Standards-Aligned Lesson Plan Template

Subject(s): ___ History/Social Science, ELA________________________ Grade: ____2nd_________

Teacher(s): _ Chelsea Griffith_________________________ School: ___DeMille _____ Date: October
27th, 2016__
Part I GOALS AND STANDARDS
1. Common Core Learning Standard(s) Addressed:
W.2.8 Recall information from experiences or gather information from provided sources to answer a question.
2. State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual and
Performing Arts):
H-SS 2.4 Students understand basic economic concepts and their individual roles in the economy and
demonstrate basic
economic reasoning skills.
3. ELD Standard Addressed: (include Part I, II; Communicative Modes A. Collaborative, B. Interpretive, C.
Productive; and Proficiency Level addressing Emerging, Expanding, Bridging)
ELD.PI.2.11.EX Support opinions by providing good reasons and increasingly detailed text evidence or
relevant
background knowledge about the content.
4. Learning Objective: (What will students know & be able to do as a result of this
lesson?)

Students are able to categorize, give examples and evaluate wants and needs.
(Blooms= Understand)
5. Relevance/Rationale: (Why are the outcomes of this lesson important in the
real world? Why are these outcomes essential for future learning?)

The ability to differentiate between wants and needs is an important skill for
students to use in their future when they have to make choices between buying

STUDENT-FRIENDLY
TRANSLATION
Students will sort and know the
difference between needs and
wants.
STUDENT-FRIENDLY
TRANSLATION
Students will choose between
things they need and things

things that they need instead of things that they want. Students are practicing the
skills to listen and communicate with classmates about grade appropriate texts
and concepts.
6. Essential Questions:

they want in the future.

Why is it important to learn the difference between our wants and our needs?
How can you decide if something is wanted or needed?
Part II STUDENTS INFORMATION
7. Class Information:
a. Total number - There are 13 students in Mrs. Hinrichs class; 7 girls and 6 boys. There are 7 students that
join Mrs. Hinrichs class for ELA. There are 3 girls and 4 boys. Total number of students during this lesson is
20 students. There are a total of 10 girls and 10 boys.
b. EL/Special Needs There are 19 EL students and 1 EO students in Mrs. Hinrichs class for todays lesson. 4
students received a CELDT score two (early Intermediate). 7 students received a CELDT score three
(intermediate). 5 students received a CELDT score four (early advanced). 4 students received a CELDT score
five (advanced). There are no students with Special Needs, IEPs, or 504 plans in this class.
c. Academic background in content area Second graders (13 students): There is no history assessment yet.
ELA: Basic= 2; Proficient= 4; Advanced= 7
Second graders from other class that join ours for ELA (7 students): There is no history assessment yet.
ELA: Basic= 4; Proficient= 2; Advanced= 1
d. Linguistic There are sixteen students in the classroom that speak Spanish. There are three students that
speak Vietnamese. There is one student that only speaks English.
e. Cultural/Health Twenty of the students have a different cultural background than American/White
culture. Seventeen students are part of the Hispanic culture from Mexico. Three students are part of the
Vietnamese culture. The twenty students do not have any allergies identified. Two students do have asthma.
f. Physical There are twenty students that are seven years old currently undergoing the development stage
of ages five to seven. According to ASCDs Developmental Characteristics of Children and Youth, Girls
tend to be ahead of boys in physical development and physical achievement. Students contain high energy
levels and physical skills are beginning to be important in influencing status among peers and in developing
a positive self-concept. At this age, according to ASCDs Developmental Characteristics of Children and
Youth, small muscle and eye-hand coordination begins to develop and physical skills necessary for playing
games are mastered.
g. Social There are twenty students that are seven years old currently undergoing the development stage of

ages five to seven. According to ASCDs Developmental Characteristics of Children and Youth, during this
stage, caregivers communicate expectations for gender roles which may or may bot by typical and
children face many new demands upon entering school. Students are experiencing peer criticism for
deviation of expected gender roles and for physical, intellectual, and sociocultural differences. Students
seek to have teacher approval and affection through achievement, positive peer interaction, and to build
their self esteem.
h. Emotional There are twenty students that are seven years old currently undergoing the development
stage of ages five to seven. According to ASCDs Developmental Characteristics of Children and Youth,
during this stage students express feelings freely, often in extreme form and they are more accepting with
separation from caregivers. Students may need frequent assurance of being loved and their sense of humor
is expressed through riddles, practical jokes, and nonsense words. In this emotional development stage for
7 year olds, students are still in need of reassurance that they are loved and have worth.
i. Interests/Aspirations - Majority of the students are active and enjoy playing dodge ball, soccer, baseball,
and handball. They love to talk about Pokmon, swimming, soccer, and Target. There are 5 students that
want to be Teachers when they grow up. There are 2 students that want to be doctors when they grown up.
There are 3 students that want to be professional soccer players when they grow up. There is 1 student that
wants to be a rapper when he grows up. There are 4 students that want to be Police officers when they grow
up. There are 2 students that want to be dentists when they grow up. There is 1 student that wants to be a
scientist when he grows up. There are 2 students that want to be bakers when they grow up. All students
work well together in partner and group work. Many students enjoy drawing and reading books on their free
time at recess or when they have finished their work.
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. )):

