Standards-Aligned Lesson Plan Template

Subjects: English and Language Arts/ History and Social Science

Teacher: Sarah Medley

School: Roosevelt Elementary School

Grade: 1st
Date: 10-25-16

Part I GOALS AND STANDARDS

1. Common Core Learning Standard Addressed:
RI.1.1 Ask and answer questions about key details in a text.
2. State Content Standard Addressed (History/Social Science):
H-SS 1.6.2 Students understand basic economic concepts and the role of individual choice in a free-market economy: Identify the
specialized work that people do to manufacture, transport, and market goods and services and the contributions of those who
work in the home.
3. ELD Standard Addressed:
ELD.PI.1.6 Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly
and implicitly through language.
Em: Reading/viewing closely: Describe ideas, phenomena (e.g., plant life cycle), and text elements (e.g., characters) based on
understanding of a select set of grade-level texts and viewing of multimedia, with substantial support.)
4. Learning Objective:
Students will be able to identify the basic roles of the different people involved in the
production and marketing process for strawberry jam by completing a flow chart with key
details from the text.
Blooms Taxonomy: Remember

STUDENT-FRIENDLY TRANSLATION
I will be able to list the steps that
food takes to get from the farm to
my home.

5. Relevance/Rationale: As a consumer in a free-market economy it is important to

have an understanding of the manufacturing process, including the many different
individual jobs people have, for products bought.

STUDENT-FRIENDLY TRANSLATION
I will understand that many people
help to make the food that I eat

6. Essential Questions:
What do you think the benefits are of having people do specialized work?
Do you think all the different manufacturing steps and many workers affect the price of the product?
Part II STUDENTS INFORMATION
7. Class Information:
Total number - There are 25 students. 11 girls and 14 boys.
English Learners/Standard English Learners - There are 4 English-Only students and 21 English Learners at different proficiency
levels (2 Emerging, 6 Expanding, and 13 Bridging)
Students with Special Needs There are 3 students currently identified. 2 of them have autism and are placed in the classroom
full-time since it is stated in their 504 Plans that is the least restrictive environment for their learning. 1 special education
student has an Individualized Education Plan and only spends some of her time in the general education classroom, but she will
not be present for this lesson.
Linguistic background The 21 English Learners all speak Spanish as their primary language.
Cultural background (home/family) -Most of the students' grandparents immigrated from Mexico meaning that the majority of
the class is 3rd generation citizens of the United States. One of the students family just moved to the U.S. from Ecuador.
Health considerations (if any) There are no known food allergies. There are 4 students with asthma (3 with allergic rhinitis, 1
with exercise-induced asthma).

 Academic language abilities, content knowledge and skills in content area - According to ASCD's "Developmental
Characteristics of Children and Youth, students at this age are learning that words and pictures represent real objects, so their
vocabulary comprehension is mostly concrete and includes words that represent objects and activities. Their understanding of
language is greater than their ability to use language and difficulties such as this need to be considered when asking students to
communicate. They can relates tales of present and past events and can verbalize similarities and analogies.
Physical development factors that may influence instruction in this academic content area According to ASCD's
"Developmental Characteristics of Children and Youth, girls are ahead of boys in physical development and physical achievement
but both sexes are ready for beginning reading at this age. Small muscle and eye-hand coordination is developing and they are
becoming increasingly skillful in handling tools, such as pencils and scissors. This age group is capable of drawing a recognizable
human figure. They also tend to have a constant high level of energy which might make it difficult for them to stay seated at their
desk, or any one place, for prolonged period of time.
Social development factors that may influence instruction in this academic content area According to ASCD's
"Developmental Characteristics of Children and Youth, the students ability to function independently is strongly tested at this age.
They begin to develop a sense of empathy and start to see others point of view. They can share and take turns. Peers become
increasingly important, and are known to criticize any deviation from gender roles including dress and behaviors, and will also
criticize differences in intellectual and physical traits. The peer group is a hug source of social influence, but adults remain primary
sources of guidelines and support. Students at this age are often devoted to the teacher. Teacher affection and approval are
important for achievement, positive peer interaction, and self esteem. They tend to view school and learning as an exciting
experience they are eager to participate in. An overall successful school experience is critical in helping students establish a positive
attitude toward learning and later education.

