DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION UNIT PLAN TEMPLATE Semesters 1& 2

Content __Health/Fine arts: Developing a sense of self__________________________________

Step 1 DESIRED RESULTS A. Utah State Core Curriculum Standard
Students will develop and use skills to communicate ideas, information, and feelings. Utah State Core Health/Fine arts K-2: Standard 1: Objectives 2e and 3a, e

B. Enduring Understanding/Big Idea

We all have unique characteristics, relationships, and feelings that make us who we are.

C. Concepts C1. Everyone has unique characteristics that make them a valued individual. C2. Relationships play a major role in our own identity. C3. There are relationships all around us (in home, school, and the environment) C4. We can use a variety of ways to express our feelings. D. Skills
S1. Social Studies.1.1a. Identify how individuals are similar and different: describe and compare characteristics of self and others (e.g., differences in gender, height, language, beliefs, and color of skin, eyes, hair). S2. K.RL.3 With prompting and support, identify characters, settings, and major events in a story. S3. RIT.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. S4. Math: CC.4a Understand the relationship between numbers and quantities; connect counting to cardinality, when counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. S5. Science.2.2a. Observe and describe changes in day and night: compare and contrast light and dark in a day-night cycle and identify the changes as a pattern. S6. Health/F.A.1.3 Develop and use skills to communicate ideas, information, and feelings: Identify and express ideas, information, and feelings in a variety of ways (e.g., draw, paint, tell stories, play, make believe, dance, sing) and express emotions by selecting and playing a variety of simple rhythm instruments.

E. Essential Questions/Guiding Questions

What are some ways that I am different than my classmates? What are some ways that I am similar to my classmates? How are these differences good? What are characters? What is the setting? What is a major event? What is a relationship? What are some characteristics of a good relationship? How can we have good relationships? What is the relationship between numbers and quantity? What are some of the differences between day and night? What are the similarities? What pattern do you see? How can I show and talk about my feelings?

Step 2 ASSESSMENT EVIDENCE C1: Students will be able to talk about differences and similarities in a positive and respectful way during class discussion. C2: Students will finish the sentence My relationship with _______ makes me feel. . . and draw a picture of their relationship and their feelings about it. C3: All about book about relationships at home, school, and the environment. S1: Students will draw a self-portrait using details (they will use a mirror to accomplish this). S2: Using I Need My Monster as a reference, define what character, setting, and events mean by drawing pictures and using keywords. S3: Students will compare with a drawing or dictating the relationship between Ethan and Gabe and one of their relationships. S4: Be able to accurately count items (plastic eyes, claws, or bows) using numbers in order and pairing each object with one number. S5: Make a day-night cycle on a paper plate using at least two differences between day and night. S6: Create/perform a drawing, painting, dance, song, or story that expresses feelings and healthy ways to express and share them. Step 3 INSTRUCTIONAL STRATEGIES & LEARNING ACTIVITIES Reading books about feelings, relationships (especially friendship), and diversity. Reporting content information (character, setting, and event) learned by using sentence strips and drawings. Write and All About book about relationships. Understand how numbers are paired with objects using plastic eyes, claws, and bows. Use colors, dance moves, and instruments to express feelings. Use a paper plate to describe the differences between night and day. Draw a self-portrait using a mirror that reflects positive differences. Draw pictures to describe the relationship between characters and a friend/family member and themselves.
Adapted from: McTighe, J., & Wiggins, G. (2005). Understanding by design, 2nd ed. Alexandria, VA: ASCD.; Ainsworth, L. (2003). Unwrapping the standards: A simple process to make standards manageable. Denver, CO: Advanced Learning Press.

DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION ELEMENTARY LESSON PLAN TEMPLATE

(4/30/12)

Grade Level _K__ Title _S1: Social Studies- We are all different_
CONTEXTUAL FACTORS (classroom factors) Contextual Factors:
12 boys, 11 girls 2 students considered ELLs: Malachi and Sarah, both are level 4, only need help with writing. Sarah sometimes needs help reading the words. 5 students with IEPs: 1 girl and 4 boys Taycee Talon Wyatt Braxtyn Jordan- also has Aspergers and ADHD Two girls with glasses: Amy and Brittany Brittany also has a health plan for seizures

Classroom environment: desks are arranged into groups of four and five, the Promethean board is in the front of the class, and all students are able to see the board.

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 (from Unit Plan): Social Studies.1.1a. Identify how individuals are similar and different: describe and compare characteristics of self and others (e.g., differences in gender, height, language, beliefs, and color of skin, eyes, hair). Content Walk-Away: I will describe and compare characteristics of myself and my classmates. Language Walk-Away: I will be nice and respectful as I talk about what makes us different and similar.

ASSESSMENT EVIDENCE (What evidence do I need to show the students have learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson): Quietly listen to the book and raise hands to speak, use evidence from the book in their answers, speak respectively about characteristics, uses mirrors appropriately to draw a unique selfportrait. Content Walk-Away Evidence (Summative): Students will use a mirror to draw a self-portrait with details. Language Walk-Away Evidence (Summative): Students will be able to talk about differences and similarities in a positive and respectful way.