Physical Development:
May struggle listening to the story, Those Shoes
Social Development:
Students may struggle if they do not receive positive approval from the teacher
Emotional Development:
Students may struggle and need reassurance of their worth in the class discussions and classwork
English Learners:

May struggle
May struggle
May struggle
May struggle
May struggle
want.
May struggle

with
with
with
with
with

supporting opinions with good reasons

not having relevant background knowledge about the content
understanding what each word is on the Needs and Wants Sort
sorting items under categories because of prior knowledge
typing complete sentences explaining why each need is a need and why each want is a

with defining Need and Want in their own words

Part III - LESSON ADAPTATIONS

9. Modifications/Accommodations (What specific modifications/accommodations are you going to make based on the
anticipated difficulties? Ex:) Please specify modifications/accommodations for English Learners, Standard English
Learners, and/or students with special needs. )

Physical Development:
I will read the story, Those Shoes with prosody and excitement. I also will include things that interest
students in my examples, such as Pokmon and bikes.
Social Development:
I will provide positive approval of students work and participation when progress monitoring
Emotional Development:
I will provide positive feedback and reassurance for all participation and shared ideas and while progress
monitoring
English Learners:
As a result of the above anticipated difficulties that ELs may have,
I will have a class discussion of students sharing their own needs and wants and asking each student to
support their need or want with good reasoning. I will type the reason on the SmartBoard.
I will include examples that is common in all cultures, (ex. Food, water, air, toys)
I will include an image with the word underneath it to incorporate a visual to match the words.
I will revisit these items in the lecture explaining what items were needs and what items were wants.
I will provide a model paragraph and sentence frames for students.
I will have the class formulate a class definition in the students own words of what a want and a need is.
I will also provide support if some students needs it with typing their ideas. If students can tell me their needs
and wants I will type it for those students. They need to tell me what to type.

10.
21st Century Skills Circle all that are applicable
Communication
Collaboration
Creativity

Critical Thinking

Describe how the 21st century skill(s) you have circled will be observed during the lesson:
Students will use communication while listening and discussing answers to class questions with diverse
partners.
Students will collaborate with partners and groups to categorize what items belong in the Wants or Needs
group.
Students will answer questions that require them to use critical thinking related to the text and when reflecting
on their own wants and needs.
Students will use creativity when they are forming their own definition of a need and a want.
11.

12.

Technology - How will you incorporate technology into your lesson?

PowerPoint Presentation
SmartBoard
Interactive Notebook Slide
Chromebooks
Google Classroom/Google Docs
Part IV - ASSESSMENT OF STUDENT LEARNING
Assessment Criteria for Success: (How will you & your students know if they have successfully met the

outcomes? What specific criteria will be met in a successful product/process? What does success on this lessons
outcomes look like?)

a. Formative:
First, I will assess students prior funds of knowledge by having student independently complete a graphic
organizer that categorizes items into a Needs and Wants column. I will refer to this to see if students
already understand what needs and wants are and to see if their understandings of the concepts have
developed after the lesson.
Second, I will assess students knowledge while monitoring students responses when discussing answers to
the class questions. I will provide feedback when necessary.
Third, I will monitor students level of understanding during the examples that students share with the class
of wants and needs. I will provide feedback when necessary.
b. Summative (if applicable):
I will assess students knowledge of meeting the lessons objective from the Google Document they
completed and turned in called Needs and Wants Writing. I will first the students two sentences of wants

and needs. I am assessing if students are able to create two sentences that describe two different needs of
theirs with supportive reasons. I am also assessing if students are able to create two sentences that
describe two different wants of theirs with supportive reasons.
Then, I am assessing if students categorizing of items under the Needs column and the Wants column.
Finally, I am assessing if students can define the term needs in their own words. I am also assessing if
students can define the term wants in their own words.
c. (Attach rubric here, if applicable):
Rubric is attached as a separate document.
DOK Level: Level 2- Skill/Concept
Part V - INSTRUCTIONAL PROCEDURE
13.
Instructional Method: Circle one Direct Instruction
Inquiry
Cooperative Learning
14.
Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
PowerPoint Presentation
SmartBoard
Interactive Notebook Slide
Access to Mrs. Hinrichs Google Classroom (This was set up prior to teaching the lesson)
Story, Those Shoes by Maribeth Boelts
Chromebooks
15.
Procedure (Include estimated times. Please write a detailed procedure, including questions
that you are planning to ask.):
OPEN:

Madeline Hunter Lesson Plan Design

1. Anticipatory Set
I will use a PowerPoint presentation to integrate technology to help focus student attention on what they are about to
learn.