 Emotional development factors that may influence instruction in this academic content area According to ASCD's
"Developmental Characteristics of Children and Youth, children at this age expresses feelings freely, often in extreme form. They
become more comfortable away from caregivers but still need adult reassurance of competence and basic worth.
Interests/Aspirations (relevant to this academic area) - The girls in the class seem concerned about physical appearance and
have often tried to talk to me about my outfit or will point out something they are wearing to talk about. The boys in the class enjoy
participating in sport-like activities and often bring soccer and basketballs out to recess and lunch breaks. They enjoy reading book
that involve supper-hero characters such as Batman, The Avengers, and Teenage Mutant Ninja Turtles. All students seem to enjoy
stories that include animals as the main character.
8. Anticipated Difficulties For ELs I anticipate that some of them may not be able to make meaning from just reading the text. There may be some
vocabulary words they do not understand.
For students with autism I anticipate that it may be hard to keep their attention for long periods of time.
Part III - LESSON ADAPTATIONS
9. Modifications/Accommodations For ELs I will supplement the reading with more pictures. Also, the vocabulary words used to complete the sentence frames and
present at beginning of the text, (pick, manufacture, market, eat), will have a corresponding actions to supplement it. I will
teach the students these actions before reading the text, and they will be asked to use the action multiple times throughout
the lesson. The actions are:
PICK - Use hands to grab imaginary fruit from imaginary bush next to you. Place fruit in front of you.
FACTORY -Outstretch arms with palms facing downward, trace the shape of a house by starting at roof then down side walls.
MANUFACTURE- Hold fake bowl in one arm and use other to make a stirring motion, as if mixing cookie batter.
MARKET - Extend both arms out in front of body with, as if you are handing someone a present or pizza box.
EAT- Bring one hand up to mouth with fingers pinched together as if holding a pencil and place the tips of fingers on lips.
For students with autism I will keep the reading of text short and will provide breaks in reading by providing opportunities
where I ask the class questions, show pictures, and ask the class to be active with annotating their texts by underlining words
to help create meaning for vocabulary.

10.21st Century Skills

Communication

Collaboration

Creativity

Critical Thinking

Describe how these 21st century skills will be observed during the lesson:
Students will communicate during the checking for understanding activity since I will ask them to orally explain why they think specific
pictures belong in certain places within the flow chart.
Students will use critical thinking in the completion of the flowchart to be used for guided practice since they will need to apply their
knowledge of the production of strawberry jam to the very similar, but different process for producing orange juice.

11.Technology
I will use the Smart Camera for the reading of the worksheet for instructional input, to model annotation of text (underlining the
definitions of the vocabulary), and to complete the flowchart for modeling (placement of picture and writing of sentences).
Part IV - ASSESSMENT OF STUDENT LEARNING
12. Assessment Criteria for Success:
Webbs DOK Level 1: Recall

a. Formative:
Asking students to provide reasoning to the answers they provide in the checking for understanding activity and the guided
practice activity.
b. Summative (if applicable):
Students will complete sentence frames within a flow chart (See Appendix C). The objective will be met if students can recall key
details about the specified work that different people do to make strawberry jam.
For example:
(Someone picks the strawberries on the farm)> ( Someone manufactures strawberry jam in the factory)> (Someone marketsthe
jars of strawberry jam in the store)> (I eatthe strawberry jam)
Each sentence in parenthesis is in its own box within the flow chart. Each underlined word would be cut out as serrate pieces so
that can be correctly pasted into the appropriate blank spaces within the sentence frames.
c. (Attach rubric here, if applicable):
Please see Appendix D

Part V - INSTRUCTIONAL PROCEDURE

13. Instructional Method: Direct Instruction
Marzanos High-Yield Instructional Strategy: Summarizing and Note Taking
14.Resources/Materials:
SMART Board
SMART Notebook Presentation (Appendix B)
26 pair of scissors
26 copies of H-SS 1.6.2 Pearson Education Worksheet (Appendix A)
26 copies of Summative Assessment (Appendix C)
26 pencils
26 glue sticks
15.Procedure: (About 30 minutes)
OPEN: (4 minutes total)
1.Anticipatory Set (2 minutes)
I will activate prior knowledge and will get students excited about the lesson by asking them, Who likes sandwiches? Is anyones
favorite sandwich a peanut butter and jelly sandwich? I will ask student to raise their hand to answer each question.
2.Objective and Its Purpose (2 minutes)
Use student-friendly wording to explain what the lesson will be about and why it is important. I will say, Today we will learn
about the different steps food takes before it can get to our home. The student-friendly objective will be written on the first
slide of the SMART notebook presentation. I will ask students to read it aloud with me. To do this we will read about the different
people who help to make strawberry jam an important ingredient for a peanut butter and jelly sandwich!

BODY: (19 minutes total)

3. Instructional Input (8 minutes)
Introduce the 3 vocabulary words listed on the first page (factory, manufacture, and market). Simply say the vocabulary word, and
read the corresponding definition provided on the worksheet (Appendix A). As I read each definition I will underline the key word
in each definition that I believe will really help kids to remember the meaning of each word. (factory-building, manufacture-make,
and market-sell). With each word I will also teach the actions mentioned in the accommodations section, including the 2 additional
verbs required for completing the sentence frames. After each of the 5 actions have been modeled by myself, I will ask the
students to perform it themselves. I will then read the text one time through. I will read from the SMART notebook presentation,
students can follow along on the board or on their worksheet. The only break in reading I will make will be when we come upon
the three vocabulary words during our reading. They are redefined within the text so I will simply reread those sentences and will
underline the same words to help build meaning for the students (factory-building, manufacture-make, and market-sell). I will also
act out the appropriate actions when any of the 5 key words are read and pause after reading the text on each slide so I can
discuss the supplementary pictures. For example, Here we see a man on the farm. His job is to help pick the strawberries.
4. Modeling (4 minutes)
I will first model the completion of a flow chart on the smart board by writing out the same sentences that will be present in the
students summative assessment, for example Someone picks the strawberries on the farm in the first box. After each sentence
is written in its respective box on the flowchart I will underline the key word, (the word they will be pasting into the sentence
frames) and will move the corresponding supplemental pictures next to that box on the flowchart.
5. Checking for Understanding (4 minutes)
Review the flowchart. After erasing the sentences and shuffling the pictures, I will ask students to help me place them in the
appropriate box in the flowchart, through free response. Either in Farm, Factory, Store, or Home. When a student provides their
answer to where they think the picture of the man picking strawberries belongs, say under Farm. I will ask them to explain why
they think that, Why do you think this picture belongs under Farm?. If they do not say something that provides appropriate
understanding of the placement, such as Because people pick strawberries when they are on the farm. Then I can use this
formative assessment to further explain this information. Well we have to gather the strawberries where they are grown, on the
farm.

6. Guided Practice (3 minutes)

Use the flow chart provided on the back page of the worksheet (Appendix A). I will read through the first three boxes of the flow
chart and will verbally provide a sentence frame for the students to complete within the 4th box. I will say now what does the
store do with the orange juice? Hmmm the store _______ the orange juice. I will ask them to write down the word they think will
complete the sentence. The correct answer I am looking for is market. If students say sell, I will ask them to think of a different
word we learned that means the same thing. As I probe them to think of the correct the vocabulary word, I will do the
corresponding action.
CLOSE: (6 minutes total)
7. Independent Practice (5 mins)
I will pass out the materials (flow chart, words, scissors, and glue sticks) to each students. First students will cut the strip of words
so each word is its own individual piece of paper. Students will be asked to complete the summative assessment flowchart by
pasting the words I have provided for them provided into sentence frames.
Closure (1 minute)
I will refer to the student friendly objective on the last slide of the SMART notebook presentation. I will read it once and then ask
the students to read it with me one more time. As I ask students to turn in their papers I will tie the lesson back into anticipatory
set by saying, Next time you eat a peanut butter and jelly sandwich, just think about all the steps that food took, and all the help
it had from different people before it could get to your belly!!
Part VI - REFLECTION
1. Please include your rubric data here:

1. Were the students successful at achieving the lesson objective?

Overall I believe most of the students were successful at achieving the lesson objective because they identified the basic roles of
the different people involved in the production and marketing process for strawberry jam by completing a flow chart with key
details from the text. Not all students were able to place every word into the correct sentence frame, but as you can see in the
rubric data above each word was used correctly in the summative assessment about 80% of the time [(19+22+18+21 correct
placements)/(25 students x4 words)]. One of the EL students and both students with autism were present for this lesson, and each
student received 4 points on their summative assessment. I was very pleased with these results and believe that it shows evidence
that my accommodations were appropriate to their needs.
a) If so, provide student evidence (Include 5 samples low, medium, high, EL, & Student with Special Needs)
*Please see student samples attached as a second document in this submission*
b) If not, why do you think they were not able to achieve the lesson objective? What are your next steps?
3 students were unable to achieve the learning goal at all because they did not place any of the words into the correct sentence
frames within the flowchart. I could provide students with the option of producing verbal responses as I ask them about the
different roles and steps required to market jam. According the the rubric, markets was actually the word students struggled
with the most. I believe this was because it may have been confused with the noun and was not being comprehended as a verb.
However, this was not prevalent when checking for students understanding during the instruction. I should not let the students
fixation on one words meaning, such as manufacture, distract me from making sure they understand the other 3 words. A
review of all vocabulary should be included before, during, and after the next text I read.
3. What instructional strategies did you use to help students achieve the lesson objective?
The lesson included many visuals, which allowed every student, especially English Learners, to more easily access the content of
the text, and supplemented the vocabulary. The direct instruction design allowed me to easily introduce key vocabulary before
reading and gave me the chance to reteach critical words required to achieve the learning objectives. It naturally lent itself to the
gradual release of responsibility as students prepared themselves to complete a flowchart on their own. By choosing a lesson that
includes a product that is used in a food they enjoy (peanut butter & jelly sandwich) it made the lesson more engaging and
meaningful.
4. What would you change about the lesson and why?
This group would have benefitted from having the lesson split up into two separate days since I lost their interest towards the end
of instruction. I also could have given them a half sheet with the key vocabulary on it so they could review it at home the night
before I taught. When going over instructions for the summative of the assessment, I should have switched from my SMART
Notebook presentation to the document camera so that I could model the cutting of words. The students have difficulty keeping
track of their materials, so it would be best to do this before handing out everything needed for the summative assessment. This,
as well as time, is one of the reasons I did not include the pasting of pictures into the flow chart as you had suggested.