Millicent

Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name:
Grade Level:
Subject:
Date:

Ellen Weber
3rd
Reading
Monday, November 28, 2016

PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:
3.RI.1 Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as
the basis for the answers.
3-LS1-1 Develop models to describe that organisms have unique and diverse life
cycles but all have in common birth, growth, reproduction, and death.
List the Learning Objective(s) to be addressed in this lesson. Use the following format:
Students will be able to
Students will be able to use the knowledge they learn from a book to map the lifecycle of an
organism of their choice.
Describe how the objective is relevant to students lives.
This is relevant to students lives because they will learn how to pick out information from
text and apply it to a topic of their choice.
List the words relevant to the content area that you will either introduce and/or review
during your lesson.
Butterfly, pupa, chrysalis, life cycle.
List the materials you will need to teach the lesson.
The Very Hungry Caterpillar, https://www.turtlediary.com/game/butterfly-life-cycle.html

ASSESSMENT
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will
use to measure students level of understanding toward the learning objectives after teaching
the lesson.

http://www.sheppardsoftware.com/scienceforkids/life_cycle/butterfly_game_9.17.swf
(quality assessment).

TECHNOLOGY
Describe the instructional and/or assistive technology that you plan to incorporate into the
lesson to enhance instruction and student learning.

Two websites will be used to review and then assess the learning of the lifecycle to see if the
concept is understood. Students will then use their own knowledge of searching and find a
life cycle of an animal of their choice. We will use Skype for the learning session.

ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will use to meet the needs
of all learners and accommodate differences in students learning, culture, language, etc. *
Be sure that these accommodations are based on what you identified/described in your
contextual information (Task I).

I will follow the students IEP.

MANAGEMENT
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged
throughout the lesson.

I will be able to see the students screen to make sure they are on task.

LESSON IMPLEMENTATION
I Do
(Teacher introduces lesson and models expected outcome of learning objectives)
Describe how you will activate student interest and present the learning objective in an
engaging way (this is your lesson opening).
I will read the book The Very Hungry Caterpillar to the students and explain that we will be learning
about life cycles.

Describe how you will communicate (to students) how the objective is relevant to their lives.
I will tell the students that they need to identify key points in the book as with future texts to figure
out the life cycle elements for a certain animal.
Describe what instructional strategies you will use to model/explain/demonstrate the
knowledge and skills required of the objective. (cite theories/theorists)
I will use explicit instruction to teach about the life cycle of a butterfly (Archer). I will appeal
to the students visual learning (Gardner) with the book and games as visual aids. I will directly

instruct the student (Hattie).

Describe how you will check for students understanding before moving on to guided
practice.
I will ask if there are any questions from the students and if there is I will direct the
instruction otherwise. (social presence)
We Do
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to
practice the skills and content needed to meet the learning objective(s).
I will share my screen and the students will direct me on how to arrange the photos in the
game. Together we will complete the activity. (social presence)
Describe how you will check for students understanding before moving on to independent
practice.
I will observe visually if the students understand where to correctly place the parts of the
lifecycle.
You Do
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required
by the lesson objectives? (this is the post-assessment)

The last link will be the post assessment. The students will complete it on their own and then
share their screen to show me their answers where I will visually assess how they have done.
(quality assessment).
Lesson Closing
Describe how you will reemphasize the lesson objective and any skills/content that were
taught in an interactive manner (whole/small group, etc.).
To close, I will tell the students that they are to look up an animal of their choice and find
the basic parts of its lifecycle. They will take a picture of the finished product and send it. I
will assist in the research help by directing them to the national geographic kids and
discovery kids websites.(active student centered learning). The product will be a simple circle
lifecycle chart (clear and specific instructions).

REFLECT
List the key practices for effective distance learning (providing clear
directions and instructional materials, supporting active/student-centered
learning, enhancing social presence, and/or providing quality assessment)
you included in your lesson (2-3 paragraphs).
o Effective distance learning involves clear directions and instructional
materials, active, student-centered learning, social presence, and
quality assessment. In my lesson I was able to make sure that the
directions were very clear at every step. I also had a strong social
presence because my student was comfortable talking to be and asking

questions at any time. I think my lesson was student centered because

I allowed the student to pick what they wanted to do their project on
so that they would be interested in it. I had quality assessment because
I was able to visually see and determine if my student was able to
understand the concept that I was trying to come across.
How was teaching from a distance different than teaching face to face? (1-2
paragraphs).
o Teaching from a distance was very difficult even though I was
prepared. It was my first time doing so and I am not too familiar with
Skype. I had to make sure more so that my background was quiet
since my roommates are normally loud. If it wouldnt have been my
best friend on the other side of the screen I would have been more
nervous but since it was her, I was very relaxed and we just went with
it. I had emailed her the links prior to the session so that she could pull
up the first link when I needed her to and then the second link later in
the lesson for the assessment. She loves cows so she chose to do the
lifecycle of a cow out of a chart on Microsoft word and then she
shared her screen, which worked out very well.