2. Objective and Its Purpose

Students are able to categorize, give examples and evaluate wants vs. needs. (Blooms= understand)
Students need to understand the difference between something that is needed and something that is wanted. The

ability to differentiate between wants and needs is an important skill for students to use in their future when they
have to make choices between buying things that they need instead of things that they want.

(0 minutes)
Students Google classroom will be displayed on the board.
PowerPoint will be ready on the SmartBoard before the lesson begins.
Students already have their chromebooks on their desk from the previous lesson/warm up with Mrs. Hinrichs.
(Black writing= details and action & Grey writing= dialogue)
(10 minutes)
Students are sitting at their desks. First, I will say, Today we are going to learn the difference between wants and
needs. Before we get started, I need you to log onto your Google classroom page. I will point to the SmartBoard to
demonstrate where in Google Classroom students need to go. You will need to click on the assignment that says
Needs and Wants Warm Up. Once you open this I would like you to please do this by yourselves. You will click on
the pictures below in the word box and drag them under the Needs category or the Wants category. You have to
click and hold the picture down to bring it under each column. When you are finished please turn it in and join me on
the rug.
Students will fill out the T chart to assess what they already know about wants and needs. There are two columns in
the graphic organizer. One column is titled, Needs and the other column is titled, Wants.
(This allows students to recall their experiences with wants and needs to provide a source of information to place the
pictures with words from the word banks into the correct category of Wants and Needs.)

(10-minutes)
I will change the slide to display the objective for the lesson on the SmartBoard. I will say, Today, our objective is for
you to sort and know the difference between wants and needs. Can we read the objective on the board together?
Ready together, (students and I will read together) Today I will sort and know the difference between wants and
needs. Boys and girls, what do you think the objective means? Can you tell me in your own words? Wait for students
to think and reflect. Call on three different students to share their perspective of what the objective means to them. I
will provide feedback.

Then I will ask, Boys and girls, what do you think a want is? I will allow for students to think of an answer. Then I
will call on at least three different students to share their thoughts about what a want is. During this time I will
provide necessary feedback if students do not have an idea of what a want is or if their ideas are completely
inaccurate.
Then I will ask, Great ideas, can you tell me what a need is? I will allow for students to think of an answer. Then I
will call on at least three different students to share. I will provide necessary feedback if students do not have an
idea of what a want is or if their ideas are completely inaccurate.
(20 mins)
I will change the slide to display the Interactive Notebook slide for students to manipulate. This slide is teal with
images at the bottom of the page. There are two boxes; similar to the sort the students did independently at the
beginning of the lesson. One box says Needs and the other box says Wants. I will call on students to come up and
sort the pictures. We will do this twice to allow each student to have a turn putting one item into a category. I will
say, Lets sort these images into the right category. Everyone will have a chance to sort an image. I will point at
each image and say, Lets first talk about what each of these items are. Here is a home, turkey, pants, balloons,
computer, lemons, present, blocks, sweater, doll, water, and a wagon. I will guide a students in a discussion of
each item as it pertains to a need or a want. For example, I will point to an item and say, Do you think this is a need
or a want? Why do you think that? After we have discussed all of the items, I will then ask for student volunteers.
Who would like to start sorting the images? I will call on all students to participate in this activity.
I will then introduce the story called, Those Shoes, by Maribeth Boelts. I will tell the students, Now, I am going to
read you a story about a boy that is a little older that you that really wants something. He also really needs
something. Can you listen closely to see if you can figure out what he needs and what he wants? I will begin to read
the story.
BODY:

Madeline Hunter Lesson Plan Design

3. Instructional Input
PowerPoint Presentation
SmartBoard
Document Camera

Interactive Notebook Slide

Key vocabulary:
Need: noun, a thing that people must have to survive
Want: noun, a thing that people would like to have

4. Modeling
I will provide a model paragraph displayed on the SmartBoard for students to see before they begin typing their own
responses. I will read and explain each step of how I explained what my needs and wants were. Below is how I will
model the paragraph and sentence frames:
This slide displays a model paragraph of what I expect. I will say, Here is an example of what your paragraph might
look like. I already gave you the topic and ending sentence on your document. I will read the model paragraph
aloud, Everyone has things the need and want in life. Needs are things I cannot live without. One thing I need is
water because I need it to live. A second thing I need is food because it gives me energy. A want is something I can
live without. One thing I want is to sleep more because I am tired. A second thing I want is candy because it is my
favorite treat. I dont always get what I want but I have what I need. Then I will ask the class, Did you guys see how
I explained why water and food was a need of mine? I will point to the sentences and explain, I used the work
because to explain that I need water to survive. I said I needed food because it gives me energy to do things. I also
explained why having more sleep and candy was something I wanted to have. You guys are going to do something
very similar but with your own needs and wants. I will change to the next slide.
This slide has the same paragraph but with sentence frames. I will say, I will leave this up on the SmartBoard for
any students that might need to use it for help. These are the sentence frames of your paragraph. (I will point with
my finger as I read it out loud.) Everybody has things they need and want in life. Needs are things I cannot live
without. One the things I need is _________(I will pause and say, On this space right here, you will fill in one of the
things that you need) because___________(I will pause and say, On this space right here, you will fill in WHY it is
something that you need). Another thing I need is _____________ (I will pause and say, On this space right here, you
will fill in a different thing that you need) because _____________(I will pause and say, On this space right here, you
will fill in WHY it is something that you need). A want is something I can live without. One thing I want is ________ (I
will pause and say, On this space right here, you will fill in one of the things that you want) because____________(I
will pause and say, On this space right here, you will fill in WHY it is something that you want). Second thing I want
is _______ (I will pause and say, On this space right here, you will fill in a different things that you want)

