DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate _Sherrie Taylor_____ Grade Level __1st _ Title Social Studies School Rules
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors: 18 Students
Boys 10
Girls 8
William IEP speech and reading
Tryston IEP speech
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 students. 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 2
Identify and list responsibilities in the school and in the neighborhood.

b.

Explain why schools have rules, and give examples of neighborhood rules (e.g., respecting private property, reporting vandalism, and obeying traffic signs and
signals).

Content Walk-Away:
I will be able to say the school rules.
Language Walk-Away:
I will be able to say the school rules.

Vocabulary:

rules
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):
Students say school rules.
Language Walk-Away Evidence (Summative):

Listen to students say school rules.

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

No modifications needed for

assessments for my ELL
students or IEP students

Approx.
Time

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge
Boys and Girls I have a question for you? Do you have rules at your house? What kind of rules? What happens
if you dont follow the rules at your house?
Formative assessment:
Learning Goal
School rules

Success Criteria
Students raise their hands
Students answer questions

Assessment Strategy
Observe students 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. Today we are going to talk about the School rules. I introduce the
rules to the students. Rule 1. Do not kick the balls over the fence. 2. Do not cross the trees in the middle of the
field. 3. Keep your hands and feet to yourself. 4. Raise your hand to speak. 5. Treat everyone the way you want
to be treated.
Display rules for students.

Formative Assessment:
Learning Goal
Listening to rules
Vocabulary words
Questions

Success Criteria
Listening to rules
Say vocabulary words
Answering questions

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

Modification/accommodations:
Jaycob already sits close to me so he can focus. Make sure I see Tryston and William saying the vocabulary
words.
SIOP #1,2,9,22
Guided ,Instruction (We do it)
Boys and girls I want you to tell me the rules. Have studnest read the rules to me.
Formative Assessment:
Learning Goal
School rules

Success Criteria
School rules

Assessment Strategy
Observe students reading the
rules to me.

Modification/accommodations:
Make sure my ELL students are saying the rules and understand them.
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 one of the rules.
Formative Assessment:
Learning Goal

Success Criteria

Assessment Strategy

Tell partners school rules

Tell partners school rule

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 on the way the door I want you to tell me our 5 rules.
SIOP #20,21,22, 12
Summative Assessment:
Listen as students say the rules.
SIOP # 30
Modification/accommodations:
Listen carefully to ELL students and clarify the rules. 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.)
Review vocabulary. Class lets say our 5 rules all together. Who can tell me why it is important to follow the
rules.

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?