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

ACTIVE LEARNING PLAN

Modifications/Accomodations (ELL, IEP, GATE, etc.). Note: Provide a brief

description for each. Do not simply list SIOP 4,5,12, etc.

Activate/Building Background Knowledge Boys and girls, we all have characteristics that make us similar or different from each other. A characteristic is something that makes you look like you do such as how tall you are, what color your hair, eyes, skin are, if you are a boy or girl, etc. What are some other characteristics that you know? SIOP 7 A characteristic can also be something about you like your beliefs, language, knowledge, and culture. SIOP 9 We are going to read a story today called I Need My Monster by Amanda Knoll. This is about a boy named Ethan who has a monster who visits him every night. But one night his monster goes fishing so Ethan invites other monsters to visit. These monsters have a lot of characteristics that are similar to each other and very different. As I read, think about how the monsters are similar and how they are different. Similar means that something is almost the same and different means that they are not. Read the book: I Need My Monster by Amanda Knoll
Formative assessment: students are quiet and pay attention as I read the book, they dont shout things out. Modification/accommodations: Make sure all the students can see the pictures, emphasize the characteristics.

SIOP 9: key vocabulary SIOP 7: Concepts linked to students background

Focus Lesson (I do it) (Display pictures of each of the five monsters) now we are going to list at least characteristics we see and know about each of the monsters. I will go first. Here is a picture of Herbert. I notice that he has a long nose and that he is green. He also has long horns that kind of curve and black mustache that curves too. I also notice that he doesnt have long sharp claws.
Formative Assessment: students listen as I model Modification/accommodations: remind students to think about the characteristics of the monsters

Guided Instruction (We do it) Now lets describe Ralph together. From the picture, we know that Ralph has six eyes. What else do you notice? (Answers like: long yellow claws, red fur, silky fur, yellow hair, purple lips, wears a blue tie, and wears nail polish) SIOP 16
Formative Assessment: students give creative answers but base them on what they see in the pictures and what read in the book. Modification/accommodations: prompt students with answers

SIOP 16: frequent opportunities for interaction and discussion

Taycee, Wyatt, Talon, and Braxtyn might need additional prompting when called on to provide details. Let them look at the book.

Collaborative/Cooperative (You do it together) All the monsters have similarities as well as differences. They are all monsters, four of them are boys, they live under the bed etc. Just like the monsters, we all have similarities and differences. What are some things that are the same about us? Remember, we need to be nice and respectful as we talk about our characteristics.( Answers could include: we are all humans, we have eyes, arms, legs, etc.) what are some differences do you notice? (Answers: some are boys some are girls, some have long hair, some have short hair, color of eyes, color of hair, etc.)
Formative Assessment: students are respectful as we talk about similarities and

differences. Modification/accommodations: remind students to only say positive things about each other.

Independent (You do it alone) Now we are going to pay attention to our own characteristics. I have mirrors for all of you. We are going to use the mirrors to draw a self-portrait. A selfportrait is a picture that you draw of yourself. As you draw, pay attention to the characteristics that make you similar to your classmates and different from them. Draw your picture on your own. Remember, we want them to look different because we are all different.
Formative/Summative Assessment: Students use the hand mirrors to draw a selfportrait that details specific characteristics that are unique to them and are similar to their peers. Modification/accommodations: give help to those who may have trouble drawing, letting them know that it is their work of art so it is okay of doesnt look like everybody elses.

Comprehensible review of content and vocabulary A characteristic is something that makes you look like you do. Remember, that one of Gabes characteristics is that he had green fur and red eyes. A characteristic could also be something about you that maybe we cant see such as Gabe likes to scare Ethan and he doesnt like to fish. What are some characteristics that we have in our class?
Formative/Summative Assessment: students offer answers that we referred to in our discussion and that they noticed as they drew their self-portrait. Modification/accommodations:

Summarization We drew great self-portraits today that show the many characteristics that we can see about ourselves. Remember, that we must be nice and respectful as we talk about the characteristics of our classmates.
Formative/Summative Assessment: Modification/accommodations:

NOTES TO TEACHER
What do I need to remember to do? Show the pictures while I read the book and emphasize characteristics of the monsters. Materials to have ready? Hand mirrors for all the students, drawing paper, and colored pencils. Pictures each of the monsters posted on the board Approximate time needed for lesson? 45 minutes

DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION ELEMENTARY LESSON PLAN TEMPLATE

(4/30/12)

Grade Level __K___ Title S2: Identify characters, setting, big events_______
CONTEXTUAL FACTORS (classroom factors) Contextual Factors:

12 boys, 11 girls 2 students considered ELLs: Malachi and Sarah, both are level 4, only need help with writing. Sarah sometimes needs help reading the words. 5 students with IEPs: 1 girl and 4 boys

Taycee Talon Wyatt Braxtyn Jordan- also has Aspergers and ADHD

Two girls with glasses: Allie and Brittany Brittany also has a health plan for seizures

Classroom environment: desks are arranged into groups of four and five, the Promethean board is in the front of the class, and all students are able to see the board. 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 (from Unit Plan): K.RL.3 With prompting and support, identify characters, settings, and major events in a story. Content Walk-Away: I will know what characters, setting, and big events are and find them in I Need My Monster. Language Walk-Away: I will talk about the characters, setting, and big events from I Need My Monster.

