6-10 Day Unit Lesson Plan

Pre-Service Teachers Name: Ruth Byrd Course: Elementary School Methods Management Instructor: r!
avid "ran#lin
ate: $%&'(&($'%
Lesson Plan Day One:

Portions o) *esson +da,ted )rom Cornett -($''.
Two-Pronged Focus -ensures integration.: Core Content +rea -use Common Core Standards. / Writing Standards: 0!1!'$- 0rite routinely over e2tended time )rames -time )or research3
re)lection3 and revision. and shorter time )rames -a single sitting or a day or t4o. )or a range o) disci,line-s,eci)ic tas#s3 ,ur,oses3 and audiences! Speaking and Listening Standards: S*!1!'-Engage e))ectively in a range o) colla5orative discussions -one-on-one3 in grou,s3 and teacher-led. 4ith diverse ,artners on grade 1 to,ics and te2ts3 5uilding on others ideas and e2,ressing their o4n clearly! S*1!'5-"ollo4 agreed-u,on rules )or discussions -e!g!3 gaining the )loor in res,ect)ul 4ays3 listening to others 4ith care3 s,ea#ing one at a time a5out the to,ics and te2ts under discussion.! Language Standards: *!1!65- Identi)y real-li)e connections 5et4een 4ords and their use -e!g!3 descri5e ,eo,le 4ho are )riendly or hel,)ul.
Core Content +rea or +rts&P!E!&Music -use Common Core Standards. / FACS Standards: 7!%!'- +ssess health3 4ellness3 and sa)ety
issues o) individual and )amilies 4ith a variety o) disadvantaging conditions! 7!%!%- iscriminate 5et4een situations that re8uire ,ersonal ,revention or intervention and those situations that re8uire ,ro)ession assistance! 7!6!9- emonstrate strategies that hel, ,artici,ants ma#e in)ormed choices3 access resources and su,,ort3 )ollo4 through on res,onsi5ilities3 and ta#e a,,ro,riate ris#s! Counseling Standards: '!'!6- recogni:es the e))ects o) res,onsi5le 5ehavior '!'!9- ,rovides a list o) school and community resources 1!'!1- develo,s 4ays to res,ond to ina,,ro,riate ,hysical contact 1!'!6 recogni:es situations in 4hich adults in the school or community are needed to #ee, students sa)e Art Standards: %!1!1- creates art 4ith a ,ur,ose '!%!( communicates ,ersonal ideas and )eelings through the choice o) media3 techni8ues3 and&or ,rocesses Music Standards: 1!1!'- ,artici,ates )reely -inde,endently or 4ith a grou,. in music activities re,resenting a variety o) styles or genre at a,,ro,riate and individual s#ill levels!
Student O !ecti"es -4hat should students #no4 and 5e a5le to do.:

'. (. 1. Students 4ill #no4 4hat a stranger is! Students 4ill #no4 that not all strangers are 5ad! Students 4ill #no4 not to 5e a)raid o) all strangers!
Teac#ing Procedure -ho4 4ill strategies 5e used to hel, students solve.:

Strategic 8uestions and statements 4ill 5e used 4hen necessary to guide&aide students through the discussion ,rocess in order to reach a ,articular conclusion! Conce,ts throughout the unit should 5e and have 5een care)ully sca))olded to 5uild conce,t #no4ledge o) strangers and 4hen danger is ,resent! Teacher modeling 4ill 5e used 4hen necessary to encourage all student ,artici,ation!
$eading Strategy -4hat one reading strategy 4ill you use in this lesson;reading out loud is not a strategy.:
In *esson <ne3 4e 4ill 5e using Conte2tuali:ing as our reading strategy! 0hen students conte2tuali:e3 they read through the lens o) their o4n e2,erience and understanding! 0e 4ill 5e utili:ing our descri,tive 4ord 4all throughout the unit as 4ell! <ur descri,tive 4ord 4all 4ill 5e added to and utili:ed every day throughout the unit!
%ntroduction -ho4 4ill you gain attention3 set mood3 esta5lish ,ur,ose3 ma#e ground rules3 and ,rovide voca5ulary )or lesson.:
Since this is the )irst lesson o) the unit3 I 4ill 5egin the lesson 5y giving a 5rie) overvie4 o) 4hat 4e 4ill 5e doing -Stranger iary 4ith collages3 =ournals3 gra,hic organi:ers3 and a 5rie) =ournal essay.! 0e 4ill 8uic#ly discuss 4hat a descri,tive 4ord is! I 4ill then as# them to close their eyes and imagine that they are at the ,ar# ,laying and a stranger comes u, to them! +)ter three seconds I 4ill as# them to ,hotogra,h that ,erson in their minds! Ne2t3 I 4ill as# them to give me descri,tive 4ords )or their stranger 4hile I 4rite the 4ords on the 5oard! This 4ill 5e our descri,tive 4ord 4all!
Pre-Assess&ent -4hat in)ormal&)ormal assessment 4ill you use to gauge 4here the students are 5e)ore the lesson 5egins&may include a ru5ric.
+)ter descri5ing our strangers3 I 4ill direct students to the materials ta5le and have each student ,ic# out a tri-)olded ,iece o) construction ,a,er3 scissors3 glue3 and a maga:ine 4ith ,eo,le in it! They 4ill then 5e directed to cut out ,ictures o) 4hat their stranger in the ,ar# loo#s li#e3 and glue them to the side o) the tri-)olded construction ,a,er la5eled >This Is 0hat My Stranger *oo#s *i#e?! They 4ill 5e given a,,ro2imately ten minutes! 0e 4ill discuss 4hether they )elt their stranger 4as a good stranger or 5ad! -Their descri,tions o) their strangers 4ill 5e a good Pre-+ssessment o) their #no4ledge o) 4hether they )eel strangers are good3 5ad3 or uncertain! <ur ne2t evelo,ment iscussion 4ill give me more insight as 4ell!
De"elop&ent -ho4 4ill teacher ,rovide e2am,le3 students e2,lore&,ractice.:

Ne2t 4e 4ill discuss on our discussion car,et 4hat a real stranger loo#s li#e:
+re they mean loo#ing@ +re they ugly@ o they have 4ea,ons@ Can a stranger 5e a 5oy or a girl@ 0here do strangers hang out@ 0e 4ill then tal# a5out i) strangers can 5e good or are all strangers 5ad@ I 4ill as# 8uestions such as: 0hat i) someone is in danger@ 0hat i) someone is lost@ Students 4ill )ind out that =ust 5ecause there is a stranger around doesnt mean they are al4ays 5ad!
Conclusion -ho4 4ill students sho4 4hat they learned then end 4ith a calming activity.:
I 4ill conclude the lesson 5y as#ing the students i) they )elt they 4ere right a5out 4hat a >real? stranger loo#s li#e in their stranger collage! Todays 8uestions 4ill 5e? 0hat is a stranger@ Can a stranger loo# ,retty or ugly3 rich or ,oor3 old or young@ 0hy do you 5elieve this@?Students 4ill 5e given '$ minutes to ans4er the 8uestions )or the aily Stranger Aournal! Together3 4e 4ill go online -using the smart 5oard3 or Elmo. and ta#e a '$ 8uestion online stranger 8ui:! I 4ill have the students 4rite their ans4ers on a ,iece o) ,a,er and give to me!
Post Assess&ent -ho4 4ill you in)ormally&)ormally assess 4hether or not the students mastered the lesson o5=ectives&may include a ru5ric. :
I 4ill assess them throughout the unit 5y using a ru5ric and o5serving them3 as 4ell as reading the content o) their daily =ournal 8uestions!
Multiple %ntelligences'Di((erentiated %nstruction -,lace an 2 5y each one covered in the lesson.: S,atial -a5ility to visuali:e. *inguistic -4ords&s,o#en&4ritten. *ogical-mathematical Dinesthetic-movement. Musical Inter,ersonal -interaction 4&others. Intra,ersonal -sel)-re)lective a5ility. Naturalist -having to do 4&nature. BCB BCB BBB BBB BCB BCB BBB BCB
)loo&*s Ta+ono&y'Di((erentiated %nstruction -,lace an 2 5y each o) the items that a,,ly.: BCB BCB BCB BCB BCB BCB Dno4ledge -tell3 list3 de)ine3 la5el3 recite3 memori:e3 re,eat3 )ind3 name3 record3 )ill in3 recall. Com,rehension -locate3 e2,lain3 summari:e3 identi)y3 descri5e3 re,ort3 discuss3 revie43 sho4. +,,lication -demonstrate3 construct3 record3 illustrate3 research3 order3 dis,lay3 ,ractice. +nalysis -com,are3 contrast3 classi)y3 criti8ue3 solve3 e2,eriment3 e2amine3 in)er3 categori:e. Evaluation -=udge3 ,redict3 veri)y3 rate3 determine3 decide3 choose3 )orecast3 estimate3 ,rioriti:e. Synthesis -com,ose3 hy,othesi:e3 design3 )ormulate3 create3 invent3 develo,3 re)ine3 ,roduce.
Special ,eeds -indicate ho4 you 4ill e2tend the lesson )or gi)ted learners and decrease the lesson )or struggling learners. :
Ei)ted *earners: My gi)ted learners 4ould 5e encouraged to 5e more descri,tive in discussion3 as 4ell as more detailed in their =ournal ans4ers! *earners Belo4 *evel: I 4ill discuss the unit 4ith the S,ecial Education Teacher and a ,ara 4ill 5e availa5le )or the student i) needed )or reading3 occu,ational3 or scri5ing assistance! *earners 4& Behavior Issues: I 4ill also 5e discussing 4ith the S,ecial Education Teacher ,ossi5le strategies )or my students 4ith 5ehavioral issues and 4ill im,lement them as necessary! Materials ,eeded: Maga:ines 4ith ,eo,le in them Scissors Elue Pencils Construction Pa,er T4i2 Mini Candy Bars Students Stranger iaries
We sites (or Lesson: Stranger -ui. #ttp:''pediatrics/a out/co&'od'parenting0ui..es'l' l1strngdngr/#t& %n(or&ation s#eet (or kids to read wit# t#eir parents #ttp:''www/(ree-(or-kids/co&'Stranger234Danger234Works#eets'Stranger234Danger234-234W#at 234is234a234Stranger/pd(
Pre-Service Teachers Name: Ruth Byrd Course: Elementary School Methods Management Instructor: r! avid "ran#lin
ate: $%&'(&($'%
Lesson Plan Day Two

re)lection3 and revision. and shorter time )rames -a single sitting or a day or t4o. )or a range o) disci,line-s,eci)ic tas#s3 ,ur,oses3 and audiences! Speaking and Listening Standards: S*!1!'-Engage e))ectively in a range o) colla5orative discussions -one-on-one3 in grou,s3 and teacher-led. 4ith diverse ,artners on grade 1 to,ics and te2ts3 5uilding on others ideas and e2,ressing their o4n clearly! S*1!'5-"ollo4 agreed-u,on rules )or discussions -e!g!3 gaining the )loor in res,ect)ul 4ays3 listening to others 4ith care3 s,ea#ing one at a time a5out the to,ics and te2ts under discussion.! Language Standards: *!1!65- Identi)y real-li)e connections 5et4een 4ords and their use -e!g!3 descri5e ,eo,le 4ho are )riendly or hel,)ul.

'. (. 1. Students 4ill #no4 4hat ma#es a stranger 5ad! Students 4ill #no4 some o) the lures strangers o)ten use! Students 4ill #no4 4hat to do i) a stranger a,,roaches them on the street!
Teac#ing Procedure -ho4 4ill strategies 5e used to hel, students ,ro5lem solve.:
In *esson <ne3 4e 4ill 5e using Conte2tuali:ing as our reading strategy! 0hen students conte2tuali:e3 they read through the lens o) their o4n e2,erience and understanding! 0e 4ill 5e utili:ing our descri,tive 4ord 4all throughout the unit as 4ell! <ur descri,tive 4ord 4all 4ill 5e added to and utili:ed every day throughout the unit! 0e 4ill 5e using a directed reading thin#ing activity to aid com,rehension as 4ell!
Todays lesson 4ill 5e started 4ith 4hat 4e discussed in yesterdays lesson3 and I 4ill as# 8uestions such as >0hat is a stranger@ +re they good or 5ad@ Fo4 can you tell@? Then I 4ill continue revie4ing 5y reading the mini 5oo#let o) >Fo4 To Tell The Eood Euys "rom The Bad Euys? 5y the National Child Sa)ety Council! +s I am reading I 4ill sto, a)ter a certain situation has ,resented itsel) and as# them 4hat they 4ill thin# 4ill ha,,en ne2t!
In this lesson3 I 4ill 5e o5serving their discussion ans4ers and noting res,onses 5y use o) a ru5ric! I 4ill sho4 students ,ictures o) di))erent ,laces and as# them 4hat they 4ould do i) a stranger a,,roached them! +re the strangers good or 5ad@ Fo4 can they tell@ Students 4ill then 5e as#ed to get their Stranger iaries and ,ull out their collages! Then they 4ill 5e as#ed to go to the materials ta5le and collect3 scissors3 glue3 and a maga:ine 4ith ,eo,le in it! This time they 4ill 5e directed to 4or# on the section o) the tri-)olded construction ,a,er that is titled >0hat a good and 5ad stranger loo#s li#e to me!? They 4ill 5e given eight to ten minutes to 4or# on them!
0e 4ill then go to our discussion car,et and discuss 4hat their good and 5ad strangers loo#ed li#e to them! Students 4ill 5e as#ed 8uestions li#e >0hat might your 5ad stranger 4ant or say to you@ 0hat might your good stranger 4ant or say to you@ 0hat do you do i) a stranger as#s you to #ee, a secret or go some4here 4ith them@ -Tell someone you #no4 li#e the ,olice3 or your mom3 dad3 5a5ysitter. 0hat do you do i) a stranger tries to ta#e you some4here 5y touching you@ -Scream3 Gell3 Bite3 Dic#3 Aust get a4ayH.!
Tell students they need to tell someone 4here they are going at all times and never go o)) 5y yoursel)! The 5uddy system is a great 4ay to have )un3 and youre never aloneH 0e 4ill ans4er our Aournal Iuestion o) the day! Todays Iuestions 4ill 5e >Can there 5e good strangers@ 0hat ma#es a stranger 5ad@ Fo4 can I stay sa)e 4hile out ,laying?! 0e 4ill conclude 5y dancing and interacting 4ith an online the stranger danger song 5y The *earning Station on GouTu5e!
I 4ill assess them throughout the unit 5y using a ru5ric and o5serving3 as 4ell as reading the content o) their daily =ournal 8uestions!
Multiple %ntelligences'Di((erentiated %nstruction -,lace an 2 5y each one covered in the lesson.: S,atial -a5ility to visuali:e. *inguistic -4ords&s,o#en&4ritten. *ogical-mathematical Dinesthetic-movement. Musical Inter,ersonal -interaction 4&others. Intra,ersonal -sel)-re)lective a5ility. Naturalist -having to do 4&nature. BCB BCB BCB BCB BCB BCB BBB BBB
Special ,eeds -indicate ho4 you 4ill e2tend the lesson )or gi)ted learners and decrease the lesson )or struggling learners. : Ei)ted *earners: My gi)ted learners 4ould 5e encouraged to 5e more descri,tive in discussion3 as 4ell as more detailed in their =ournal ans4ers! *earners Belo4 *evel: I 4ill discuss the unit 4ith the S,ecial Education Teacher and a ,ara 4ill 5e availa5le )or the student i) needed )or reading3 occu,ational3 or scri5ing assistance! *earners 4& Behavior Issues: I 4ill also 5e discussing 4ith the S,ecial Education Teacher ,ossi5le strategies )or my students 4ith 5ehavioral issues and 4ill im,lement them as necessary!
Materials ,eeded: '. Fo4 To Tell The Eood Euys "rom The Bad Euys 5y the National Child Sa)ety Council (. Pictures o) di))erent ,laces! 1. Stranger iaries
We sites (or Lesson: 5/ #ttp:''www/youtu e/co&'watc#6"7A)89e:O#D;s 3/ #ttp:''www/nationalc#ildsa(etycouncil/org'inde+/p#p6 option7co&1content<"iew7article<id75=4:555<catid7>?:c#ild-protection<%te&id78=@
ate: $%&'(&($'%
Lesson Plan Day T#ree

