ED 345 Calvin College Teacher Intern Lesson Plan Template

Teacher Intern: Katie Fasse Date: 9/26/18

Grade Level: 1st Subject/ Topic: Social Studies/Past, Present, Future
Approx. time spent planning this lesson: 60 minutes *The template will expand as text is added.*
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions: What is the past, present, and future?
Brief Context: This is the first lesson of my unit. They have already been pre-assessed
Prerequisite Knowledge/Skills: Writing skills
Lesson Objectives/Learning Targets Aligned Assessments
Consider formative & summative tools
Please number objectives and the aligned assessment measures.
The learner will: I will assess learning by:
1. be able to define past present and future by 1. looking at their drawing and labels from their
drawing pictures of what they did, are doing, and boards and their books
will do
2. able to label their drawings
Standards Addressed in Lesson: (Include full standard.)
1 – H2.0.1 Demonstrate chronological thinking by distinguishing among past, present, and future using family
or school events.

Instructional Resources:
Past, Present, and Future booklet from Teachers Pay Teachers
Consideration of Learners:
How have you responded to your diverse learners? Consider UDL (Multiple means of Engagement, Representation,
Action & Expression) & principles of differentiation. If appropriate, identify individual accommodations you will make
in response to needs or interests of students.

I have chosen my groupings very carefully. I know who my higher kids are and who my lower kids are. I paired up a
higher kid with a lower kid in order to help both of them. The lower kid gets some help with learning more about past,
present, and future and the higher kid learns as well as they need to teach it themselves. I will also verbally say things
and write stuff down on the board. Repetition, repetition, repetition, is also important.

DOMAIN 2: THE CLASSROOM ENVIRONMENT

COVENANT MANAGEMENT: Relationship & community building working with a partner

CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self- regulation, etc.)

Identify at least 2 ways you will gain whole group attention: counting, “oh dear”, hands on head
Strategies you intend to use to redirect individual students: saying name, shaking head, giving a look, asking to make
smart choices, touching if needed

CONTENT MANAGEMENT: group, flopping

PHYSICAL ENVIRONMENT: normal set up but students get to decide where to flop

DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
Motivation/Opening/Intro: (10 minutes)
- Gather students at group
 - Ask them what we already did at school
- Write a list of what they say on the board, making a list (blue)
- Ask questions like “Didn’t we do math already?” Or “Are you sure that this is everything?” (making sure that
students list everything!)
- Make a new list (purple)
- Ask what we are doing right now
- Write responses on the board
- Ask questions like “Aren’t we also at school too?” or “Where are we in the classroom?”
- Make a new list (red)
- Ask what they are going to do when they go home
- Write responses on the board
- Ask questions like “What will you do when you get ready for bed?” or “Do you know what you are going to eat
for dinner tonight?”
- Make sure that there are at least 5 different responses per list
- Turn and talk with the person sitting to your right about why the lists are in different colors
- If there is no one near their right then form a group of three
- Listen to students responses (I’m expecting some of the students to say things like that they are things we have
already done, what we are doing now, and what we will do)
Development: (20 minutes)
- Once it is established that these are the three lists write PAST, PRESENT, AND FUTURE over the corresponding
lists
- Explain how things that have happened and things we have already done are in the past
- Things that are happening right now are the present
- Things that will happen in the future haven’t happened yet but will
- Write under lists while saying
- Make sure to clarify that a present that you give someone and the present are two different things!!!
- Say that we are going to do a partner activity
- I want each student to grab a white board, marker, and eraser
- I will tell you the groups and you can flop where ever you think you two will work best
- Remind students to make good choices
- Groups:
- - Wade and Kinley
- - Xzavier and Annaliese
- - Nolan and Anna
- - Isabel and David
- - Libby and Bryson
- - Abby and Elly and Brinley
- - Carson and Annika
- Once students have gathered their supplies and flopped start counting
- Once their attention is back on me say that I want them to write their birthday’s on their boards if they know
them
- When they are done raise their boards
- So and so’s birthday was March 3rd. Is that the past, present, or future? Why?
- Work with their partner (s) to answer the question “What is something that both of you will do in the future?”
- They can write or draw but both partners should have the same answer
- When their done raise their boards
- Read student responses out loud like I will shower or I will feed the dog
- Note similarities and differences, say that’s okay to have similarities and differences
- Work with their partners to write/draw what they are doing in the present
- When they are done raise their boards
- Read and respond to student answers like I am lying down or I am writing
- Have students put away boards, markers, and erasers and go back to desks
- Self assess using heads down and thumbs up or down
 - If students still don’t understand ask students who do to explain in their own words past, present, and future

Closure: (10 or 15 minutes)

- Hold up the Past, Present, and Future booklet
- Explain how each student is going to fill this out about what they did today, what they are doing right
now, and what they will do later
- Say that each student will write their name on the cover
- Then write a sentence and draw a picture of something they did in the past, then what they are doing
right now, and then what they will do later
- Ask students to get out colored pencils or crayons
- While they are getting out the materials pass out booklets
- Once they have their crayons or colored markers and their booklets they can work
- Float and offer help if needed
- Once students are done they can place it in the “in bin” and work on their blue folder
- If that’s all done then they can read to self

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

EVIDENCE OF PROFESSIONALISM: spent more time planning, looked at other resources

REFLECTION AFTER TEACHING THE LESSON: