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Grade: 1
5. Relevance/Rationale: (Why are the outcomes of this lesson important in the real world? Why are
these outcomes essential for future learning?)
Every day we enjoy freedom, of religion and of speech, for example. We need to develop a sense of
pride in our nation by being thankful for such freedoms. Behind these freedoms are the service and
sacrifices of veterans. This means that we recognize, appreciate, and celebrate the achievements of
veterans, past and present.
STUDENT-FRIENDLY
TRANSLATION
I will write a thank you letter to a
Veteran that tells why Veterans Day is
important and describes an achievement
of veterans.
STUDENT-FRIENDLY
TRANSLATION
I am thankful for the freedom we have in
American. I can recognize and celebrate
the achievements of veterans.
6. Essential Questions:
Why is Veterans Day important?
How do Americans celebrate Veterans Day?
How can you appreciate a veteran?
Part II STUDENTS INFORMATION
7. Demographic Profile:
a) Total number of students
a. There are 22 students: 13 boys and 9 girls.
b) English Learners/Standard English Learners
a. (There are 2 ELs, Hispanic in nationality, speaking Spanish at home)
b. Proficiency levels:
i. Early advanced-1
ii. Early intermediate-1
c) Students with special needs
a. Autism
i. There are 1 students with IEPs for autism.
b. Sensory processing-1 that receives occupational therapy privately
c. Visual impairment
i. There are 2 students who wear prescription glasses. One of those students 1 wore an eye patch to correct a visual impairment
last year in kindergarten. However, it is not required this year.
d. ADHD
i. There is 1 student who is known to be diagnosed with ADHD. He takes a prescribed medication before school. He tends to be
most hyperactive in the morning. Mrs. Messner believes, this is due to the timing of the medication; if the medication is given
later than usual, the desired effect is delayed.
e. Being considered for testing
i. There is 1 student with hyperactivity and at other times inattentiveness, impulsivity. Mrs. Messner suspects a ADHD. The
childs mother suggests that he needs hand-on, kinesthetic/sensory learning experiences.
d) Academic language abilities, content knowledge and skills in content area
a. Recently the class studied Johnny Appleseed. They compared and contrasted now and long ago. They have discussed the season of
fall, however, this will be the first history lesson regarding a national holiday. No previous formal assessment.
b. Mrs. Messner teaches thematically. The themes are CCSS ELA based with embedded history or science CA content standards.
e) Linguistic background
a. There are 2 ELs, Hispanic in nationality, that speak Spanish at home. One student is known to have one parent who speaks very
limited English and the other has a high proficiency in speaking English.
f)
g)
h)
i)
j)
k)
8. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the content? Please specify
anticipated difficulties for English Learners, Standard English Learners, and/or students with special needs. )):
a. Both EL students may have difficulty accessing key vocab terms in the text.
b. Students with special needs:
Autism: one identified student may have difficulty staying in his seat due to a need to receive positive feedback on work.
Sensory processing: one identified student may have trouble focusing and paying attention during the reading of the text and during whole group
discussion.
Visual impairment: if the two identified students do not wear their prescription glasses (ex. forgot at home), they may difficulty seeing the text or
visuals.
ADHD: one identified and one unidentified student may have trouble focusing and paying attention during the reading of the text and during whole
group discussion.
a. Formative:
TW assess student participation in oral discussion before, during and after the reading of the text. SW engage in oral discussion with meaning and
purpose. TW also assess the engagement of the students through the use of hand gestures/TPR.
Fully Evidenced
Need More
Not Evident
Criteria
Information
Description of Veterans Day
Description of Achievement
of Veterans
Writing is
beginning to
convey an
understanding of
Veterans Day.
Writing does
NOT convey an
understanding of
Veterans Day.
Writing is
beginning to
convey an
understanding of
the achievements
of veterans.
Writing does
NOT convey an
understanding of
the achievements
of veterans
Student includes
1 key word.
No key words
are used.
complete, TW say, this book gave us a lot of information about veterans and how they are celebrated. Lets think about how can we appreciate a
veteran. SW partner share their ideas. Then, we will take turns sharing ideas in whole group. TW say, today you will be able to write a letter to a
veteran
5 min (Madeline Hunter #4: Modeling): TW model a sample letter to a veteran and display under the document camera. TW read it to the class:
Dear Veteran,
Veterans Day is a day that we celebrate your
accomplishments in the military. Thank you for
serving our country.