Two-Pronged Focus -ensures integration.: Core Content +rea -use Common Core Standards. / Writing Standards:
0!1!'$- 0rite routinely over e2tended time )rames -time )or research3 re)lection3 and revision. and shorter time )rames -a single sitting or a day or t4o. )or a range o) disci,line-s,eci)ic tas#s3 ,ur,oses3 and audiences! Speaking and Listening Standards: S*!1!'-Engage e))ectively in a range o) colla5orative discussions -one-on-one3 in grou,s3 and teacher-led. 4ith diverse ,artners on grade 1 to,ics and te2ts3 5uilding on others ideas and e2,ressing their o4n clearly! S*1!'5-"ollo4 agreed-u,on rules )or discussions -e!g!3 gaining the )loor in res,ect)ul 4ays3 listening to others 4ith care3 s,ea#ing one at a time a5out the to,ics and te2ts under discussion.! Language Standards: *!1!65- Identi)y real-li)e connections 5et4een 4ords and their use -e!g!3 descri5e ,eo,le 4ho are )riendly or hel,)ul.

'. Students 4ill #no4 4hat to do 4hen they are home alone!
In *esson <ne3 4e 4ill 5e using Conte2tuali:ing as our reading strategy! 0hen students conte2tuali:e3 they read through the lens o) their o4n e2,erience and understanding! 0e 4ill 5e utili:ing our descri,tive 4ord 4all throughout the unit as 4ell! <ur descri,tive 4ord 4all 4ill 5e added to and utili:ed every day throughout the unit! 0e 4ill 5e using a directed reading thin#ing activity to aid com,rehension as 4ell!
I 4ill 8uic#ly revie4 4ith students 4hat 4e have learned so )ar 5y as#ing revie4 8uestions such as >+re all 5ad strangers ugly or scary loo#ing@ o they have 4ea,ons@ Can they loo# li#e a normal cou,le and 5e 4al#ing a ,u,,y@? 0e 4ill discuss 4hat ma#es a stranger 5ad! Jnder our escri,tive 0ord 0all 4e 4ill add stranger descri,tions! 0e 4ill read >0hat i) a stranger? 5y the National Child Sa)ety Council! +s I am reading I 4ill sto, a)ter a certain situation has ,resented itsel) and as# them 4hat they 4ill thin# 4ill ha,,en ne2t! I 4ill then as# students i) they have ever 5een home alone3 4hat they do 4hen they are 5y themselves such as activities and sa)ety rules! I 4ill as# students ho4 they ans4er the ,hone or the door 4hen they are home alone3 and 4e 4ill discuss never o,ening the door to someone 4e dont #no4 or saying >mom isnt home through the door?!
In this lesson3 I 4ill 5e o5serving their discussion ans4ers and noting res,onses 5y use o) a ru5ric! I 4ill 5e loo#ing )or #no4ledge regarding 4hether or not they )eel they 5elieve they should o,en the door right a4ay and 4hether it is sa)e -even in a small to4n. to tell someone their ,arents arent home -even over the ,hone.! I) I notice a student isnt ,artici,ating very much3 I might ,ull them in during a 8uiet time and as# them then to avoid em5arrassment!