ASSESSMENT EVIDENCE (What evidence do I need to show the students have learned the Walk-Away? )
Formative Evidence (checking for understanding throughout the lesson): Students recall the story with adequate detail, students only name characters from the book and hold up the red popsicle stick, observe students as they categorize pictures, students can use vocabulary words. Content Walk-Away Evidence (Summative):

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

Using I Need My Monster as a reference, define what character, setting, and events mean by drawing pictures and using keywords.
Language Walk-Away Evidence (Summative): Students will tell their shoulder partner the name of at least one of the characters, where the story is set, and two major events of the story.

ACTIVE LEARNING PLAN

Modifications/Accomodations (ELL, IEP, GATE, etc.). Note: Provide a brief

description for each. Do not simply list SIOP 4,5,12, etc.

Activate/Building Background Knowledge Boys and girls remember the story we read about the boy named Ethan who had a monster named Gabe? Who can tell us about the story? Lets see if we can work together to summarize or quickly retell the story. (Quickly review the story). Good job on summarizing I Need My Monster! Today we are going to learn a more about three things: characters, setting, and big events. Our goal is: I

will know what characters, setting, and big events are and find them in, I Need My Monster.
Formative assessment: Students are able to recall the overall storyline of the book as well as some details. Modification/accommodations: Use the pictures to take a quick picture walk review. Prompt students when needed.

Focus Lesson (I do it)

1) A character is a person in a story. A character talks to other characters in the story and the story is about what happens to the characters. The main character is who the story is about. In I Need My Monster, Ethan is the main character. The setting is where the story happens. The setting is a place. The setting is also the time when a story happens. Sometimes in stories there can be more than one setting. This means that the story can happen in more than one place or it can happen during different times of the day like one part will be at night and the next will be in the morning. A big event is what happens in the story. Big events can make other big events happen.

2)

3)

Formative Assessment: Modification/accommodations:

Guided Instruction (We do it) 1) Who are some other characters in the story? (answers would include Gabe, Herbert, Ralph, Cynthia, and Mack.) SIOP 16, 18 2) Where does the story happen in the book? Is there another setting? Hold up the green popsicle stick if you think that there is another setting in I Need My Monster. Hold up the red popsicle stick if you think there is only one. What time of the day does the story happen? 3) One of the big events in the story is when Gabe leaves to go fishing. Why is this a big event? What big event happens after Gabe leaves to go fishing?
Formative Assessment: Students only name characters from our book, they hold up the red popsicle stick because the story only takes place in Ethans room. Modification/accommodations: If needed, return to a few pictures to help students remember monsters and realize that the story has only one setting and that it happens at night.

SIOP 16: Frequent opportunities for interaction and discussion. SIOP 18: Sufficient wait time.

Collaborative/Cooperative (You do it together) Boys and girls, we are going to play a game with our shoulder buddies. You will take turns picking out pictures from this bowl. Then you will decide where You should put it on the board. We have three different groups: character, setting, event. If you are not sure where to put your picture you can ask your shoulder buddy for help. SIOP 17
Formative Assessment: I walk around to make sure that students correctly categorize the pictures into the proper groups. Modification/accommodations: Ask gifted students if a picture of a familiar character is the main character, what time the setting in the picture is what event it looks like is happening.

SIOP 17: Grouping configurations support language and content objectives. Dallin and Malia can work together to make more specific groups. Have Jordan repeat instructions.

Independent (You do it alone) Now you are going to draw a picture of a character, setting, and big event. What are some example of characters? Setting? Events?
Formative/Summative Assessment: Allow lower students to use characters, the setting, and the events to draw their pictures. Modification/accommodations: Lower level students can pick one of the three to draw.

Comprehensible review of content and vocabulary Boys and girls, remember that a character is who is in the story and who the story is about. The setting is where the story happens this could also include the time of day it happens. In I Need My Monster, the setting is Ethans room at night. And finally, a big event is what happens in the story. Events make stories interesting and fun to read.
Formative/Summative Assessment: I can call on students to review vocabulary. Modification/accommodations: Have some students repeat vocabulary and their definitions.

Taycee, Braxtyn, and Wyatt can choose either a character, setting, or event to draw about.

Summarization I saw some really great grouping of characters, setting, and events. We also drew some really great pictures. So lets see if we reached our goal: I will know what characters, setting, and big events are and find them in I Need My Monster. Put up your green popsicle stick if you think we did a good job with this goal. Put up your red popsicle stick if you think we did not. Who has a question about characters, setting, or events? Remember a question is asking something not telling a story. SIOP 19
Formative/Summative Assessment: Ask students questions about why they do not think we accomplished our goal if some put up the red popsicle stick. Students ask questions if needed. Modification/accommodations: Review where needed.

Ask Jordan to repeat vocabulary with me and say the definition.

SIOP 19: Ample opportunities provided to clarify key concepts.

NOTES TO TEACHER
What do I need to remember to do? Review book on my own before so I can help the class quickly summarize. Materials to have ready? Paper, crayons, pictures of familiar characters, settings, and events in a bowl for each partnership. Approximate time needed for lesson? 20 minutes

DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION ELEMENTARY LESSON PLAN TEMPLATE

(4/30/12)

Grade Level _K__ Title _S3: All About Relationships___________________

CONTEXTUAL FACTORS (classroom factors) Contextual Factors:
12 boys, 11 girls 2 students considered ELLs: Malachi and Sarah, both are level 4, only need help with writing. Sarah sometimes needs help reading the words. 5 students with IEPs: 1 girl and 4 boys Taycee Talon Wyatt Braxtyn Jordan- also has Aspergers and ADHD Two girls with glasses: Allie and Brittany Brittany also has a health plan for seizures

Classroom environment: desks are arranged into groups of four and five, the Promethean board is in the front of the class, and all students are able to see the board.

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 (from Unit Plan): RIT.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. Content Walk-Away: I will know what a healthy relationship is. Language Walk-Away: I will talk and write about the characteristics of a healthy relationship.

ASSESSMENT EVIDENCE (What evidence do I need to show the students have learned the Walk-Away? )
Formative Evidence (checking for understanding throughout the lesson): Walk around and listen to students as they talk to their partners, students correctly sort the characteristics of healthy and unhealthy relationships, students answer questions.

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

Content Walk-Away Evidence (Summative):

All about book about relationships at home, school, and the environment.
Language Walk-Away Evidence (Summative):

Students will compare with a drawing or dictating the relationship between Ethan and Gabe and one of their relationships.

ACTIVE LEARNING PLAN

Modifications/Accomodations (ELL, IEP, GATE, etc.). Note: Provide a brief

description for each. Do not simply list SIOP 4,5,12, etc.

Activate/Building Background Knowledge A relationship is a connection between two individuals. Relationships could be with friends, family, people you go to school or work with, or with your neighbors. SIOP 9
Formative assessment: Modification/accommodations:

SIOP 9: key vocabulary emphasized.

Focus Lesson (I do it) Here at school, I have a relationship with all of you. I am the teacher and you are my students. We work together to learn. Relationships can be healthy or unhealthy. You have a healthy relationship if you treat and talk to the other person kindly and respectfully. In our classroom, we have healthy relationships because we treat each other with respect and kindness. An unhealthy relationship can happen if two people usually fight or yell at each other, or do not listen to what the other has to say. SIOP 9 A relationship is not always healthy or unhealthy. It can change as we grow. If we have relationship that is unhealthy, we can work together to make it a healthy relationship. When I was younger, I had an unhealthy relationship with one of my sisters because we fought and said mean things to one another. It did not feel good to fight with my sister. We wanted to have a healthy relationship so our mom helped us talk and try to understand what the other was feeling. It helped so much! After that, when we would start to feel angry and start to fight, we would stop and remember that we were not listening to each other and we would talk about why we were feeling angry. Now are relationship is healthy.
Formative Assessment: students are attentive. Modification/accommodations: I will walk around as needed to keep students engaged.

SIOP 9: key vocabulary emphasized.

Guided Instruction (We do it) Now lets decide what makes a relationship healthy or unhealthy. We are going to sort examples into the right category. (Use the promethean board with the headings: Healthy and Unhealthy and have words at the bottom that say what they are when you tap on them like Listen or Fight. I will move the words to the proper category after we decide as a class where it should go.) Think about a relationship that you have. Is it healthy or unhealthy? If you need help deciding, look at these examples. SIOP 7
Formative Assessment: Students understand that healthy relationship have positive characteristics and have me put those characteristics into the Healthy category and same with Unhealthy and the negative characteristics. Modification/accommodations: If students are unsure about where to put a characteristic, I will have a student who thinks they know provide an example, or I will.

SIOP 7: Concepts explicitly linked to students background knowledge.

Collaborative/Cooperative (You do it together) So now, lets talk about the relationship in the book, I Need My Monster between Ethan and Gabe, what kind of relationship do they have? Are they brothers? Are they neighbors? Are they friends? Could they be enemies? With your partner, talk about what you think their relationship is and why you think it is that way. SIOP 8 Lets draw a picture together of what their relationship is like. Now draw a picture that shows a relationship you have with someone. It could be a healthy or unhealthy relationship. If it is an unhealthy relationship, think of some ways that you can make it healthy.
Formative Assessment: As I walk around I will listen to the students as they define the relationship. Modification/accommodations: Give prompting and support as needed.

SIOP 8: Links explicitly made between past learning and new concepts.

Independent (You do it alone) Now we are going to make an All About book about relationships. On each page there is a word such as Home, School, Friends, etc. Draw a picture about healthy relationships in each of these places.
Formative/Summative Assessment: Students draw pictures that accurately define

healthy relationships in the proper category. Modification/accommodations: Give students that may be struggling examples and prompting.

