Lesson Design Template: MAT/Certification Elementary

Candidate Name: Allison Erickson Host Teacher Name: N/A

School: Ravenwood Elementary School Grade Level: K # of Students: 19
Date & Time of Lesson: N/A Length of Lesson: 45 min
Topic of Lesson: How Raven Brought Light Content Area: ELA Reading
to the People

Materials (include technology): “How Raven Brought Light to the People” by Ann Dixon,
student writing journal, pocket chart, word cards for “Raven stole the sun, now we see
the”. Blank word cards and markers for writing, blank paper and a pencil.

Alaska (2012) Arts Standard: b.1. Recognize Alaska Native cultures and their arts
Standard(s): ELA Standard: RL.K.10: Actively engage in reading activities using
literature from a variety of cultures with purpose and understanding,
and scaffolding as needed.
ELA Standard: W.K.2: Use a combination of drawing, dictating, and
writing to compose informative/explanatory texts in which they name
what they are writing about and supply some information about the
topic.

STAGE ONE STAGE TWO:

Objective (Learning Target/Goal): Student Assessment

1. I can describe a way that an Alaska Native
folktale tells a story about natural
occurrences in the world.
2. I can write a statement that adds to the
folktale.
3. I can relate my event to the story “How
Raven Stole the Sun”.
1. Students will participate in large group
discussion about what event this folktale
describes.
2. Students will use their writing journals to
add to this event, incorporating a fictional
personal experience.
3. Students will draw a picture that illustrates
at least one character from the story and one
part of their fictional personal experience.
STAGE THREE: Opportunities to Learn
Introduction/Hook
Begin with a review of behavior expectations as students seat themselves on the rug (this is a daily
routine). Visual reminders of expectations are posted in the room and reviewed prior to the start of the
lesson. These are repeated by the whole class in a song “eyes are watching, ears are listening, hands
are still…our voice is very quiet, you should really try it! Come and learn, come and learn!”
Recognize students who are demonstrating expected behaviors.

Show students the cover of the book “How Raven Brought Light to the People” by Ann Dixon, and is
illustrated by James Watts. Ask students if they have ever heard a fictional story about an animal
(activate prior learning on fiction vs. non-fiction if needed). What are some of the things that are
unique in fictional stories about animals? (answers such as “animals can talk”, “animals wear clothes”,
etc.) This story is one that has animals that can talk, but it is a little bit different than the other fiction
books that we have read about animals. This story is called a “folktale”, and it is specifically an Alaska
Native Folktale. Alaska Native Folktales are stories that describe things that happen in the world
around us. In this Alaska Native Folktale, we hear about how the Raven brought the light of the stars,
the moon, and the sun out of hiding and shared it with the whole world!
Processes and Products Differentiation/
1. Let’s review a little bit. Remember how I told you that this was a Accommodations/Modifications
folktale about Alaska? Well, Alaska is a very large state! Look at this
map (point to a map of Alaska). Show students where Anchorage and General Accommodations and
Eagle River are. Point to where the North Slope of Alaska is, and point Differentiation:
to where Juneau is. Describe how there are many different cultures in
Classroom expectations for
Alaska, cultures that have been around long before Anchorage was built,
long before Caucasian people came to Alaska. These cultures have
behaviors are reinforced for each
strong traditions that are closely tied to the land, to the animals, and to component of this lesson.
the seasons. Reinforcement 1: rug behavior
2. Describe that this folktale comes from the Tlingit culture, which is Reinforcement 2: Raising hands
located in the southeast panhandle of Alaska (reference the map). Reinforcement 3: Think walk
Remember how folktales often describe things in nature or in the and partner talks
environment? Let’s take a look at the environment in SE Alaska, where Reinforcement 4: Independent
the Tlingit people live (make sure that pictures show the sun, the moon, writing
or the stars). Use computer images to show pictures of the environment Reinforcement 5: Rug Behavior
in SE Alaska looks like. Show pictures of what Tlingit people look like Reinforcement 6: Respecting
(ceremonial pictures, artwork, homes, etc.).
peers during presentations
3. Show students how they can make the State of Alaska with their
hand. Use the document camera to demonstrate what the Alaska hand
These reinforcements are daily
map looks like. Ask students to raise their right hand and make a thumb routines in kindergarten, and are
and index finger checkmark. Rotate their hand towards themselves, and done so in a positive manner in
together point out where Anchorage is, and where the SE panhandle is. which students provide input as
4. Now that we have a picture of SE Alaska in our minds, let’s read the they review the expectations.
story. When you are listening to the story, see if you can pick out a
character or a part of the story that talks about something that relates to All students will be first
nature. Read the story aloud, using dialogic reading strategies. Specific encouraged to sound spell the
points to discuss are: words in their sentences, but not
What do you see in this picture that tells you it is a story from
 Alaska Native culture? all are proficient at this skill.
Encourage all students to try to
What do you think that it would be like to live in the world spell, and provide support in the
without the sun, moon or stars? practice of sound spelling to those
who need it.
(After we see what Raven does with the stars) What do you
think that Raven is going to do with moon? Can you make a
prediction? (Ask the same question for the sun) Students who are not yet sound
spelling, or are still working on
5. When the reading is complete, ask students to stand for a brain break. letter formation and sounds, will
Students put their hands above their heads, linking their fingers to make be provided direct writing
a sun. They do deep breathing, bringing their hands down to touch the support. A pre-printed sentence,
top of their heads with each exhale. On the third deep breath, they with dotted letters as a guide, will
release their fingers, releasing their “sunlight” into the world. be provided so students can trace
6. Ask students to stand. Students will be doing a think walk, where the words “Raven stole ____
they will think about parts of the story that talk about things in nature. ____, now ___ ____ ____
During a think walk, students will imagine what it would be like if they
______”. Students will write the
were taking a walk at night, and all of a sudden there was light. What do
you think you would see? Reinforce behavior expectations for think-
high-frequency words without the
walks: Voice level 0, body movement slow, and hands to yourself. dotted lines. The high frequency
Timer is set for 30 seconds. When the chime rings, students walk back words can be written below the
to the rug. Students return to their assigned seat on the rug, continuing lines, and students will copy them
to manage their personal space. with their own handwriting.
6. When students return, they are to find their partner (partners are
assigned at the beginning of the week), and discuss what they thought Additional accommodations for
about during their think-walk. Students are to use voice level 1. Students specific students are included in
share for 1 minute. the section below.
7. Call the group back together. Ask students if they want to share their
think walk by raising their hands. Call on 3 students to share their
thoughts.
8. Now it is time to work in our writing journals. We will write a
sentence and draw a picture about what we have just read. Students will
be writing a sentence that describes what they see when the light came
into the world. After describing the assignment, begin to create
sentences using word and picture cards on the wall chart. Using word
and picture cards to create a sentence that reads: Raven stole the sun,
now I see a______.
9. On the white board, model the process of writing the sentence. Insert
the word “ mountain” to complete the sentence.
10. Ask students to share their ideas on how to complete the sentence.
Write student ideas on the white board, which they can use as a reference
as they complete their writing project.
11. Excuse students to their tables with the instruction that they are to
use their writing journals to build their sentences.
12. Circulate throughout the room to provide individual support to
students as needed.
13. When students have completed their writing and have had their
worked checked by the teacher, they will draw a picture of what they
see. Their picture should include key elements of the story, such as the
sun, Raven, and some background enhancements.
14. As students complete their work, they can silent read or do a
personal work activity from the writing center at their seats until the rest
of the class is finished.
15. When the whole class has finished their writing, call the group back
to the rug for closure. Have them bring their writing journals with them,
and sit on the perimeter of the rug.

Closure:
Now that we have written our own stories, it is time to share our additions to the folktale. If you would
like to share your writing, please raise your hand. Call on students who are willing to share their
stories. Presenters should bring their writing journals, and will stand in the presentation area of the rug.
Students share their writing, and describe the aspects of their picture. Allow enough time so that all
students who are willing to share their work have the opportunity to present.

When all presenters are finished, ask them what they now know about folktales. Review that folktales
are stories that are passed down from person to person, and they often tell stories that describe things
that happen in the natural world.
•

How is this lesson sensitive to cultural and language issues?

This lesson exposes students to Alaska Native Culture, and introduces the concept of folktales
and oral story traditions. Language, especially terms that may be unfamiliar to new students, is
repeated frequently. Visual representation of other areas of the state are presented to provide
context and raise awareness to the students.

Accommodations for Students with Special Needs

Wyatt
Wyatt was diagnosed at age 3 with Autism Spectrum Disorder, and has entered second grade in a
general education classroom after two prior years in special education classrooms.