because_____________(I will pause and say, On this space right here, you will fill in WHY it is something that you
want). I dont always get what I want but I have the things that I need. I will leave this slide on the SmartBoard.

5. Checking for Understanding

Students are going to show that they understand by participating in class discussion, providing their own examples
of wants and needs, they will formulate a definition in their own words of what a need and a want is, and students
will reflect on meeting the object for todays lesson after completing the independent practice at their desks. I will
provide any clarification or necessary feedback if there is any confusion when checking for understanding.

6. Guided Practice
Together as a class, we discussed the different images included in the interactive Notebook SmartBoard sort. I will
guide them to determine if each item is a want or a need. Students will then place an item in either the category of
needs and wants.

15 mins
I will begin reading the story. (The story is about a little boy who wants a pair of cool shoes that his friends have but
his grandma can only buy him the snow boots he needs.)
10 mins
After reading the book, I will ask students, Can you tell me what Jeremy wanted? I will allow time for students to
recall the information from the story. I will call on a student to answer the question.
Then I will say, Correct. Jeremy wanted the shoes with the black and white stripes. Can someone else tell me why
Jeremy wanted these shoes? I will give students time to think before answering.
I will call on a student to share their reason of why Jeremy wanted the shoes. I will encourage students answers and
call one two students to share.
Then I will ask, Why are these shoes not something that he needs? I will allow time for students to recall the
information from the story. "I will call on a student to answer the question. Then I will say, Great answers. Jeremy

wanted these special shoes because all of his friends had them at school.
Then I will say, Now can you tell me what he actually needed? I will allow time for students to recall the
information from the story. I will call on a student to answer the question.
Then I will say, Correct. Needed a pair of snow boots. Can someone else tell me why Jeremy needed these shoes? I
will give students time to think before answering. I will allow time for students to recall the information from the
story. I will call on a student to answer the question. Then I will say, Great answers. Jeremy needed snow boots
because it snows where he lives.
10 mins
Now lets look closer at what a want is. I will change the PowerPoint slide. The slide displays the question that says,
What is a want. I would like for you to turn to your partner and tell them what you think a want is. Allow time for
students to think and share their definition of a want with a partner. Monitor and listen to students responses and
then call on a volunteer. After sharing with our partners, can I have someone share with the class what a want is?
Call on a volunteer to share definition. Then change to the next slide that displays the definition and examples. This
slide has the same images that were used in the Pre-Assessment in the opening of the lesson that students did first
on their chromebooks.
A want is a thing that people would like to have. Things like an Ipad (point to the Ipad image on the screen), ice
cream (point to the ice cream image on the screen), a TV (point to the TV image on the screen), Pokmon (point to
the Pokmon image on the screen), chocolate (point to the chocolate image on the screen), and a bike (point to the
image of a bike on the screen). Then I will ask, Have you guys ever wanted any of these things on the board?
Allow for students to raise their hands to express if they have ever wanted these items.
I will change the slide. The new slide shows the question, What is a need? I will ask the question to the class, Now
can you turn to a different partner and tell them what a need is? Allow time for students to think and share their
ideas of a definition with their partner. Monitor students responses and then call on a volunteer. Now, can someone
share with the class what they think a need is? Call on a student volunteer to share with the class. Then change to
the next slide that displays the definition and examples. This slide has the same images that were used in the PreAssessment in the opening of the lesson that students did first on their chromebooks.
A need is a thing that people must have to live. Things like fruits and vegetables (point to the fruits and vegetables
image on the screen), shelter (point to the shelter image on the screen), water (point to the water image on the