Comprehensible review of content and vocabulary Students, what is a relationship? A relationship is a connection between two people. What are examples of relationships?
Formative/Summative Assessment: Answers could include: friendships, family, teacher and students, boss and worker, etc. Modification/accommodations: give prompting as needed.

Summarization Today, I saw very good conversations about relationships and many of you had wonderful examples of healthy relationships. When we work together, listen to and treat each other with kindness and respect, we will have a healthy relationship.

NOTES TO TEACHER
What do I need to remember to do? Have examples of healthy/unhealthy relationships and questions ready to go. Materials to have ready? Promethean board with characteristics of healthy/unhealthy relationships that students can sort, I Need My Monster, All About book with headings on each page for each student. Approximate time needed for lesson? 25 minutes

DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION ELEMENTARY LESSON PLAN TEMPLATE

Grade Level _K __ Title _S4: Math: classify and count objects (bows, eyes, and claws)
CONTEXTUAL FACTORS (classroom factors) Contextual Factors:

12 boys, 11 girls 2 students considered ELLs: Malachi and Sarah, both are level 4, only need help with writing. Sarah sometimes needs help reading the words. 5 students with IEPs: 1 girl and 4 boys Taycee Talon Wyatt Braxtyn Jordan- also has Aspergers and ADHD Two girls with glasses: Allie and Brittany Brittany also has a health plan for seizures

Classroom environment: desks are arranged into groups of four and five, the Promethean board is in the front of the class, and all students are able to see the board.

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 (from Unit Plan): K.MD.3: Classify objects and count the number of objects in each category. Content Walk-Away:

I will be able to sort by color and count the bows, claws, or eyes in each group. Language Walk-Away: I will make a bar graph of my objects.

ASSESSMENT EVIDENCE (What evidence do I need to show the students have learned the Walk-Away? )
Formative Evidence (checking for understanding throughout the lesson): Students sort hearts by color, whisper count how many bows, claws, or eyes of each color, I can walk around and see if students sorted their objects correctly and hear them count. Content Walk-Away Evidence (Summative): Students accurately sort the bows, claws, or eyes by color and can correctly count the number of objects in each group. Language Walk-Away Evidence (Summative): Students can represent the amount in each group on the bar graph by filling in the number of boxes corresponding to the number of objects.

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

ACTIVE LEARNING PLAN

Modifications/Accomodations (ELL, IEP, GATE, etc.). Note: Provide a brief

description for each. Do not simply list SIOP 4,5,12, etc.

Activate/Building Background Knowledge In I Need My Monster how Ethan met different monsters who had a lot of eyes, or different kinds of claws, and even met one with bows! We have containers of three different objects: bows, claws, or eyes. The objects come in six different colors. Not all the containers will have all the colors or even the same number of objects. I wonder which color of each object we will have the most of as a whole class. One way we can do this is by sorting the objects by colors, counting the objects in each group, and showing it on a bar graph. Who remembers what a bar graph is? What does a bar graph look like? SIOP 16 This is our goal: Today I will sort by color and count the bows, eyes, or claws in each group. Say it with me. SIOP 1,2
Formative assessment: Students remember what a bar graph is and can describe what it looks like. Modification/accommodations: Have a filled-in example of a bar graph to prompt students if needed.

Pass out the containers after the I Do part of the lesson. SIOP 1,2: content and language objective displayed. SIOP 16: frequent opportunities for interaction and discussion

Focus Lesson (I do it) I am going to show you how to do it first. So I am going to dump out my bows on my paper plate. I see that I have pink, green, orange, yellow, and white bows but I do not have any purple. So now I am going to sort my bows into groups by colors. Taycee, how would I sort my hearts by colors? SIOP 18 Thats right, I will put all the pink hearts in a group and all the orange bows in a group and I will do the same with the green, yellow, and white. How many groups do I have, Wyatt? Right, I have five groups. Now I am going to count how many bows I have in each group. I will start with the pink group. (I count the pink bows) notice how I put my finger on each bow

SIOP 18: sufficient wait time

and kind of push it away so I know I counted it already? This way, I wont count it again. I have four pink bows, so now I am going to graph it. I find the column that is labeled Pink and is the color pink. I take my pink crayon and color in four pink boxes in the column like this (demonstrate).
Formative Assessment: Taycee and Wyatt (or other students if they are not there) will answer questions correctly. Modification/accommodations: Ask questions along Blooms taxonomy to pull more detail from answers especially if they are vague.

Guided Instruction (We do it) Lets count and graph the green bows together. Count out loud with me. I have five green bows. Now that we have counted the bows, what do we do next Talon? (give prompting as needed) SIOP 18 Good job! We color in five boxes in the green column with our green crayon. Count the boxes with me as I color them in.
Formative Assessment: Students count aloud with me and Talon (or another student if he is not there) answers that we fill in the boxes on the graph. Modification/accommodations:

SIOP 18: sufficient wait time

Collaborative/Cooperative (You do it together) Which color do I have more of, pink or green? Turn to your shoulder buddy and whisper your answer. Count the boxes in the green column and the pink column again if you have different answers. SIOP 17 Now I am going to graph my answers onto our class graph. I color in four boxes in the pink column. How many boxes do I color in the green column?
Formative Assessment: Students whisper their answer to their shoulder buddy that there are more green than pink bows. They count the boxes in each column together if they have different answers. Modification/accommodations: ask my higher-level students how many more green bows there are than pink bows. Ask them how they know.