Love,
Ms. Morgan
TW state the three things that each letter needs to say: 1) Letter describes what is Veterans Day in detail; 2) Letter describes at least 1 achievement
of veterans; 3) Letter includes a minimum of 2 key words from the informational text (Ex. veteran, achievement, honor, celebration, sacrifice). TW
display a second letter with sentence frames. TW read it to the class:
Dear Veteran,
Veterans Day is _________________.
Thank you for __________________.
Love,
______________
1 min (Madeline Hunter #5: Checking for Understanding): TW check for understanding by asking students, Do you understand what your job is?
SW respond with thumbs up, side, or down. TW say, tell your neighbor what your first sentence will be. Veterans Day is __________. Then you
may begin. TW follow up with further explanation for those who responded with a thumbs down.
10 min (Madeline Hunter #6: Guided Practice): SW start to work on their letters while T circulates the room and answers questions or make
comments toward student progress. TW display sentence frames and vocab cards for reference.
CLOSE:
5-10 min (Madeline Hunter #7: Independent Practice): SW finish writing their letters. SW write at least 2 sentences and meet criteria stated in rubric.
5 min (Madeline Hunter #8: Closure): TW close lesson by having S share their letters with a partner in their table groups. TW show student exemplar
work under document camera. TW ask if the piece meets the rubric criteria. Does this letter tell us what Veterans Day is? Does this letter describe an
achievement of veterans? Does this letter include at least 2 of the vocab words? TW re-state objective. Today your job was to write a thank you letter
to a veteran that tells why Veterans Day is important and describes an achievement of veterans. Do you feel we met this objective today? SW show
a thumbs up or down.
(I delivered letters to the VA Hospital in Long Beach. The letters went to the nurses station, who said she would deliver them to the patients and
hang the poster. I included the school address in each of the letters in case the veterans would like to return correspondence.)
Part VI - REFLECTION
1. Please include your rubric data here.
Criteria
Description of Veterans Day
Description of Achievement
of Veterans
Details using Key Vocabulary
3
Fully
Evidenced
14/21=67%
2
Need More
Information
2/21
1
Not Evident
16/21=76%
2/21
3/21
20/21=95%
1/21
0/21
5/21
Considering the number of students who fully evidenced the criteria on the written assessment, 67% of students were able to describe Veterans
day by completing one sentence frame, Veterans Day is ____________.. For the description of achievement of veterans, 76% of students were
able to complete the second sentence frame, Thank you for ___________. Lastly, 95% of students were able to use at least 2 key vocabulary terms
in their letters.
2. Were the students successful at achieving the lesson objective?
a) If so, provide student evidence (Include 5 samples low, medium, high, EL, & Student with Special Needs).
All students participated and were engaged in the letter writing activity. Most students were successful with achieving the lesson objective, as 67% of
students fully evidenced all criteria listed above. The description of Veterans Day answers the question, why is Veterans Day important? For
example, one student says, Veterans Day is important because they help our world. In the second sentence frame, students say thank you for
something the veteran has done. For example, another student says, Thank you for keeping our country safe. This statement recognizes the
achievements of veterans.
Notes for Student Samples:
Description of Description of
Veterans Day Achievement of
Veterans
Weston (High)
3
3
Emiliana (Medium)
3
3
Audrey (Low)
3
3
Beto (EL)
3
3
Steele
1
3
(Student with special needs)
More details
needed. Why do
we celebrate
Veterans Day?
Charlie
3
2
(Student with special needs)
Be more
specific. Why is
the veteran
brave?
James
3
3
(Student with special needs)
Details using
Key
Vocabulary
3
3
3
3
3
b) If not, why do you think they were not able to achieve the lesson objective? What are your next steps?
Not all students fully evidenced all criteria of the writing rubric and the objective. For example, the low student needed much encouragement and
further modeling to complete the sentence frames. The sentence frames were meant to guide thinking according to the objective. However, perhaps
this student and others could have benefited from an oral assessment as writing skills may have hindered them. Again, as writing skills are still
developing at this age, I would supplement the assessment with a checklist with the objective criteria and associated questions I could ask. I would
start with the students who need extra support, to prompt the students in their writing.
3. What instructional strategies did you use to help students achieve the lesson objective?
I explicitly taught vocabulary through choral repetition, visual support, and by connecting each word to TPR. I presented the content in different
ways: video clip and informational text. I modeled a sample written letter and provided sentence frames to guide thinking toward meeting the
objective. I checked for understanding through a thumbs up/down response and followed through by monitoring and formatively assessing student
progress and engaging in student discussions with key vocabulary terms.