DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate Ellyse Harris

Grade Level

1st

Title: The Pledge

CONTEXTUAL FACTORS (classroom factors)

Contextual Factors:

ESL students:
Angel WIDA level one
Allyson WIDA level one
Maria WIDA level one
Sixto WIDA level one
Reyes WIDA level one
Adien WIDA level one

High Ability Learners:

Jordan- He excels in reading and in math.
Kayden- He excels in reading and in math.

Behavior Problems:
Harmony- She will often talk out and distract others.
Kylee- She will often talk out and distract others.

Struggling students:
Adien- He missed the first month of school and has fallen very far behind. He receives
extra help in math and reading.
Natalia- She has a hard time focusing and paying attention. She receives extra help in
reading.
Maria, Sixto, Nephi and Reyes all struggle with reading.

There arent any students with an IEP.

Classroom environment:

Children sit at tables of four. There is a rug in the front of the room for whole group
discussion. There is an elmo, smart board, and four chrome books.
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:

Objective 3 Name school, neighborhood, Utah state, and national symbols, landmarks,
and documents.
B. Demonstrate respect for patriotic practices and customs
Content Walk-Away
I can write how to show respect during the pledge.
Language Walk-Away
I can write how to show respect during the pledge.
Vocabulary: pledge
1-Content objectives, 2-Language objectives, 3-Content appropriate

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 share with their buddy why we say the pledge and why it is important to
show respect.
Content Walk-Away Evidence (Summative):
Students will write how they can show respect during the pledge.
Language Walk-Away Evidence (Summative):
Students will write how they can show respect during the pledge.

5-Adaptation of content, 6-Meaningful activities

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

I will have vocabulary,

labels, and pictures
displayed. Students will
do an action to go along
with the vocabulary
words.
Students will be paired
with their reading
buddy that they interact
well with.
I will have Angel, Sixto,
and Maria tell me what
the symbols on the
American flag
represents.
I will ask Jordan and
Dylan why it is
important to be
respectful during the

pledge.
Approx
.

ACTIVE LEARNING PLAN

Time
Activate/Building Background Knowledge
Yesterday we learned about what the different colors, stars, and stripes on the flag represent. I want you to
turn to you buddy and tell them what the 50 stars on the flag represent. Today we are going to be talking
about something that we do every morning. We put our hand over our heart, and then what do we say? Thats
right we say the pledge. Well today we are going to be learning why we say the pledge and why it is so
important.
Formative assessment:
Learning Goal

Success Criteria

Students remember how we

learned about the symbols on the
flag.

Students will explain the symbols

of the flag to their buddy.

Assessment Strategy
Listen to them as they interact.

Modification/accommodations: (ELL, IEP, GATE, etc.)

Ask Nephi to share what the stars on the flag represent.
Ask Dylan to share what the flag represents.

7-Linked to background, 8-Linked to past learning, 9-Key vocabulary

Focus Lesson (I do it)

I am going to review the walk aways and vocabulary with the class.
I will then read them a picture book about why we say the pledge.
Formative Assessment:
Learning Goal
Students understand the
vocabulary words.

Modification/accommodations:

Success Criteria
Students will use the vocabulary
words in a sentence with their
buddy.

Assessment Strategy
Listen to students as they
interact.

Create an action to go with the vocabulary word.

Guided Instruction (We do it)

Stop in the book when it gets to the part about the soldiers serving in war to protect our freedom. Show them
the flag I have from a family friend that he brought back after he served in Iraq. Explain to them how many
people have made sacrifices to protect our country and flag. Explain to them that is disrespectful to these
people and our country if we goof off and are not respectful when we say the pledge. I will then have the
students say the pledge with me. I will emphasize how we will say the pledge with expression and think about
what we are saying.
16-Opportunity for interaction

Formative Assessment:
Learning Goal
Students understand how to be
respectful when we say the
pledge.

Success Criteria
Students say the pledge together
with expression.

Assessment Strategy
Listen to the students as they say
the pledge.

Modification/accommodations:
Reyes will do his leadership job of starting the pledge.
Ask Kayden to explain why it important to be respectful when we say the pledge.
21-Activities to apply content/language knowledge, 22-Language skills

Collaborative/Cooperative (You do it together)

Have students share with each other what they can do to be respectful during the pledge.

Formative Assessment:
Learning Goal
Students understand how they
can be respectful during the
pledge.

Success Criteria
Students share with their buddy
how they can be respectful during
the pledge.

Modification/accommodations:
Ask Sixto and Angel to share what they can do to be respectful.

Assessment Strategy
Listen to students as they
interact.

Independent (You do it alone)

Summative Assessment:
Students will write down how they can be respectful when we say the pledge. They will draw a picture that
goes along with their writing.

30-Assessment 6-Meaningful activities

Modification/accommodations:

I will have Adien tell me why we need to be respectful during the pledge, I will
then write it for him.
I will ask Jordan to tell me why we call it the pledge of allegiance.
Closure/Review of walk-aways, vocabulary, and essential questions
Review the walk-aways and vocabulary. Have the students share their writing with each other.
27-Review vocabulary, 28-Review concepts, 29-Feedback

SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary
materials, 5-Adaptation of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22Language skills: reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students
engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?

Book about the pledge

Flag from Iraq

This lesson should take 35 minutes.

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?
I felt like this lesson went well. The students were engaged. After looking over their assessments I was able to see that they
recognized how they needed to behave during the pledge. I felt like I could do a better job of asking engaging questions to
the high students.