Goal 1: Reproduce written materials

Accommodations: Wyatt will be provided a writing page that has dotted lines to trace for all of
the words in the sentence. A blank space at the end of the sentence will be completed with his
own thoughts. At first, ask Wyatt what he thinks he would see. If he has trouble creating his
own image to complete the sentence, teacher will use a visual aid. A picture from the book that
shows the people and the environment will be shown to Wyatt. He can say or point to what he
would like to write to complete his sentence. When he selects an image, the instructor will write
the word with dotted lines in the appropriate place on the writing sheet. Wyatt will then trace the
words of the sentence and draw his picture. Wyatt receives positive reinforcement for
completing his tasks through the use of a star chart. When he completes his work he receives a
green star on the chart, which is a visual tool for him to track his behavior. If Wyatt received all
green stars in the morning, he is rewarded with computer time or a brain break. He is again
rewarded with computer time or a brain break if he receives all green stars in the afternoon.
The star chart is sent home daily, along with feedback to parents on what went well and what did
not go well during the day.

Goal 2: Participate in group activities

Accommodations: Wyatt’s seat on the rug is at the edge, so he is still part of the group but not
surrounded by his peers. He will be paired with one student to do his sharing, and will remain
near the perimeter of the group. During the think-walk, Wyatt will be reminded of the
expectations for body movement and voice level. If he completes the task with the timer, he will
receive a green star.

Goal 3: Increase expressive vocabulary

Accommodations: As with all students in the class, Wyatt will be offered the opportunity to
share his thoughts with the group. If he chooses not to do so (it is not a requirement), he may
share his thoughts through one-on-one discussion with the instructor.

Mark:
Mark has behavioral tendencies that are disruptive to his classmates and the classroom learning
environment.

IEP goals for Mark

Goal 1. Mark will interact appropriately with peers in the classroom.
Accommodations: Mark have various tools placed at his desk and throughout the room to support
him in making positive behavior choices. He has a sign at his desk that outlines, with pictures
and words, the following objectives: Ears listening, eyes watching, body still, voice quiet, brain
on. This visual reminder is a way that the teacher can call Mark’s attention to the behaviors he
needs to attend to. If Mark is being disruptive in the classroom with his voice, the preferred (and
first) method is to point to that behavior on the chart. This non-verbal reminder supports Mark
without calling whole class attention. Additional supports include a Kelsos Choices wheel,
which is placed throughout the room and directly on the table caddys.

Mark also uses a star chart, which is a visual tool for him to track his behavior. He has the
opportunity to earn stars on his chart. There are several instances in this lesson that support
whole group learning: Listening to the story on the rug, sharing their ideas by raising hands,
managing personal space and voice level during the think-walk, respecting peers as they share
their writing. To support Mark’s success, visual reminders of expectations are posted in the
room and reviewed prior to the start of the lesson, as noticed in the introduction/hook. At each
transition, teacher and class will verbally review expectations and recognize positive behaviors
for the whole group. Reinforce Mark’s success each time he is demonstrating expected class
behaviors. Undesired behaviors are immediately addressed by calling attention (non-verbal
reminders first: teacher or aide points to the specific behavior that needs to be addressed on the
behavior chart at Mark’s desk).

If Mark received all green stars in the morning, he is rewarded with computer time. He is again
rewarded with computer time if he receives all green stars in the afternoon.
The star chart is sent home daily, along with feedback to parents on what went well and what did
not go well during the day.

Goal 2: Mark will complete in-class and homework assignments successfully

Accommodations: Mark will utilize behavior cues throughout the classroom (as noted above) as
a guide for his behavior. Teacher or adult support is provided to all students, but Mark will
receive frequent check-ins throughout the work time. If Mark requests personal space to
complete his work, an independent desk is available to him. If Mark completes his work in a
timely manner, he will receive a green star on his chart.

Goal 3: Mark will demonstrate the ability to make sound-symbol correspondence for consonant
sounds.
Accommodations: This assignment will encourage sound spelling, with guided support from the
instructor as needed. Support for Mark will consider that he identify the letters (with a focus on
beginning and ending sounds) for the words that he has been provided. One-on-one teacher
support will be provided, and is integrated into the lesson design through independent writing
time.

Anslo
Assessment data indicates that Anslo’s language, academic, and other adaptive skills are
consistent with intellectual delays. (*IEP goals have been adapted to a kindergarten)

Goal 1: Anslo will interact appropriately with peers in his classroom.