Students 4ill 5e grou,ed u, into grou,s o) t4o or three and ,rovided a num5er -,er student.3 then each grou, 4ill 5e given a set o) note cards 4ith a s,ecial scenario -4hich they get to act out.! <nce I have o5served all grou,s and each student has acted out all the ,arts o) the scenarios3 4e 4ill s4itch grou, cards 5ecause each set is uni8ue! Note: one o) the students 4ill 5e the stranger! -This 4ill 5e done )or '6 minutes.
I 4ill conclude the lesson 5y as#ing them to ans4er their =ournal 8uestions >0hy is it unsa)e to tell someone over the ,hone that your ,arents arent home3 a)ter all they arent near5y right@ I) there are so many good ,eo,le out there3 4hy do 4e tell you it isnt sa)e to o,en the door )or a stranger@? Students 4ill 5e given '$ minutes to ans4er their 8uestions3 and then I 4ill start the stranger danger song that 4e 4ill dance to -*in# Belo4.!
The assessment )or the scenarios 4ill 5e done using a sim,le chec#mar# sheet! "or each student3 there 4ill 5e a 5lan# 5o2 -one )or each ,ossi5le scenario.! They 4ill receive a K )or acce,ta5le ans4ers to the stranger and a L )or each unacce,ta5le ans4er! I 4ill also 5e using their =ournal 8uestions as a )ormal assessment!
Special ,eeds -indicate ho4 you 4ill e2tend the lesson )or gi)ted learners and decrease the lesson )or struggling learners. : Ei)ted *earners: My gi)ted learners 4ould 5e encouraged to 5e more descri,tive in discussion3 as 4ell as more detailed in their =ournal ans4ers! *earners Belo4 *evel: I 4ill discuss the unit 4ith the S,ecial Education Teacher and a ,ara 4ill 5e availa5le )or the student i) needed )or reading3 occu,ational3 or scri5ing assistance! *earners 4& Behavior Issues: I 4ill also 5e discussing 4ith the S,ecial Education Teacher ,ossi5le strategies )or my students 4ith 5ehavioral issues and 4ill im,lement them as necessary! Materials:
>0hat i) a stranger? 5y the National Child Sa)ety Council Note cards 4ith scenarios! We sites (or Lesson: 1! #ttp:''www/youtu e/co&'watc#6"7wk&S9AStO&9
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Lesson Plan Day Four

re)lection3 and revision. and shorter time )rames -a single sitting or a day or t4o. )or a range o) disci,line-s,eci)ic tas#s3 ,ur,oses3 and audiences! Speaking and Listening Standards: S*!1!'-Engage e))ectively in a range o) colla5orative discussions -one-on-one3 in grou,s3 and teacher-led. 4ith diverse ,artners on grade 1 to,ics and te2ts3 5uilding on others ideas and e2,ressing their o4n clearly! S*1!'5-"ollo4 agreed-u,on rules )or discussions -e!g!3 gaining the )loor in res,ect)ul 4ays3 listening to others 4ith care3 s,ea#ing one at a time a5out the to,ics and te2ts under discussion.! Language Standards: *!1!(5- Jse commas in addresses! *!1!65- Identi)y real-li)e connections 5et4een 4ords and their use -e!g!3 descri5e ,eo,le 4ho are )riendly or hel,)ul.

'. (. 1. Students 4ill #no4 in)ormation they should #no4 in case they get lost! Students 4ill #no4 in)ormation they should #no4 i) home alone! Students 4ill #no4 im,ortant num5ers in case o) emergencies!
ictation
I 4ill as# students >0hat is im,ortant in)ormation@ 0hat does it mean to you@? Then I 4ill as# students to close their eyes! I 4ill as# them >0hat ,o,s into your head 4hen I say the 4ords im,ortant in)ormation@? I 4ill 4rite their ans4ers on the 5oard! Then I 4ill as# students >Is there any in)ormation that is not really needed@?
In this lesson3 I 4ill 5e o5serving their discussion ans4ers and noting res,onses 5y use o) a ru5ric! I 4ill 5e loo#ing )or #no4ledge regarding 4hether or not they have a good understanding o) im,ortant num5ers and 4hen to use them!