SIOP 17: grouping configurations support language and content objectives

Independent (You do it alone) Now you are going to sort, count, and graph the bows, eyes, or claws in your own containers. Dump them out on your paper plate. Brooklyn, what do we do first? Yes, we sort them by color. Then we count the object in each group. What do we do after that, Gabe? Right! We color in the number of boxes for that color. Any questions? SIOP 19 When you are finished with your graph, make sure your name is on it and come up to the big graph and color in the same number of boxes you colored in on your graph for each color.
Formative/Summative Assessment: Brooklyn and Gabe (or other students) can correctly identify the first and last step of the assignment. Students color the correct amount of boxes for each color on the bar graph. Modification/accommodations: have Jordan repeat the directions to me before he starts.

SIOP 19: ample opportunities to clarify key concepts

Summarization Boys and girls, today we learned how to sort our objects by color and count the objects in each group. What are some other things that we can sort by color? Lets look at our class graph. Looking at each column, which color of bows did we have the most of? Eyes? Claws?
Formative/Summative Assessment: Students answer questions appropriately.

NOTES TO TEACHER

What do I need to remember to do? Make a big copy of the MONSTER GRAPH for the class data, have a container of bows, claws, or eyes for each student that does not have more than ten objects in each color, give my lower-level students containers with less objects in them. Materials to have ready? MONSTER GRAPH for each student, paper plate for each student, makes sure each student has crayons corresponding to the colors on the graph. Approximate time needed for lesson? 25 minutes

DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION ELEMENTARY LESSON PLAN TEMPLATE

(4/30/12)

Grade Level _K__ Title __S5: Day and Night_____________________________

CONTEXTUAL FACTORS (classroom factors) Contextual Factors:
12 boys, 11 girls 2 students considered ELLs: Malachi and Sarah, both are level 4, only need help with writing. Sarah sometimes needs help reading the words. 5 students with IEPs: 1 girl and 4 boys Taycee Talon Wyatt Braxtyn Jordan- also has Aspergers and ADHD Two girls with glasses: Allie and Brittany Brittany also has a health plan for seizures

Classroom environment: desks are arranged into groups of four and five, the Promethean board is in the front of the class, and all students are able to see the board.

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 (from Unit Plan): Science.2.2a. Observe and describe changes in day and night: compare and contrast light and dark in a day-night cycle and identify the changes as a pattern. Content Walk-Away: I will understand the differences between day and night.

Language Walk-Away: I will be able to talk about the differences between day and night.

ASSESSMENT EVIDENCE (What evidence do I need to show the students have learned the Walk-Away? )
Formative Evidence (checking for understanding throughout the lesson): students will add details describing the differences between day and night to a web as a class, they will talk to their neighbors about different activities that are done during the day or during the night, they will be able to accurately describe the day-night cycle to their neighbor as I walk around and check for understanding. Content Walk-Away Evidence (Summative):

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

Make a day-night cycle on a paper plate using at least two differences between day and night.
Language Walk-Away Evidence (Summative):

Students will be able to discuss the differences between day and night.

ACTIVE LEARNING PLAN

Modifications/Accomodations (ELL, IEP, GATE, etc.). Note: Provide a brief

description for each. Do not simply list SIOP 4,5,12, etc.

Activate/Building Background Knowledge Boys and girls, when do we come to school? Do we go to school when it is dark out or is it light outside? Is the moon or sun up when we come to school? (SIOP 7, 18) We come to school when it is light out and the sun is up. We come to school during the day. Today we are going to learn about the differences between day and night and create a cycle showing these differences. Boys and girls, a cycle is a picture of a pattern or process that repeats. (SIOP 9) Our goal today is to be able to understand what makes day and night different and to talk about it with our buddies. (SIOP 1,2)
Formative assessment: Students answer questions appropriately demonstrating their background knowledge about the differences between day and night. Modification/accommodations: give prompting as needed, remind kids to look outside to see if it is light or dark.

SIOP 7: links made from past experiences SIOP 18: wait time SIOP 9: key vocabulary SIOP 1, 2: content and language objectives

Focus Lesson (I do it) Read the first part of the book, Sun by Honor Head. The sun is a huge ball of burning gases. It gives us light and warmth during the day. Even when the clouds cover the sky, we still get the suns light. When the sun goes down it is called sunset. At night, when we cannot see the sun, it is dark. Night and day happen because our planet, the Earth, is always spinning. It makes one completes spin every 24 hours. This is one day. As it spins, one side of the Earth faces toward the sun while the other side faces away. The side of the Earth facing the sun has day while the side facing away has night.

SIOP 18: wait time SIOP 16: interaction

Formative Assessment: students listen attentively to the book. Modification/accommodations: emphasize keywords and facts that I want the students to remember.