screen), clothes (point to the clothes image on the screen), air (point to the air image on the screen), and school
(point to the image of school on the screen). Then I will ask, Have you guys ever needed any of these things on the
board? Allow for students to raise their hands to express if they have ever wanted these items.
10 mins
Then I will change the slide. This slide is blank with only a title that says, What are things you need? and the
bottom right corner has a box that says, Why? Students will be asked to share some things that they need in their
lives while I enter them into the PowerPoint slide in a bullet list. I will also ask students Why what they shared is
something they need. I will ask students, Can you guys share a need that you have to live? Allow time for students
to recall from their personal experiences and knowledge of what things they have needed in their lives. I will call on a
variety of students to share a need that they have had. I will enter their need onto the slide as they share. I will ask,
Can you guys help me come up with one sentence that explains why these things in out bullet list are needs of
yours? Encourage student answers. Formulate a sentence form the students ideas.
After logging students answers of what they shared for their own personal needs from their own experiences, I will
change to the next slide of the PowerPoint.
This slide will also be blank with a title that says, What are things you want? and the bottom right corner has a box
that says, Why? Students will be asked to share some things that they want in their lives while I enter them into
the PowerPoint slide in a bullet list. I will also ask students Why what they shared is something they want. I will ask
students, Can you guys share something you want? Allow time for students to recall from their personal
experiences and knowledge of what things they have wanted in their lives. I will call on a variety of students to share
something they have wanted. I will enter their wants on the slide as they share. I will ask, Can you guys help me
come up with one sentence that explains why these things in out bullet list are wants of yours? Encourage student
answers. Formulate a sentence form the students ideas.
The next slide will be blank with only the two terms, Need and Want. I will ask the students, Now lets define what
a need is in our own words. How can we do that? Allow for students to think about their responses. Call on students
to share their ideas and support students to formulate a definition in their own words. After students create their own
definition for a need with the support of the teacher, I will type their definition under the term, Need on the slide of
the PowerPoint. I will ask, Now lets define what a want is in our own words. How can we do that? Allow for students
to think about their responses. Call on students to share their ideas and support students to formulate a definition in
their own words. Students will create their own definition for a want with the support of the teacher. I will type their

definition under the term, Want on the slide of the PowerPoint.

10 mins
I will change the slide. This slide says, You are going to type 2 things you need and 2 things you want. I will say,
Now that we know what a need and what a want is, I am going to have you guys go back to your seats when I
dismiss you. You are going to type two sentences telling me what your needs are and why those two things are
something you need. Then two more sentences telling me what your wants are and why those things are something
you want. Then you are going to sort a few more pictures below your writing under the two-category T chart. This is
similar to the activity we did earlier this morning but there are different pictures to sort. Underneath the T chart, I
need you to tell me what a need is and what a want is in your own words. I have already provided students with the
topic and closing sentence for their paragraph. Then I will turn to the next slide.
This slide displays a model paragraph of what I expect. I will say, Here is an example of what your paragraph might
look like. I already gave you the topic and ending sentence on your document. I will read the model paragraph
aloud, Everyone has things the need and want in life. Needs are things I cannot live without. One thing I need is
water because I need it to live. A second thing I need is food because it gives me energy. A want is something I can
live without. One thing I want is to sleep more because I am tired. A second thing I want is candy because it is my
favorite treat. I dont always get what I want but I have what I need. Then I will ask the class, Did you guys see how
I explained why water and food was a need of mine? I will point to the sentences and explain, I used the work
because to explain that I need water to survive. I said I needed food because it gives me energy to do things. I also
explained why having more sleep and candy was something I wanted to have. You guys are going to do something
very similar but with your own needs and wants. I will change to the next slide.
This slide has the same paragraph but with sentence frames. I will say, I will leave this up on the SmartBoard for
any students that might need to use it for help. These are the sentence frames of your paragraph. (I will point with
my finger as I read it out loud.) Everybody has things they need and want in life. Needs are things I cannot live
without. One the things I need is _________(I will pause and say, On this space right here, you will fill in one of the
things that you need) because___________(I will pause and say, On this space right here, you will fill in WHY it is
something that you need). Another thing I need is _____________ (I will pause and say, On this space right here, you
will fill in a different thing that you need) because _____________(I will pause and say, On this space right here, you
will fill in WHY it is something that you need). A want is something I can live without. One thing I want is ________ (I
will pause and say, On this space right here, you will fill in one of the things that you want) because____________(I
will pause and say, On this space right here, you will fill in WHY it is something that you want). Second thing I want

is _______ (I will pause and say, On this space right here, you will fill in a different things that you want)
because_____________(I will pause and say, On this space right here, you will fill in WHY it is something that you
want). I dont always get what I want but I have the things that I need. I will leave this slide on the SmartBoard.
I will dismiss students to go back to their seats. I will say, When you go back to your seats, you are going to go back
to your Google Classroom and click on the assignment that says, Writing Needs and Wants. Its right below the first
Needs and Wants Sort we did earlier. Alright, please go back to your seats. Students will quietly walk back to their
seats. Their chromebooks are already on their desks from the beginning of the lesson. I will monitor and help any
students that need assistance with finding the document on Google Classroom or to get started.
CLOSE:

Madeline Hunter Lesson Plan Design

7. Independent practice
Students will complete an assessment on a Google Doc on their Google Classroom. Students will independently
practice identifying what items belong under the Wants and Needs column. Students will then complete two
sentences explaining two of their wants. Students will complete another two sentences explaining two of their needs.
Students will categorize six pictures under a similar two column chart that has one column labeled at Needs and
the other column labeled as Wants. Students will then write their own definition of a want and a need.