I 4ill continue to move on to as# >0hat num5ers are im,ortant to #no4 i) you get lost@? -Fo,e)ully they 4ill mention M''3 their ,arents num5ers3 a house num5er3 and school num5er.! I 4ill then hand out their emergency num5ers 4or#sheet! I 4ill then as# students >0hat are im,ortant emergency num5ers@? -E2am,le M''3 the ,olice de,artment3 the )ire de,artment3 ,oison control3 and mom and dads 4or# num5ers!?
Students 4ill 5e given a ,a,er to ta#e home to their ,arents&guardians and as#ed to go over 4ith their ,arents 4hat im,ortant num5ers they need to #no4 i) they 4ere to get in to trou5le3 or need their hel,! E2,lain they 4ill receive 5onus credit i) they 5ring it 5ac# to ,ut in their Stranger iaries! 0e 4ill then sing the Song&Chant -lin# is 5elo4.!
0ere students a5le to )ill out in)ormation 4ithout hel,@ Fo4 much hel, did they need@ o the students #no4 the num5er M'' and 4hen it is a,,ro,riate to use it@
)loo&*s Ta+ono&y'Di((erentiated %nstruction -,lace an 2 5y each o) the items that a,,ly.: BCB BCB BCB BBB BCB BCB Dno4ledge -tell3 list3 de)ine3 la5el3 recite3 memori:e3 re,eat3 )ind3 name3 record3 )ill in3 recall. Com,rehension -locate3 e2,lain3 summari:e3 identi)y3 descri5e3 re,ort3 discuss3 revie43 sho4. +,,lication -demonstrate3 construct3 record3 illustrate3 research3 order3 dis,lay3 ,ractice. +nalysis -com,are3 contrast3 classi)y3 criti8ue3 solve3 e2,eriment3 e2amine3 in)er3 categori:e. Evaluation -=udge3 ,redict3 veri)y3 rate3 determine3 decide3 choose3 )orecast3 estimate3 ,rioriti:e. Synthesis -com,ose3 hy,othesi:e3 design3 )ormulate3 create3 invent3 develo,3 re)ine3 ,roduce.
Special ,eeds -indicate ho4 you 4ill e2tend the lesson )or gi)ted learners and decrease the lesson )or struggling learners. : Ei)ted *earners: My gi)ted learners 4ould 5e encouraged to 5e more descri,tive in discussion3 as 4ell as more detailed in their =ournal ans4ers! *earners Belo4 *evel: I 4ill discuss the unit 4ith the S,ecial Education Teacher and a ,ara 4ill 5e availa5le )or the student i) needed )or reading3 occu,ational3 or scri5ing assistance! *earners 4& Behavior Issues: I 4ill also 5e discussing 4ith the S,ecial Education Teacher ,ossi5le strategies )or my students 4ith 5ehavioral issues and 4ill im,lement them as necessary! Materials: Personal In)ormation Sheets
Emergency Num5er 0or#sheets Every students ,hone num5er3 ,arents names3 and home address Stranger iaries
We sites (or Lesson: #ttp:''www/songs(orteac#ing/co&'sa(etysongs'strangerdanger/p#p
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Lesson Plan Day Fi"e

Two-Pronged Focus -ensures integration.: Core Content +rea -use Common Core Standards. / Speaking and Listening Standards:: S*!1!'-Engage e))ectively in a range o)
colla5orative discussions -one-on-one3 in grou,s3 and teacher-led. 4ith diverse ,artners on grade 1 to,ics and te2ts3 5uilding on others ideas and e2,ressing their o4n clearly! S*1!'5-"ollo4 agreed-u,on rules )or discussions -e!g!3 gaining the )loor in res,ect)ul 4ays3 listening to others 4ith care3 s,ea#ing one at a time a5out the to,ics and te2ts under discussion.!
issues o) individual and )amilies 4ith a variety o) disadvantaging conditions! 7!%!%- iscriminate 5et4een situations that re8uire ,ersonal ,revention or intervention and those situations that re8uire ,ro)ession assistance! 7!6!9- emonstrate strategies that hel, ,artici,ants ma#e in)ormed choices3 access resources and su,,ort3 )ollo4 through on res,onsi5ilities3 and ta#e a,,ro,riate ris#s! Counseling Standards: '!'!6- recogni:es the e))ects o) res,onsi5le 5ehavior '!'!9- ,rovides a list o) school and community resources 1!'!1- develo,s 4ays to res,ond to ina,,ro,riate ,hysical contact 1!'!6 recogni:es situations in 4hich adults in the school or community are needed to #ee, students sa)e Art Standards: %!1!1- creates art 4ith a ,ur,ose '!%!( communicates ,ersonal ideas and )eelings through the choice o) media3 techni8ues3 and&or ,rocesses

'. (. 1. Students 4ill #no4 )rom a ,ro)essionals ,ers,ective ho4 to ,revent getting into a dangerous situation! Students 4ill #no4 )rom a ,ro)essionals ,ers,ective 4hat to do should they )ind themselves in a dangerous situation! Students 4ill #no4 )rom a ,ro)essional 4hich ,ro,er community resources they should turn to in a given situation!
Strategic 8uestions and statements 4ill 5e used 4hen necessary to guide&aide students through the discussion ,rocess in order to reach a ,articular conclusion! Conce,ts throughout the unit should 5e and have 5een care)ully sca))olded to 5uild conce,t #no4ledge o) strangers and 4hen danger is ,resent! Teacher modeling 4ill 5e used 4hen necessary to encourage all student ,artici,ation! Pro)essional modeling 4ill ,rovide a uni8ue vie4 o) the to,ic!
Nenn iagram
To introduce this lesson I 4ill 8uic#ly revie4 all that 4e have done so )ar to hel, us in our 8uest to )ully understand stranger danger! Then I 4ill state that 4e still havent heard )rom a ,ro)essional -li#e a ,olice o))icer.! I 4ill as# ho4 many o) the students have heard a ,olice o))icer tal# a5out sa)ety! I 4ill then 8uic#ly introduce our visiting o))icer!
My ,re-assessment 4ill 5e o5serving res,onses in my 8uestion o) ho4 many students have heard a ,olice o))icer tal# to them a5out sa)ety!

