactive white board images.)
Chester the Brave by Audrey Penn

Additional Resources and Materials Used to Increase Teachers Background

Knowledge of the Content: (List any websites and sources of materials and background information
that you will need or use as the teacher to engage the students.)

Classroom habitudes: Teaching habits and attitudes for 21 st

Other Relevant Information
Clear Links to Learning Theories, Educational Research, and Principles of
Development:
Vygotsky-ZPD: The lesson begins with letting the students show what they can do alone and then it
moves to a teacher led discussion.
Vygotsky-Social Interaction: He believes that children develop cognitively through social

interaction.