(15 mins)
Students will type two sentences of their wants and two sentences of their needs. Students will then drag the six
pictures with words under the correct column. Students will then write a quick definition in their own words of a want
and a need. During this independent practice, I will monitor students work and assist any students that need help.

(5 mins)
Students will gather together on the carpet to revisit the objective. I will ask the students, Okay boys and girls, who
can tell me what was our objective today? I will wait for students to volunteer to share. Please turn to someone
next to you and tell them what our objective was for today before we share with the class. Allow time for students
to share to their neighbor and listen to students responses. Now lets share with the class. Again wait for
volunteers. Call on at least three students to share what they think the objective was. I will change to the next slide

on the PowerPoint that will display the objective. Thank you for sharing. Our objective was that today we are going
to learn the difference between wants and needs. Can you give me a thumbs up if you think we met the objective
today or a thumbs down if we did not meet the objective? Monitor students thumbs to see if all students agree that
we met the objective or not.
Marzano Instructional Strategy: 6 Cooperative Learning (When students shared with their partners of what a
want and a need is. )
Overall Estimates Time: 1 hour and 55 minutes (8am-10am)
Part VI - REFLECTION

1. Please include your rubric data here.

There are five areas measured in the rubric.
The first area students were assessed in is their ability to type two sentences stating two of their needs with
supportive reasons. Students are assessed on a 1, 2, or 3 point scale. Students earned a one if they did not
type any sentences of their needs with supportive reasons. Students earned a two if they typed one sentence
that included one of their needs with a supportive reason. Students earned a three if they typed two sentences
that included two of their needs with two supportive reasons. There were 15/20 (75%) students that earned a
score of 3. Fifteen out of twenty students accurately typed two or more sentences that stated their needs with
supportive reasoning. There were 4/20 (20%) students that earned a score of a 2. Four out of twenty students
accurately typed one sentence that states one of their needs with supportive reasoning. There was 1/20 (5%)
student that earned a score of 1. One out of twenty students did not accurately type a sentence of his needs
with supportive reasoning.
The second area that students were assessed in was their ability to type two sentences stating two of their
wants with supportive reasons. Students were assessed on a 1, 2, or 3 point scale. Students earned a one if
they did not type any sentences of their wants with supportive reasons. Students earned a two if they typed
one sentence of a want with a supportive reason. Students earned a three if they typed two sentences that
included two of their wants with two supportive reasons. There were 10/20 (50%) students that earned a score
of 3. Ten out of twenty students accurately typed two or more sentences that stated their wants with
supportive reasoning. There were 8/20 (40%) students that earned a score of 2. Eight out of twenty students
accurately typed one sentence that stated a want of theirs with supportive reasoning. There were 2/20 (10%)
students that earned a score of 1. Two out of twenty students did not type any sentences about their wants
with supportive reasoning.
The third area students were assessed in was their ability to accurately categorize images as needs or wants.
Students were assessed on a 1, 2, or 3 point scale. Students earned a one if they did not categorize the images
under the correct column. Students earned a two if they categorized some of the images correctly. Students
earned a three if they categorized all images correctly. There were 12/20 (60%) students that earned a score of
3. Nine out of twenty students accurately categorized all images under the needs and wants column. There
were 7/20 (35%)students that earned a score of 2. Ten out of twenty students accurately categorized some of
the images under the needs and wants column. There was 1/20 (5%) student that earned a score of 1. One out
of twenty students did not categorize any of the images correctly under the needs and wants column.
The fourth area students were assessed in was their ability to accurately define a need in their own words.

Students were assessed on a 1, 2, or 3 point scale. Students earned a one if they were not able to define needs
in their own words. Students earned a two if they partially defined a need in their own words. Students earned
a three if they accurately defined a need in their own words. There were 13/20 (65%) students that earned a
score of 3. Thirteen out of twenty students accurately defined what a need is in their own words. There were
3/20 students that earned a score of 2. Three out of twenty students partially defined what a need is in their
own words. There were 4/20 students that earned a score of 1. Four out of twenty students did not define what
a need is in their own words.
The fifth area students were assessed in was their ability to accurately define a want in their own words.
Students were assessed on a 1, 2, or 3 point scale. Students earned a one if they were not able to define wants
in their own words. Students earned a two if they partially defined a want in their own words. Students earned
a three if they accurately defined a want in their own words. There were 13/20 (65%) students that earned a
score of 3. Thirteen out of twenty students accurately defined what a want is in their own words. There were
3/20 students that earned a score of 2. Three out of twenty students partially defined what a want is in their
own words. There were 4/20 students that earned a score of 1. Four out of twenty students did not define what
a want is in their own words.
Fifteen out of twenty (75%) students earned a percentage score above 70% according to the rubric data. Five
out of twenty (25%) students earned a percentage score below 70% according to the rubric data.
Student

Aiden

2 Needs
2 Wants
Categoriz
Sentence Sentences
e
s
3
3
2

Define
Need

Define
Want

Total

15/15

100%

Allen

15/15

100%

Angel

1(NC)