+)ter the o))icer has s,o#en 4ith them and le)t3 I 4ill ,ass out Nenn iagrams3 revie4 ho4 they are com,leted3 and e2,lain to students that 4e 4ill 5e com,aring and contrasting strangers! I 4ill 8uic#ly as# )or one e2am,le )rom a student ho4 4e can com,are strangers! I 4ill 5e loo#ing )or the ans4er o) good strangers and 5ad strangers!
I 4ill have each student go online to the site 4e used in lesson one and com,lete an individual '6 8uestion 8ui: on the 4e5site I 4ill give them! Then they 4ill 5e given time to dra4 their o4n Stranger anger 0arning Picture!
My ,ost assessment 4ill 5e o5servations in ho4 they listened and res,onded to the o))icer using a chec# sheet3 as 4ell as the results )rom the online 8ui: -as a )ormal assessment.! I 4ill also 5e a5le to )ormally assess using the Nenn iagrams!
Multiple %ntelligences'Di((erentiated %nstruction -,lace an 2 5y each one covered in the lesson.: S,atial -a5ility to visuali:e. *inguistic -4ords&s,o#en&4ritten. *ogical-mathematical Dinesthetic-movement. Musical Inter,ersonal -interaction 4&others. Intra,ersonal -sel)-re)lective a5ility. Naturalist -having to do 4&nature. BCB BBB BBB BBB BCB BCB BCB BBB
)loo&*s Ta+ono&y'Di((erentiated %nstruction -,lace an 2 5y each o) the items that a,,ly.: BCB BCB BCB BCB BBB BCB Dno4ledge -tell3 list3 de)ine3 la5el3 recite3 memori:e3 re,eat3 )ind3 name3 record3 )ill in3 recall. Com,rehension -locate3 e2,lain3 summari:e3 identi)y3 descri5e3 re,ort3 discuss3 revie43 sho4. +,,lication -demonstrate3 construct3 record3 illustrate3 research3 order3 dis,lay3 ,ractice. +nalysis -com,are3 contrast3 classi)y3 criti8ue3 solve3 e2,eriment3 e2amine3 in)er3 categori:e. Evaluation -=udge3 ,redict3 veri)y3 rate3 determine3 decide3 choose3 )orecast3 estimate3 ,rioriti:e. Synthesis -com,ose3 hy,othesi:e3 design3 )ormulate3 create3 invent3 develo,3 re)ine3 ,roduce.
Special ,eeds -indicate ho4 you 4ill e2tend the lesson )or gi)ted learners and decrease the lesson )or struggling learners. : Ei)ted *earners: My gi)ted learners 4ould 5e encouraged to 5e more descri,tive in discussion3 as 4ell as more detailed in their =ournal ans4ers! *earners Belo4 *evel: I 4ill discuss the unit 4ith the S,ecial Education Teacher and a ,ara 4ill 5e availa5le )or the student i) needed )or reading3 occu,ational3 or scri5ing assistance! *earners 4& Behavior Issues: I 4ill also 5e discussing 4ith the S,ecial Education Teacher ,ossi5le strategies )or my students 4ith 5ehavioral issues and 4ill im,lement them as necessary! Materials: Nenn Pa,er Colored Pencils&Mar#ers&Crayons iagrams
Stranger
iaries
We sites (or Lesson: Stranger Danger -ui. Set to 5> -uestions: #ttp:''pediatrics/a out/co&'od'parenting0ui..es'l' l1strngdngr/#t&6 nu& er1o(10uestions75?<page74<start75
ate: $%&'(&($'%
Lesson Plan Day Si+

re)lection3 and revision. and shorter time )rames -a single sitting or a day or t4o. )or a range o) disci,line-s,eci)ic tas#s3 ,ur,oses3 and audiences! Speaking and Listening Standards: S*!1!'-Engage e))ectively in a range o) colla5orative discussions -one-on-one3 in grou,s3 and teacher-led. 4ith diverse ,artners on grade 1 to,ics and te2ts3 5uilding on others ideas and e2,ressing their o4n clearly! S*1!'5-"ollo4 agreed-u,on rules )or discussions -e!g!3 gaining the )loor in res,ect)ul 4ays3 listening to others 4ith care3 s,ea#ing one at a time a5out the to,ics and te2ts under discussion.! Language Standards: *!1!(5- Jse commas in addresses! *!1!65- Identi)y real-li)e connections 5et4een 4ords and their use -e!g!3 descri5e ,eo,le 4ho are )riendly or hel,)ul. $eading Standard: R*!1!9! istinguish their o4n ,oint o) vie4 )rom that o) the narrator or those o) the characters!

Students 4ill demonstrate a com,lete understanding o) good and 5ad strangers! Students 4ill demonstrate a com,lete understanding o) 4hat to do in certain situations! Students 4ill demonstrate a com,lete understanding o) the dangers o) tal#ing to strangers!
*isten Read iscuss
I 4ill as# enthusiastically >0ho li#es the story *ittle Red Riding Food@? Then I 4ill tell them that 4e 4ill read it and then I am going to 5e dividing the students into grou,s o) three to discuss ans4ers on a 4or#sheet I 4ill 5e giving themH
None 4ill 5e necessary )or this lesson 5ecause I should already have a good understanding o) 4hat they #no4 to this ,oint!

