DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate _Sherrie Taylor_____ Grade Level __1st _ Title Being A Good Friend Social Studies
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors: 19 Students
Boys 11
Girls 8
William IEP speech and reading
Tryston IEP speech
Anthony IEP in progress for speech WIDA Level unknown (absent or late often)
Bladimir ESL WIDA 2.3
Angel ESL WIDA 1.6
Brandon ESL WIDA 1.4
Jaslene ESL WIDA 1.7
Jacob struggles with focusing and staying on task
Classroom environment: This classroom is set up with desks grouped together in 5 studnets. There are several tables
spread out through out the room for centers. At the front of the classroom is the white board and smart board together as
well as a bookshelf underneath with books for students to read. In the corner is the rug with the calendar and days of the
week where we gather as whole class for instruction and reading.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective:
Standard 2
(Citizenship): Students will recognize their roles and responsibilities in the school and in the neighborhood.

Objective 1
Describe and demonstrate appropriate social skills necessary for working in a group.

a.

Communicate positive feelings and ideas of self (e.g., positive self image, good friend, helper, honest).

Content Walk-Away:
I will be able to say and write what a good friend is.
Language Walk-Away:
I will be able to say and write what a good friend is.

Vocabulary:

Good, friend
SIOP #1,2,3
ASSESSMENT EVIDENCE (What evidence do I need to show the students have
learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson):
Observe students listening and answering questions
Content Walk-Away Evidence (Summative):
Check for students writing on their drawings
Language Walk-Away Evidence (Summative):

Check students writing and drawings for what a good friend is

Modifications/Accomodations (ELL, IEP, GATE, etc.)

No modifications needed for

assessments for my ELL
stduenst or IEP stduenst

Approx.
Time

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge
Boys and Girls I have a question for you? Do I have friends? Do you have friends? Leads into a discussion
about friends
Formative assessment:
Learning Goal
Friends

Success Criteria
Students raise their hands
Students answer questions

Assessment Strategy
Observe stduenst answering
questions and participating

Modification/accommodations: (ELL, IEP, GATE, etc.)No modifications needed at this time

SIOP #7,8
Focus Lesson (I do it)
Display Walk Aways and talk about them. I will read a book about being a good friend to the students. And
introduce vocabulary. I will have the students say the vocabulary words with me.

Formative Assessment:
Learning Goal
Listening to story
Vocabulary words

Success Criteria
Listening to story
Say vocabulary words

Assessment Strategy
Observe students listening to
story
Observe and listen to students say
the vocabulary words

Modification/accommodations:
Jaycob already sits close to me so he can focus. Make sure I see Tryston and Anthony and William saying the
vocabulary words.
SIOP #1,2,9,22
Guided ,Instruction (We do it)
On the white board I will write friend. I will then have students tell me words that make up a good friend and
I will write them down creating our own graphic organizer on the board for all the students to see.
Formative Assessment:
Learning Goal
Being a Good Friend

Success Criteria
Say what a good friend is

Assessment Strategy
Observe students and listen to
them as they say what a good
friend is.

Modification/accommodations:
Clarify as my students say words for me to make sure my ELL students understand all the words that we are
putting up on the board.
Also call on Tryston, Anthony, and William so they can practice speaking.
SIOP # 4,18, 22,5,6,17,12
Collaborative/Cooperative (You do it together)
Boys and girls now I want you to turn to your neighbor and tell them why they are a good friend. I want you to
say You are a good friend because.. I will model first so students know what I expect. I will then talk about
some of the things I heard the students saying to each other.
Formative Assessment:
Learning Goal
Tell partners why they are a good
friend

Success Criteria
Say why you are a good friend

Assessment Strategy
Listen and observe students
talking to each other.

Modification/accommodations:
No modifications or accommodations are needed.
SIOP # 4,6,16,17,22, 12
Independent (You do it alone)
Boys and Girls now we are going to write our own sentences. The first one is why we are a good friend (I will
model on the elmo) and the 2nd one is pick a friend and tell why they are a good friend (I will model on elmo).
Then if there is time you may draw a picture of you and your friend.
SIOP #20,21,22, 12
Summative Assessment:
Look at students drawings and sentences.
SIOP # 30
Modification/accommodations:
If not enough time students dont have to draw a picture. Walk around to ELL students and make sure they
are doing ok with writing their sentences. Help them as needed especially Brandon and Jaslene.
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
Who can tell me what a good friend is? Review vocabulary. Turn to your neighbor and tell them why they are
a good friend. Lets share a few.

SIOP # 27,28
SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation
of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills:
reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?
SIOP 19 is not needed as all students understand and L1 is not required to clarify.

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?