1 (NC)

10/15

66%

Betty

2 (NS)

13/15

86%

Christin
e

2 (NA)
Pets=nee
d
2 (NA)
Swim=ne
ed

14/15

93%

Ciara

2 (NC)

14/15

93%

Dan

2(NC)

14/15

93%

David
Diana
Diego

3
3
3

2(NS)
2(NS)
2(NC)

1(NC)
2
3

1 (NC)
2
3

10/15
11/15
13/15

66%
73%
86%

3
2 (NS)
3
3
2

2(NA)
2(NS)
2(NA)
3
2 (NS)

3
2(NC)
2 (NA)
Swim=ne
ed
2(NC)
3
2(NC)
3
1(NC)

2
3
1 (NC)
3
1(NC)

2
3
1(NC)
3
1 (NC)

11/15
13/15
9/15
15/15
7/15

73%
86%
60%
100%
46%

3
1
2 (NS)
3
3

1 (NC)
1 (NC)
3
3
3

3
2(NC)
3
3
3

3
2
3
3
3

3
2
3
3
3

13/15
8/15
14/15
15/15
15/15

86%
53%
93%
100%
100%

15/20= 3

10/20= 3

9/20= 3

4/20=2
1/20=1

8/20=2
2/20=1

10/20=2
1/20=1

13/20=
3
3/20=2
4/20=1

13/20=
3
3/20=2
4/20=1

Edgar
Jessica
Jesus
Judy
Kimberl
y
Michelle
Moisis
Nicole
Pearla
Raul
Totals

NC= Not Complete/Missing NS= No Supportive Reason

NA= Not accurate with need/want
100%= 5 students
93%= 4 students
86%= 4 students
73%= 2 students
66%= 2 students
60%= 1 student
53%= 1 student

46%= 1 student (Kimberly)

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).
The lesson objective, Students are able to categorize, give examples and evaluate wants and needs, was
successfully achieved by 75% of the students. There were fifteen out of twenty students that earned a
rubric percentage of 73% or higher on their summative assessment. The evidence of this achievement is
attached to this lesson plan. The High sample is from Allen, the medium sample is from Betty, The low is
from Kimberly, the ELL is from David, and the lowest ELL is from Moisis. There are no students that have
Special Needs according to their teachers so instead I attached another ELLs work. Fifteen students
achieved the lessons objective of accurately categorizing, giving examples, and evaluating wants and
needs. These students accurately sorted the images of wants and needs. These students were able to
provide examples of their needs and wants with supportive reasoning. This is proven in the summative
assessments.

b) If not, why do you think they were not able to achieve the lesson objective? What are your next
steps?
The lesson objective, Students are able to categorize, give examples and evaluate wants and needs, was
not fully achieved by 25% of the students. There were five out of the twenty students that earned a 66% or
lower. The lowest grade was a 46%. The reason that they were not able to achieve the lessons objective
because they are the five students that have the lowest CELDT scores of the class. These five students I had
to type in the sentence frames for them. These five students did not ask for help or have an understanding
of what they were supposed to do. I realized this during progress monitoring of the independent practice. I
quickly typed in the sentence frames that were on the SmartBoard on their document. After talking to my
Mrs. Hinrichs, she informed me that this specific group of five students needs one-on-one help with most of
their assignments. She suggested that next time, I should modify the summative assessment for them to
meet their needs. Instead of having these students write two sentences of two needs and two wants, I
should have had them write one of each. After reflecting on these students assessments, I feel that this
summative assessment was too challenging for these five students. Sentence frames and vocabulary with
pictures would not be enough for these students. These students needed special instruction on an
independent level to be successful with achieving this lessons objective in the summative assessment.
However, I did feel that all students were achieving the lesson objective during the formative assessment