Accommodations: Anslo will choose one specific behavior management goal as a focus area
during this lesson. He will receive verbal reinforcement for accomplishment of completing this
goal.

Goal 2: Anslo will participate in classroom activities.

Accommodations: Anslo will be provided a writing page that has dotted lines to trace for all of
the words in the sentence. A blank space at the end of the sentence will be completed with his
own thoughts. At first, ask Anslo what he thinks he would see. If he has trouble creating his
own image to complete the sentence, teacher will use a visual aid. A picture from the book that
shows the people and the environment will be shown to Anslo. He can say or point to what he
would like to write to complete his sentence. When he selects an image, the instructor will write
the word with dotted lines in the appropriate place on the writing sheet. Anslo will then trace the
words of the sentence and draw his picture.

Goal 3: Anslo will recognize letters by name.

Anslo will have a chart with alpha friends (in alphabetical order) available at his desk as a visual
resource for letters. He can use this chart as a resource as he identifies the names of letters he is
writing.

Connor
Connor has not responded to RTI interventions, and has been identified as requiring support for a
learning disability.
IEP goals for Connor: (*goals have been revised to reflect kindergarten curriculum objectives)
Goal 1: Connor will demonstrate comprehension of stories
Accommodations: Through one-on-one conferencing during the think-walk, Connor will be
asked to retell particular elements of the story to the instructor.
Goal 2: Connor will focus his attention during class instruction.
Accommodations: Connor will be seated close to the instructor during the read aloud, and will
be situated in a space where he will be part of the group but not surrounded by his peers. He will
have unobstructed view of the pictures and the instructor.
Goal 3: Connor will develop age appropriate writing skills.
Accommodations: Connor will be provided writing support by the instructor writing a model
sentence that he will have at his desk for a reference during writing time. He can use this model
to copy the words of the sentence onto his paper. If needed, he will be provided a pre-printed
dotted-line model of the sentence to trace.

Brady
Brady has a 504 accommodation plan to help support positive behaviors. With a diagnosis of
ADHD, Brady’s behaviors are interfering with his academic performance.

504 Accommodations:
Accommodation 1: Language Arts: Letter name and letter sound recognition
Brady will be provided an alpha friends chart (alphabetically ordered) to use as a resource during
the writing exercise. In one-on-one conferencing during writing workshop, he will be given a
written copy of the sentence to transcribe onto his paper. With this resource as a guide, he work
with the instructor to identify beginning letters and beginning sounds of the words in the
sentence.

Accommodation 2: Behavior: Frequently out of seat, impulsive behavior, talks out.

Brady will be seated at the edge of the rug so that he is not surrounded on all 4 sides by his peers.
He will be seated in a position that provides clear line of sight to the instructor. At his tables,
Brady will be near the teacher, and will be facing forward.

Brady has various tools placed at his desk and throughout the room to support him in making
positive behavior choices. He has a sign at his desk that outlines, with pictures and words, the
following objectives: Ears listening, eyes watching, body still, voice quiet, brain on. This visual
reminder is a way that the teacher can call Brady’s attention to the behaviors he needs to attend
to. If Brady is being disruptive in the classroom with his voice, the preferred (and first) method
is to point to that behavior on the chart. This non-verbal reminder supports Brady without
calling whole class attention. Additional supports include a Kelsos Choices wheel, which is
placed throughout the room and directly on the table caddys.

Brady also uses a personal star chart, which is a visual tool for him to track his behavior. He has
the opportunity to earn stars on his chart, and when he does so, he is rewarded with a sticker or a
brain break.

To support Brady’s success, visual reminders of expectations are posted in the room and
reviewed prior to the start of the lesson, as noticed in the introduction/hook. At each transition,
teacher and class will verbally review expectations and recognize positive behaviors for the
whole group. Reinforce Brady’s success each time he is demonstrating expected class behaviors.
Undesired behaviors are immediately addressed by calling attention (non-verbal reminders first:
teacher or aide points to the specific behavior that needs to be addressed on the behavior chart at
Brady’s desk).

If Brady received all green stars in the morning, he is rewarded with computer time. He is again
rewarded with computer time if he receives all green stars in the afternoon.

The star chart is sent home daily, along with feedback to parents on what went well and what did
not go well during the day.