0e 4ill go to our discussion car,et and I 4ill read the story! Then I 4ill grou, the students and give them the 4or#sheet and as# them to 5egin! +)ter )ive minutes 4e 4ill discuss 4hat 4as on the 4or#sheet and 4hat their discussions 4ere! -Iuestions on the 4or#sheet 4ill 5e: Fo4 can some strangers 5e li#e the 4ol)@ Fo4 4ould you react i) you 4ere red riding hood@ Fo4 could she have ,revented her ,redicament@ 0hich o) her actions 4ere unsa)e@. I 4ill try not to allo4 this 4hole ,art o) the lesson to e2ceed ($minutes 5ecause the conclusion 4ill ta#e longer than normal today!
I 4ill conclude todays lesson 5y as#ing the students to 4rite a three ,aragra,h essay e2,laining 4hat they have learned a5out strangers3 the dangers o) tal#ing 4ith strangers3 and 4hat they need to do i) in a situation as 4ell as resources they have availa5le! +)ter they have had su))icient time to 4rite 4ithout distraction3 I 4ill ,lay the *ittle Red Riding Food Song -*in# Belo4. )or them to sing to and dance to!
The )ormal essay 4ill 5e my last and )inal unit assessment! I 4ill then assess the entire content o) their Stranger iaries as a 4ay to assess their gro4th!
Multiple %ntelligences'Di((erentiated %nstruction -,lace an 2 5y each one covered in the lesson.: S,atial -a5ility to visuali:e. *inguistic -4ords&s,o#en&4ritten. *ogical-mathematical Dinesthetic-movement. Musical Inter,ersonal -interaction 4&others. Intra,ersonal -sel)-re)lective a5ility. Naturalist -having to do 4&nature. BCB BBB BCB BCB BCB BCB BBB BBB
Special ,eeds -indicate ho4 you 4ill e2tend the lesson )or gi)ted learners and decrease the lesson )or struggling learners. : Ei)ted *earners: My gi)ted learners 4ould 5e encouraged to 5e more descri,tive in discussion3 as 4ell as more detailed in their =ournal ans4ers! *earners Belo4 *evel: I 4ill discuss the unit 4ith the S,ecial Education Teacher and a ,ara 4ill 5e availa5le )or the student i) needed )or reading3 occu,ational3 or scri5ing assistance! *earners 4& Behavior Issues: I 4ill also 5e discussing 4ith the S,ecial Education Teacher ,ossi5le strategies )or my students 4ith 5ehavioral issues and 4ill im,lement them as necessary! Materials: *ittle Red Riding Food
Erou, 0or#sheet "ormal Essay Sheet -To later 5e ,ut 4ith the Aournal 0ritings. Stranger iaries
We sites (or Lesson: #ttp:''www/youtu e/co&'watc#6"71FA9>$O9@:A

6-10 Day Unit Lesson Plan

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6-10 Day Unit Lesson Plan

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Pre-Service Teachers Name: Ruth Byrd Course: Elementary School Methods Management Instructor: r!

Lesson Plan Day One:

Student O !ecti"es -4hat should students #no4 and 5e a5le to do.:

Teac#ing Procedure -ho4 4ill strategies 5e used to hel, students solve.:

De"elop&ent -ho4 4ill teacher ,rovide e2am,le3 students e2,lore&,ractice.:

Lesson Plan Day Two

Student O !ecti"es -4hat should students #no4 and 5e a5le to do.:

De"elop&ent -ho4 4ill teacher ,rovide e2am,le3 students e2,lore&,ractice.:

We sites (or Lesson: 5/ #ttp:''www/youtu e/co&'watc#6"7A)89e:O#D;s 3/ #ttp:''www/nationalc#ildsa(etycouncil/org'inde+/p#p6 option7co&1content<"iew7article<id75=4:555<catid7>?:c#ild-protection<%te&id78=@

Lesson Plan Day T#ree

Student O !ecti"es -4hat should students #no4 and 5e a5le to do.:

De"elop&ent -ho4 4ill teacher ,rovide e2am,le3 students e2,lore&,ractice.:

Lesson Plan Day Four

Student O !ecti"es -4hat should students #no4 and 5e a5le to do.:

De"elop&ent -ho4 4ill teacher ,rovide e2am,le3 students e2,lore&,ractice.:

We sites (or Lesson: #ttp:''www/songs(orteac#ing/co&'sa(etysongs'strangerdanger/p#p

Lesson Plan Day Fi"e

Student O !ecti"es -4hat should students #no4 and 5e a5le to do.:

De"elop&ent -ho4 4ill teacher ,rovide e2am,le3 students e2,lore&,ractice.:

Lesson Plan Day Si+

Student O !ecti"es -4hat should students #no4 and 5e a5le to do.:

De"elop&ent -ho4 4ill teacher ,rovide e2am,le3 students e2,lore&,ractice.:

We sites (or Lesson: #ttp:''www/youtu e/co&'watc#6"71FA9>$O9@:A

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