and guided practice with the interactive SmartBoard Slide. If this summative were modified for this group of
five students, they would have reached the objective.
3. What instructional strategies did you use to help students achieve the lesson objective?
The instructional strategies I used to help students achieve the lesson objective were activating prior
knowledge, visuals, technology, direct instruction, effective questioning, modeling, sentence frames, and
progress monitoring. First, I activated students prior knowledge by having them complete a pre-assessment of
sorting images that they have had experience with in their life. Then we had a group discussion of what wants
and needs were. Then, I used visuals by incorporating a PowerPoint that displayed every question that I asked
and supportive visuals. I also used technology to help students achieve the lesson objective by completing a
class sort of pictures on the interactive notebook slide. The interactive notebook slide supported students
towards achieving the lessons objective by guided practice with accurately sorting items into the correct
needs and wants category. This lesson included chromebooks, SmartBoard, interactive notebook slide, Google
Classroom, and Google Docs. Next, I used direct instruction to teach the students what the difference between
a want and a need was. This was done through class discussion, class sorting on the interactive notebook,
reading the story, Those Shoes, Identifying the needs and wants of the main character in the story, class
discussion of students examples of needs and wants, and by defining needs and wants in students words. I
used effective questioning throughout the class discussion to encourage critical thinking and evaluating why
an item was a want or a need. When students shared a need or want of theirs for me to add to the PowerPoint
slide, I asked each student to explain why their example was a want or why their example was a need. This
supported students towards the lessons objective by prompting students to provide their own examples and to
allow other students to hear more examples of different types of needs and wants. I used modeling and
sentence frames to support the ELLs in my class with the summative assessment. I provided students with a
model of needs and wants sentences on the PowerPoint and a slide that displayed the sentence frames that
they could use if necessary. Progress monitoring was an instructional strategy I used to help students achieve
the lesson objective by checking for understanding and providing necessary feedback for students before they
began their independent practice.
4. What would you change about the lesson and why?
After talking with my master teacher there are parts of this lesson and strategies that I would change. First, I
would have used a classroom management tool that Mrs. Hinrichs uses through out all of her lessons called
Classroom Dojo, to encourage participation, reward participation, randomly call on students to participate,
and to discipline the few students that were extra chatty during the read aloud. We both agreed that by asking
for volunteers often narrow the variety of students that participate in the class discussion. Mrs. Hinrichs

suggested that using the Classroom Dojo in future lessons would reinforce my expectations of students
behavior. This will be something that I plan to incorporate in my future lessons in Mrs. Hinrichs classroom.
Second, I would have changed about this lesson is to include more opportunities for students to partner share.
Moving forward, I will include more time for students to share with someone their answers before sharing in the
group discussion to allow for all students to have a chance to share their ideas and to collaborate with
classmates. I would have added more opportunities for partner or group work to encourage participation and
collaboration.
Third, I would have changed my delivery and added extra steps of directions. When I was creating my lesson
plan I originally believed that I had prepared my delivery of directions for the students to be clear. During the
lesson it felt that my directions were not as clear as I had planned or thought they would be. My master
teacher also suggested that after I instruct the students with directions to ask them to repeat the directions to
someone sitting next to them. This is a strategy that Mrs. Hinrichs has used with her class before to prevent
any confusion when students are dismissed for independent practice. During this lesson, students seemed
confused with the assessment and how to drag the images under each column for both assessments. This is
something that I should have clearly explained because students did not have any prior knowledge of this
technological skill. I would have included more detailed instructions in this lesson to avoid any confusion for
the students.
Fourth, I would have taken the Needs and Wants Chart off of the Summative assessment. By including the
Needs and Wants Sort Chart on the Summative assessment, confused students with what they were to do
independently. When students were beginning this assessment, I noticed that some students spent most of
their time trying to sort the pictures, some students were writing their sentences under the columns, and some
students ran out of time to complete the other tasks. After discussing this confusion with my Master Teacher,
she suggested that next time just assess them on the writing portion for the summative. With the time allotted
for students to complete the task it is better to choose one focus to avoid the confusion. This formative
assessment was too long for the grade level. Next time, I will keep the assessment appropriate to the grade
levels developmental abilities.
Fifth, I would not have had students drag images from the bottom of a document up under the wants or needs
category. This was a big challenge for the students. Students did not have the ability to click and hold the
mouse to drag an image without loosing the image on the page. For future lessons, I will still provide students
with images and words in a word bank but instead they would type the words instead of dragging the picture.

To avoid any confusion, I would also choose to do that assessment with realia or on paper instead of the
chromebooks.
Sixth, I would have prepared a task for students to do if they finished an activity early. The only time some
students finished before others was during the pre-assessment of the Needs and Wants Sort at the beginning
of the lesson. I instructed students to join me on the carpet when they were done with the sort. I had three-six
students just sitting on the carpet while we waiting for the other students to finish the end of their sort. My
Master Teacher and I both pointed out that having the students just wait on the carpet is not an effective use of
class time. I should have instructed the students to read their library books quietly at their desks or to watch a
YouTube video related to the lesson for the day. For my future lessons I will be prepared for this scenario of
students finishing quicker than others.
Seventh, I would have separated groups on google classroom to individualize the Google Docs sentence
frames for my lower level English Language Learners. During the independent practice of the lesson was when
my lower English Language Learners seamed to struggle most. I did not have the sentence frames that were
on the SmartBoard typed on the Google Doc for the students. I wish that I had them on Google Doc for the
lower ELL students that needed the support. During this time I realized quick that these students needed my
assistance. I quickly typed up the few sentence frames on the four (Kimberly, Jesus, Angel, David, and Moisis)
students that needed it most. Mrs. Hinrichs suggested that for the future lessons I create for her class, that she
would create a separate group on her Google Classroom where I can upload sentence frames and modified
worksheets/activities that are appropriate for the lower level ELLs.
Classroom Lessons ONLY: After presenting your lesson in your BST classroom, please review and reflect on student
work related to this lesson. Make copies of student work for levels of high, middle, low, EL, and Student with Special
Needs, and write your comments on the copies.