SIOP 7: links made to background experience SIOP 8: links made to past learning to new learning

Guided Instruction (We do it) Boys and girls we are going to make a word web to organize the details and facts we find out about day and the sun. I will write Day in the middle of the board then draw lines connecting it to the facts and details we write down. What are some facts we know about day? (SIOP 18,16) Thats right; we know that the sun is up when it is day. We know that the sun gives light and warmth during the day. What other things do we know that we did not read in the book? (SIOP 7,8)
Formative Assessment: students recall details from the book as well as make links from their past learning and experiences. Modification/accommodations: give prompting as needed.

Collaborative/Cooperative (You do it together) With your buddy fill in the word web for Night use the facts we learned from the book and at least one other fact that you know that wasnt in the book.
Formative Assessment: students work together to fill out their word webs about night. They use at least three facts from the book and one from their own knowledge. Modification/accommodations: give students prompting and scaffolding as needed as I walk around and listen to their collaborations.

Independent (You do it alone) Now we are going to make a day and night cycle using a paper plate. What do we notice about the day and night cycle? The sun come up then goes down, then the moon comes up, then goes down and then it repeats. Draw the sun at the top of the plate and label it Sunrise then draw the sun setting on the right of the first sun and label it Sunset. What comes next? Thats right the moon comes up: label it Moonrise and label the moon going down as Moonset
Formative/Summative Assessment: students correctly fill in their day-night cycle and label the drawings correctly. Modification/accommodations: Write Moonrise and Moonset on the board.

Comprehensible review of content and vocabulary Students review the cycle with a partner using the vocabulary: sunrise, sunset, moonrise, moonset.
Formative/Summative Assessment: I will walk around and listen to make sure they are using the vocabulary. Modification/accommodations:

Summarization Class today we learned about day and night and how they are different. We also made a Day and Night cycle to show how day and night repeat and happen in the same pattern. Tell your buddy what pattern day and night cycle in.
Formative/Summative Assessment: Modification/accommodations:

NOTES TO TEACHER
What do I need to remember to do? Write vocab. words on board and remind students to look at the word web on the board to fill theirs in. Materials to have ready? Sun by Honor Head, paper plates Approximate time needed for lesson? 20 minutes

DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION ELEMENTARY LESSON PLAN TEMPLATE

(4/30/12)

Grade Level _K __ Title _S6: Feel the music_________________________

CONTEXTUAL FACTORS (classroom factors) Contextual Factors:
12 boys, 11 girls 2 students considered ELLs: Malachi and Sarah, both are level 4, only need help with writing. Sarah sometimes needs help reading the words. 5 students with IEPs: 1 girl and 4 boys Taycee Talon Wyatt Braxtyn Jordan- also has Aspergers and ADHD Two girls with glasses: Allie and Brittany Brittany also has a health plan for seizures

Classroom environment: desks are arranged into groups of four and five, the Promethean board is in the front of the class, and all students are able to see the board.

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 (from Unit Plan): Health/F.A.1.3 Develop and use skills to communicate ideas, information, and feelings: Identify and express ideas, information, and feelings in a variety of ways (e.g., draw, paint, tell stories, play, make believe, dance, sing) and express emotions by selecting and playing a variety of simple rhythm instruments. Content Walk-Away: I will make up a dance, song, and picture to express my feelings. Language Walk-Away:

I will be able to tell how my dance, song, and painting expresses my feelings.

ASSESSMENT EVIDENCE (What evidence do I need to show the students have learned the Walk-Away? )
Formative Evidence (checking for understanding throughout the lesson): students share with each other and the class how the music makes them feel, Content Walk-Away Evidence (Summative): Students will create a song using simple rhythmic instruments, a dance, and a painting that expresses a feeling. Language Walk-Away Evidence (Summative): Students will be able to explain what feeling is being portrayed and defend their choices in representing the feeling.

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

ACTIVE LEARNING PLAN

Modifications/Accomodations (ELL, IEP, GATE, etc.). Note: Provide a brief

description for each. Do not simply list SIOP 4,5,12, etc. SIOP 8: past learning linked to new concepts. SIOP 16: opportunities for interaction SIOP 18: wait time SIOP 3: age and educational level appropriate content concepts SIOP 17: grouping configurations SIOP 1 & 2: content and language objectives SIOP 9: key vocabulary emphasized

Activate/Building Background Knowledge Boys and girls I am going to turn on some different kinds of music. As we listened, think of how each song makes you feel. Think about the different feelings that we learned about yesterday. Be ready to share. (SIOP 8) I will turn on a compilation of music ranging from classical to party music. I will pause after each song clip so children can process the emotions from each song separately. The students will listen to the music and be able to share some feelings that they had as they listened. How did the music make you feel? Did you feel happy, sad, sleepy, excited, angry, scared? Why do you think you had these feelings? (SIOP 16, 18) Music can affect the way we feel. Sometimes it can make us feel sad. What kind of music would make you feel sad? Would it be slow or fast? Happy? Scared? Excited? Turn to your buddy and share your ideas. (SIOP 3, 17) I will choose a few students to share with the class. Today we are going to learn more about feelings and how we can express them. To express something means that you show or tell about it. So when we express our feelings we show them or tell them. We are going to express and talk about our feelings by making a song, dance, or painting. (SIOP 1, 2, 9)
Formative assessment: students listen to the songs and share how they made them feel. Modification/accommodations: I will pause after each song so the students can process each emotional response separately.

