SAUSD Common Core Lesson Planner

Unit: 3
Exploring
Names and
languages

Grade Level/Course:
1st Grade

Teacher:Miss. Maria E Ramos

Duration: 45-60 min

Date: October 2, 2015

Lesson #: 1
Common Core
and Content
Standards
Materials/
Resources/
Lesson
Preparation

Participate in collaborative conversations with diverse peers and get to know one another and begin forming
a classroom community.
a) Establish and sustains positive relationships (interacts with peers, make friends
b) Language: Listen to and understand other peer names and spoken language.

The first week of class. At the end of the first class, I will ask my students to talk with their parents about the
origins of their first name and what nationality their name represents.
a) Index cards with their names
b) Pictures of names in different languages e.g. (Spanish, English, Vietnam, etc.)

Objectives

Content:
Students will learn how to work together and
they will explore their similarities in names
and languages.

Depth of
Knowledge
Level

X Level 1: Recall

X Level 2: Skill/Concept

X Level 3: Strategic Thinking

Level 4: Extended Thinking

Demonstrating independence
College and
Career Ready
Skills

Language:
Listen to other peers and comprehends language. Follow
directions and uses social rules of language.

Building strong content knowledge

X Responding to varying demands of audience, task, purpose, and discipline

X Comprehending as well as critiquing

Valuing evidence

Using technology and digital media strategically and capably

TEACHER
PROVIDES SIMPLE
EXPLANATION

Academic

Common Core
Instructional
Shifts

Coming to understand other perspectives and cultures

X Building knowledge through content-rich nonfiction texts
Reading and writing grounded from text
X Regular practice with complex text and its academic vocabulary
KEY WORDS ESSENTIAL TO
UNDERSTANDING
Exploring names and languages
Working together

SAUSD Common Core Lesson Template

WORDS WORTH KNOWING

Collaborate
Conversations

STUDENTS
MEANING FIGURE OUT
THE

(Tier II & Tier III) Vocabulary

Pre-teaching
Considerations

The class will spend about 25

minutes interviewing one another.
Then I will ask them each to
introduce their partner to the class
by telling what they had learned.
While each student were talking, I

Over the weekend I will look at the notes that I made

from the students official files, the notes I had taken
in class as the students were introducing one another.
From this source, I will develop a chart on the
linguistic variables of the class.

For example: 1st grade chart Linguistic Chart and first language

Name
Student Name

Native Language
Spanish

Student Name

Vietnamese

Student Name

Spanish

Student Name

English

Comments
Example:Speak English with a
slight Spanish accent.
Example: limited English, clever
he/she uses gestures to get
meaning across.
Example:Bilingual in Spanish
and English
Example: I noticed that does not
appear at all comfortable
speaking in front of the class.

CCSS
Foundational
Standards
(K-5 only)

Lesson Continuum

Instructional
Methods
Lesson
Opening

Lesson Delivery
Check method(s) used in the lesson:
Guided Practice X Collaboration
Independent Practice
Guided Inquiry X Reflection
Prior Knowledge, Context, and Motivation:
I will spend several days preparing my room. I will have taped posters and pictures on the walls and
labels the clock, door, computers and other common objects with signs in both Spanish and English
as well as other languages.

SAUSD Common Core Lesson Template

Activities/Tasks/ Strategies/Technology/
Questioning/Engagement/Writing/Checking for Understanding

Teacher
Reflection
Evidenced
by Student
Learning/
Outcomes

1.
2.
3.
4.
5.
6.

The first week: Exploring Names and Languages

I will develop time to activities designed to help my students get to
know one another.
At the end of the first class, I will ask my students to talk with their
parents about their names and their nationalities.
I will send a note to parents explaining if their children's names had
a special meaning. Parents need to explain to their children.
When my students came to class the next day, I will use a technique
to form my students into pairs. For instance, I will have the students
line up around the room according to their birthdays and then ask
each student to be a partner to the student who have a birthday
closest to him or she. ( I will help them to find their birthdays).
When partnerships are established, I will hand out the following
questions for students to use in interviewing one another.
What is your name? Do you like your name or dislike your name?
Do you have any friends who have the same name as you do?
Does your name have any other meaning?
What does your family call you?
Do you have a nickname?
What do you like to be called?
This question will be translated in Spanish for English Learners.

Differentiated Instruction:

English Learners:

Special Needs:

Accelerated Learners:

Lesson Reflection
In the first week of school, I will help my student get to know one another through the introduction
activity, the class bulletin board, the learning style discussion. Each of these activities are designed to
increase understanding differences among members of the class. My goal is to use a variety of
teaching methods, including questioning, describing, collaborative learning and the development of
voice all of which coincide with their initial emphasis on names, language backgrounds. For instance,
I will use culturally base word exercises and learning style activities to put my students similarities
and differences of their education. I will do all of these things in the context of expanding students
awareness of language and improve their ability to use standard English.

SAUSD Common Core Lesson Template