Focus Lesson (I do it) Play a part of What Makes You Beautiful by the Piano Guys.

When I hear this song, I feel happy. It makes me want to dance and smile and sing along. How does this song make you feel? What other songs make you feel this way? Share with your buddy (SIOP 7, 17,18) One way that I could express how I feel is to make a dance to this song that will show others that I am happy. I might jump a little and move kind of fast. (I will demonstrate each action).
Formative Assessment: students share other songs that make them feel happy with their buddy. Modification/accommodations: have other songs that are happy to play if students cannot think of any.

SIOP 7: background experience SIOP 17: grouping configurations SIOP 18: wait time

Guided Instruction (We do it) Now I am going to play some more music and we are going to dance to it as we listen. But before we dance, think about how the song makes you feel. Does it make you feel sad, happy, angry, excited, sleepy, scared, calm or something else? Think about how you can show this feeling. Remember to dance in your own way. Try to make up your own dance to express how you feel. Dont just copy what your friends are doing. Its okay to do something differently. (SIOP 6) I will play more music such as ballet, cha cha, hiphop. Waltz, jive, etc. While we dance I will point out specific students and ask the students to identify what emotion that student is portraying. I will ask the students why they think that. Afterwards we will share things we observed as we danced.
Formative Assessment: Students dance in a way that is appropriate to the music. They can tell me as I walk around during the activity how they are feeling and rationalize why they chose a specific dance element to express that emotion. Modification/accommodations: spread the students out so each student as their own space to dance and express their emotions. Shout out unusual emotions for the students to portray such as joyful, ashamed, shy, brave, lazy, irritated, or hopeful, etc. Allow students who may feel too shy to dance in front of the class to observe the other students and tell what emotions they see. (SIOP 5)

SIOP 6: meaningful activities

SIOP 5: adaptation of content

Collaborative/Cooperative (You do it together) On your tables are some instruments that we us for music time. Also there is a picture of an emotion. (SIOP 4) As a table, work together to decide what emotion is being expressed in the picture. Then decide how you would play a song to express that emotion. (SIOP 17) For example, I have a picture that looks like it is expressing the emotion afraid. I think I would make the drums sound like a heartbeat and pound it faster as my heart beats faster. Does that sound like I am afraid? Think carefully about your emotion and the different ways you can use the instruments to express it. Remember to treat the instruments with respect and to use them the way you learned how in music time. Also, treat each others ideas and opinions with respect. We need to take turns and listen to each other.
Formative Assessment: Students correctly identify the emotion that is pictured at their table. They use the instruments appropriately to express the emotion. They are creative and respectful as ideas are shared. Modification/accommodations: students who cannot use the instruments appropriately will lose their opportunity in making the music, but will walk around with me and talk about the observations they make about each groups musical composition.

SIOP 4: supplementary materials SIOP 17: grouping configurations

Independent (You do it alone) Now you each have your own paint and brushes. On your paper, you are going to paint a picture that expresses an emotion that you feel as we listen to music. Think about the colors you would use and how you will paint lines or shapes. As you paint, I will walk around and ask you what emotion you are expressing in your painting and why you chose to paint it the way you did.

Formative/Summative Assessment: students express an emotion elicited from listening to music. They carefully choose colors, shapes, and designs to appropriately express this emotion. Modification/accommodations: I can show examples of paintings that express emotions with color, shape, and design if students are unsure how to express the emotion. However, I will encourage the student to use their imagination and creativity to express the emotion. Also, if a student is having a difficult time deciding what emotion to paint, I will give them suggestions. (SIOP 5)

SIOP 5: adaptation of content

Comprehensible review of content and vocabulary Feelings can be expressed in different ways. What does express mean? (SIOP 18) When we express something that means that we shoe or tell about it. (SIOP 27, 28)
Formative/Summative Assessment: students can tell me what express means. Modification/accommodations: prompt students if needed.

SIOP 18: wait time

SIOP 27 & 29: review of vocabulary and content concepts

Summarization What are some ways that we expressed our feelings today? What are some other ways that we can express feelings that we did not do today? (SIOP 30) I saw a lot of creativity and great expressions of feelings with music, dance, and paint. (SIOP 29)
Formative/Summative Assessment: students provide appropriate and specific examples of how we can express feelings such as through music, dance, or painting. Modification/accommodations: prompt students where needed.

SIOP 30: assessment of learning and comprehension SIOP 29: feedback provided

NOTES TO TEACHER
What do I need to remember to do? Make a compilation of a variety of music that expresses a wide range of emotions. Write the objective on the board and have the students say it with me. Go over the rules of respect with students before the lesson and especially during the you do together portion. Make enough room for each student to have their own space to dance. Materials to have ready? Music cds, simple rhythmic instruments for each group, a picture of an emotion for each group, paints for each student, wet wipes, smocks, paper, and brushes. Approximate time needed for lesson? About an hour